"French lessons" analysis of the work - theme, idea, genre, plot, composition, characters, problems and other issues are disclosed in this article.
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 - a hunting incident, 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 short 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 afterward. 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.
Idea
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? the writer asks. 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.
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. 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. A 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:
Lodge
- rent an apartment.
Lorry
- a truck with a carrying capacity of 1.5 tons.
Tea room
- a kind of public dining room where tea and snacks are offered to visitors.
toss
- sip.
Naked boiling water
- pure, without impurities.
Blather
- talk, speak.
bale
- Hit hard.
Hluzda
- a rogue, a deceiver, a trickster.
pritaika
- 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’s not for nothing that they say: a school teacher is a teacher of life.
Rasputin's story "French Lessons" is studied in the 6th grade at literature lessons. The heroes of the story are close to modern children with a variety of characters and a craving for justice. In “French Lessons”, it is advisable to analyze the work after reading the biography of the author. In our article, you can find out what the work teaches, 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, as well as the analysis of the story will be needed to write creative and test papers.
Year of writing – 1973.
History of creation- the story was first published in 1973 in the newspaper "Soviet Youth"
Subject- human kindness, indifference, the importance of a teacher in a child's life, the problem of moral choice.
Composition- traditional for the genre of the story. It has all the components from the exposition to the epilogue.
Genre- story.
Direction- rural prose.
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 the city 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 in order to continue his studies in high school. It was a difficult period for a little boy: life with strangers, a half-starved existence, the inability to dress and eat as expected, the rejection of a village boy by classmates. Everything that is described in the story can be considered real events, because the future writer Valentin Rasputin went exactly this way. 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 Vali, 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 “wall”. After the story came out, she found her former student and a long-awaited meeting took place, with special warmth he recalled the conversation that took place with Lydia Mikhailovna in adulthood. She forgot many things that the writer remembered from childhood, he kept them in his memory for many years, thanks to which a wonderful story appeared.
rises in the work 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 disinterested.
The young teacher, who was able 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 poverty. The French lessons she gave him at home became life lessons for both the boy and the youngest woman herself. She missed her homeland very much, prosperity and comfort did not give a feeling of joy, and “returning to a serene childhood” saved her from everyday life and homesickness.
The money that the protagonist of the story received in fair play allowed him to buy milk and bread, to provide himself with the most necessary things. In addition, he did not have to participate in street games, where for his superiority and skill in the game he was beaten by boys from envy and impotence. The theme of "French Lessons" Rasputin outlined from the first lines of the work, when he mentioned the feeling of guilt before the teachers. Main thought The story is that by helping others, we help ourselves. Helping the boy, giving in, cunningly, risking her job and reputation, Lidia 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.
The story has a traditional composition for its genre. The narration is conducted in the first person, which makes the perception very realistic and allows you to enter a lot of emotional, subjective details.
Climax is the scene where the principal of the school, without getting through to the teacher's room, comes to her and sees the teacher and the 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 issues story: a sense of guilt towards parents and teachers - where does it come from?
The conclusion suggests itself: they invested in us all the best, they believed in us, but were we able to meet their expectations? The story ends abruptly, the last thing we learn is a parcel from the Kuban, which came to the boy-narrator from a former teacher. He sees real apples for the first time in the hungry year of 1948. Even at a distance, this magical woman manages to bring joy and celebration into the life of a small person.
The genre of the story, in which Valentin Rasputin dressed his story, 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 by 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: famine, devastation, impoverishment of the village, the well-fed life of city dwellers. The direction of rural 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 rural life, emphasized its originality, poeticized and somewhat idealized the village. The prose of this trend was also characterized by showing the devastation and impoverishment of the village, its decline and anxiety for the future of the village.
Average rating: 4.8. Total ratings received: 1171.
Baich S.V., teacher of the Russian language and literature of the Gymnasium. A. Platonova
Technological map of the literature lesson
Lesson 42. Analysis of V. Rasputin's story "French Lessons"
Section 2 "Me and others"
Working title of the lesson:Sometimes people are hard to help, sometimes people are hard to understand.
Lesson stages
Content
Expected results
The purpose of the lesson and tasks
The purpose of the lesson -to involve students in solving the moral problems posed in the work, to study the concepts: theme, idea and problem of a work of art.
Tasks:
To teach how to build personal emotional and evaluative perception based on the analysis of the literary portrait of the characters with the help of productive reading of the text;
To form an idea of the personality of V. Rasputin;
Expand ideas about the system of images in the story;
Develop the ability to see and interpret artistic details, understand the subtext and the general idea of the work;
To promote the development of critical thinking skills in children;
- to form the ability of students to work in a group;
Contribute to the formation of personal, communicative, regulatory skills.
After the lesson, students will be able to:
Tell about personality
V. Rasputin and the heroes of his story "French Lessons";
Operate with the concepts of "theme", "idea" and "problem of a work of art";
Use the key words of the lesson (compassion, mercy, self-interest, nobility, generosity, kindness, humanism, dignity, ethics) when analyzing other literary works and life situations.
Metasubject results ( formation of universal educational activities (UUD).
Regulatory UUD
1. Self
formulate the topic, problem and objectives of the lesson.
Introduction to the topic.
Motivating start
Formulation of the topic of the lesson and goals.
Formulation of the problem
One of the students reads by heart A. Yashin's poem "Hurry to do good deeds." Next, students get acquainted with Alexei's diary entry dated December 19.
Question:What theme unites Alexei's reflections and A. Yashin's poem? (They are talking about kindness, good deeds).
Theme formulation:
Lessons of kindness in V. Rasputin's story "French Lessons" (primary) Discussion of task number 1 in the workbook(how many meanings of the word "lessons" do you know ...)
Goals:
- talk about ... the heroes of the story
- explain ... the reasons for their actions
- describe ... the time at which events occur
We return to Alexey's entry and think:
What is the main problematic question we will face in the lesson?
Can a person do a bad good or a good bad deed?
What moral concepts will we use today in the lesson? ( compassion, mercy, self-interest, nobility, generosity, kindness, humanism, dignity, ethics, selfishness)
Why do you think it is necessary to understand the motives of this or that act? How do you understand the expression "The road to hell is paved with good intentions"?
2.Updating knowledge.
2. Problem dialogue
3. Work with the concepts of "theme", "idea", "main problems"
4. Creative task
5. Summary of the lesson
The essence of human character, certain actions is especially clearly manifested in complex critical life situations.
Students read V. Rasputin's reflections on their childhood and concisely convey the main idea. (Materials of educational disk)
Valentin Grigoryevich Rasputin was born on March 15, 1937 in the Irkutsk village of Atalanka and still lives in Siberia. Rasputin is one of those who continue the traditions of Russian classical prose in terms of moral issues. The key words of his work are CONSCIENCE AND MEMORY. All his works are about this.
Here is an excerpt from a reflection on his friend and his work by the writer Alexei Varlamov:“Valentin Rasputin does not like to describe harmony, harmony. He, as an artist, is attracted to human disorder, to grief, to trouble, to disaster ... And at this point he is close to the most brilliant Russian writerXX century Andrei Platonov. They are united by the penetrating, philosophical attitude to life and death that Platonov always had. And Rasputin himself felt this kinship, giving Platonov one of the most accurate definitions - "caretaker of the original Russian soul". We can rightfully attribute the same definition to V.A. Rasputin.
What did you learn from the textbook article about the history of the creation of the story?
Childhood memories formed the basis of the story "French Lessons". The prototype of the main character was Rasputin's teacher Lidia Mikhailovna Molokova. The author of the book was friends with her all his life. And he dedicated the story to the teacher Anastasia Prokopyevna Kopylova, the mother of the playwright Alexander Vampilov.
And the teacher Lidia Mikhailovna, and the package with pasta - all this is from the real life of the author. Can the story be called autobiographical?
Frames from the documentary film “In the Depths of Siberia. V. Rasputin»
Conversation on d.z. from a printed notebook. The class is divided into three groups, students write out the details that characterize the subject of their observations.
Critic I. Rosenfeld wrote that Rasputin has an amazing ability to "find and present a detail that is completely poignant and, for all its improbability, very material and convincing."
Three directions for observations:
The real world of wartime;
The inner world of the narrator (child);
The inner world of the teacher Lidia Mikhailovna.
Questions for problematic dialogue
Why did the boy, the hero of the story, play for money, although it was strictly forbidden?
Why did the hero of the story refuse to take the parcel and did not want to dine with the teacher?
How old is the hero? What traits of his character have already developed? Can we say that this boy is a person?
What life lessons did the hero get from Vadik and Ptah?
What personality traits of Lydia Mikhailovna can be judged from her portrait? What goal did she set for herself? How did she achieve this goal? Why was it so difficult for her to help the hero of the story?
Watching an episode of the film "Receiving the Parcel"
Do you agree that Lidia Mikhailovna is a person
extraordinary
? (Vocabulary - outstanding ....) What made her play for money with a student? Is it possible to say
that her kindness humiliated him? Is it easy to do good?
Lesson topic: « Sometimes people are hard to help, sometimes people are hard to understand.”
Is it fair for the director to fire the teacher?
What is teacher ethics? (Vocabulary - ethics ...) Did Lidia Mikhailovna violate it? Please rate her performance.
Work in a printed notebook on page 38. (students at home tried to determine the topic, idea, problems of the story). Discussion.
Research work for task 3 on page 38 (work in pairs)
Return to the formulation of the main idea of the story, think:Through whose eyes did you look at the events of the story, determining the main thing in it:
Boy narrator;
Teacher Lidia Mikhailovna;
Remembering distant events of an adult.
Try again to formulate the main thing from the position of each.
Now imagine your thoughts in the formsyncwine.Work in groups on the images of a boy, a teacher, an author.Presentation of the results of the work.
How does Rasputin begin his story? What causes a writer who speaks on behalf of many people to feel guilty and ashamed? What does he mean by the title of his story?
You begin to appreciate kindness not immediately, but over time. You don’t immediately understand those who cared about you, tried to set you on the first path, who turned their lessons into lessons of goodness, who, perhaps, made mistakes, were mistaken, but sought to help you from the bottom of their hearts. What "became with us after"? We have cooled the soul, we have learned to forget those who should not be forgotten. The writer wants to awaken ourConscience and Memory .
Lidia Mikhailovna opened a new world for the boy, showed a “different life”, where people can trust each other, support and help, relieve loneliness. The boy also recognized red apples, which he had never dreamed of. Now he learned that he was not alone, that there was kindness, responsiveness, love in the world. In the story, the author speaks of the "laws" of kindness:true good does not require a reward, does not seek direct return, it is selfless. Rasputin's workabout childhood and responsibility to their teachers. Teachers who give children awareness of themselves as individuals, an important part of society, bearers of culture and morality.
Appeal to the statement of A. Platonov " The love of one person can bring to life the talent in another person, or at least awaken him to action.What kind of love is in the sentence?
Explain why a reproduction of one of the details of Michelangelo's fresco "The Creation of Man" is placed in the textbook (p. 95) before V. Rasputin's story.
The tense, energetic hand of God the Father will now touch the weak, weak-willed hand of man with his finger, and the man will gain the power of life.
Cognitive UUD
1. Independently proofread all types of textual information: factual, subtextual, conceptual.
2. Use a learning type of reading.
3. Extract information presented in different forms (solid text; non-continuous text: illustration, table, diagram).
4. Use introductory and viewing reading.
5. State the content of the read (listened) text in detail, concisely, selectively.
6. Use dictionaries, reference books.
7. Carry out analysis and synthesis.
8. Establish causal relationships.
9. Build reasoning.
Communicative
UUD
1. Take into account different opinions and strive to coordinate various positions in cooperation.
2. Formulate your own opinion and position, argue it.
3. Ask questions necessary to organize your own activities.
4. Recognize the importance of communication skills in human life.
5. To formulate your thoughts in oral and written form, taking into account the speech situation; create texts of various types, styles, genres.
6. Express and justify your point of view.
7. Listen and hear others, try to take a different point of view, be ready to correct your point of view.
8. Speak to an audience of peers with messages.
Personal Outcomes
1. Formation of an emotional and evaluative attitude to what is read.
2. Formation of the perception of the text as a work of art.
Regulatory UUD
1. Correlate the goals and results of your activities.
2. Develop evaluation criteria and determine the degree of success of the work.
TOUU
6. Reflection
This lesson helped me understand...
In this lesson, I learned that...
At the lesson, I was ... because ...
7. Homework
8. Evaluation
Page 119-127
V. M. Shukshin. "Strong man" story
Tasks in a printed notebook on pages 40-41
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.
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. 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.
V.G. Rasputin. "French lessons".
The mental subtlety of a teacher. Her role in the boy's life
The purpose of the lesson: analyzing the text, show students the sincerity and sensitivity of the teacher; reveal the moral laws by which the heroes of V. G. Rasputin live; to identify the author's position and students' points of view on the problems raised by the author in the work; to form the ability to analyze a work of art, to develop communication skills and abilities of students, to continue work on the development of speech of schoolchildren; to cultivate a sense of respect for the older generation, moral qualities in students.
Equipment: portrait of the writer performed by I. Glazunov, interactive equipment, presentation, video clips from the film "French Lessons" (directed by E. Tashkov), recordings of songs, handouts (mini-dictionaries with the interpretation of the words "prototype", "kindness", "conscience" , "morality", "humanism", "lesson"; a sample of syncwine).
The smarter and kinder a person is, the more he notices goodness in people.
L.N. Tolstoy
During the classes
I. Organizational moment.
Hello those who every morning go to school with joy, because they believe that discoveries await them here, true friends and wise mentors - teachers!
Hello and those who go to school not with a very great desire, because they think that teachers are too strict with them.
I think that by the end of our today's lesson there will be significantly more of the first of you.
And the wise writer, our contemporary Valentin Grigoryevich Rasputin and his story "French Lessons" will help us in this.
II. Announcement of the topic and purpose of the lesson.
(Slide No. 1: four key terms "PROTOTYPE", "TEACHER", "ACT", "KINDNESS").
1. Question to the students.
(Students try to formulate the topic of the lesson according to the suggested keywords).
2. Writing in the notebook the date and topic of the lesson.
(Slide No. 2: the topic of the lesson; slide No. 3: a portrait of V. G. Rasputin and an epigraph to the lesson).
The musical accompaniment of the words of the teacher is the song "Teacher's Waltz".
3. The word of the teacher.
Today in the lesson we will try to reveal the spiritual values, moral laws by which the heroes of Rasputin live in the story "French Lessons", to identify the author's position and your points of view, we will continue to learn to analyze a work of art and work on the culture of speech.
V. Rasputin's work invariably attracts readers, because next to the ordinary there are always spiritual values, moral laws, unique characters, author's thoughts about life, about man, about nature, which help us to discover in ourselves and in the world around us inexhaustible reserves of goodness and beauty . As an epigraph to our lesson, we will take the statement of Leo Tolstoy "The smarter and kinder a person is, the more he notices goodness in people," which expresses the essence of the lesson.
III. Work on the topic of the lesson.
1. Question to the students.
(Checking homework. Composition-miniature: "What should be a real teacher").
2. The word of the teacher.
We will definitely return to this issue at the end of our lesson, having previously analyzed the image of the teacher in the work of V.G. Rasputin "French Lessons". Perhaps something will change in your judgments.
Today we are divided into 4 groups, each of which received their tasks on cards. And within the group, you already independently decided who prepared what questions.
(The teacher introduces the groups and briefly comments on the tasks proposed by him in advance).
1 group "Theorists": a prototype of the teacher’s image and vocabulary work (the meanings of the words “prototype”, “kindness”, “conscience”, “deed”, “morality”, “lesson” had to be written out and provided with handouts to the whole class).
Group 2 "Researchers": worked on the image of the teacher in the work on the following episodes:
Portrait of a teacher;
Classes with Lidia Mikhailovna (staging of the episode);
Parcel (demonstration of a video clip from the film "French Lessons");
Game for money.
Group 3 "Moralists": tried to solve the moral issues raised by the author in the work.(Questions provided by the teacher in advance).
Group 4 "Artists": created a slideshow about their high school years and had to continue the sentence:“From my point of view, the lesson is…”(using different meanings of this word)
The story of V.G. Rasputin autobiographical. He dedicated it to his teacher. Before we listen to the message of the students of the first group about the history of the creation of the story, I would like to find out from you what the concept of "prototype" is.
(Student answers using dictionaries created by group No. 1).
3. Message from a student of group No. 1 “PROTOTYPE of Lidia Mikhailovna”.
(Slide No. 4: photo of Molokova L.M. Musical accompaniment with the song “There is no time for teachers to grow old”).
See Appendix to Lesson #1.
4. Questions to the students of group No. 2:
(Students read the description of the teacher).
(Slide number 5: a portrait of a teacher - a frame from the film "French Lessons")
(Students should note that the portrait of the teacher is given through the perception of the main character: “She was sitting in front of me, all neat, smart and beautiful, beautiful in clothes, and in her feminine young pore, which I vaguely felt, I could smell perfume from her , which I took for the very breath ... "" Lidia Mikhailovna was then probably 25 years old or so; I remember well her correct and therefore not too lively face with her eyes screwed up to hide a pigtail in them ... "The key will be the words and phrases: "squinting attentive eyes", "beautiful", "carefully examined the class", which speak of the teacher's indifferent attitude to her work. Lidia Mikhailovna kept calm, confident, this indicates that she felt that the profession of a teacher is her vocation. She spoke a little, correctly, asked questions, as she always tried to understand the situation. The teacher is shown as unusual, smart. Her image is slightly exalted by the author).
5. Word of the teacher.
There was only an elementary school in the village, and the hero went to the regional center to get further education, it was hard to endure hunger, homesickness was terrible, the boy begins to play for money, having practiced, he understands that he can win money and spend it on milk.
Lidia Mikhailovna is trying to find out the reasons for what happened with a joke, she understands that the boy is deceiving her and decides after school to find out the reasons for what happened.
Let's see how she does it!
(Slide number 6: Frame from the film "French Lessons")
6. Dramatization of an episode from the work “Lydia Mikhailovna’s conversation with the main character after the fight”
(Staging of the episode performed by students of group No. 2).
7. Questions to students of group No. 2.
(At first, the hero was wary of the teacher, because he did not assume that there could be a trusting relationship between the teacher and the student. Then he realized that Lydia Mikhailovna wanted to help him. The teacher distinguished the hero from other students for his abilities, for his inclination and interest in learning , she saw the boy’s self-sufficiency and self-esteem, which developed early in him. “How many well-fed loafers we have at school who don’t understand anything ... and you are a capable boy, you can’t leave school.” She was looking for different ways, how to help the boy out without hurting his self-esteem).
8. Demonstration of the video clip "Parcel".
(Stills from the film "French Lessons")
9. Questions for students.
(Slide number 8. The game of the main character and the teacher).
(The teacher suggested a game for money out of compassion for the boy, and when the director came, she behaved strictly, without losing self-esteem. This makes her related to the main character of the story).
10. The word of the teacher.
Our group No. 4 tried to find all the meanings of the concept “LESSON” and translate them into a sentence: “From my point of view, a lesson is ...” Let's hear what they did.
11. Students reading received proposals.
(Sample answers:
12. The word of the teacher.
We come to the conclusion that for a writer, the spiritual experience of a person, which is acquired throughout life, is important.
The boy received lessons in kindness and courage, not only additionally studied French, but also received life lessons: he learned to forgive insults, gained experience in experiencing loneliness. He realized that true good does not require a reward, it is disinterested, good has the ability to spread, be transmitted from person to person andreturn to the one from whom it came. He received a lesson in selfless kindness, caring, and courage. Lidia Mikhailovna opened a new world for the boy, where people can trust each other, support and help, share grief and joy, relieve loneliness. He learned that there is kindness, responsiveness and love in the world. These are spiritual values. French lessons turn out to be lessons in kindness.
I invite you to express your thoughts about kindness in writing a syncwine.
So, GOOD...
13. Compilation by students of syncwines to the concept of "KINDNESS".
(Musical accompaniment of students' work - Song about kindness).
(Slide number 9. Sinkwine sample).
(Use handout - syncwine sample -see Appendix to Lesson #2).
14. Presentation of students' syncwines.
15. The word of the teacher.
(Slide No. 10: with the last frame from the film - a package with apples and pasta; accompanied by the words of V. Sukhomlinsky)
“Kindness, readiness to protect the weak and defenseless is, first of all, courage, fearlessness of the soul” (V. Sukhomlinsky)
A real teacher is one who helps his students become human beings, just human beings. A real teacher is one who is remembered all his life. True good does not require a reward, does not seek direct return, it is selfless. Good has the ability to spread, be transmitted from person to person and return to the one from whom it came.
The end of the story suggests that even after parting, the connection between people is not broken, kindness does not disappear:
16. Reading an excerpt by heart from a work by a pre-prepared student of group No. 4.
(Musical accompaniment - the song "Farewell Waltz").
(“In the middle of winter, already after the January holidays, a package arrived at school by mail. When I opened it, taking the ax out from under the stairs again, there were tubes of pasta in neat, dense rows. And below, in a thick cotton wrapper, I found three red apples. I used to see apples only in pictures, but I guessed that they were.")
17. Showing by students of group No. 4 a slide show about their school life and reciting poems about teachers by heart.
(Slideshow of photos about school life in grade 6 - A, musical accompaniment with songs about the school).
See Appendix to Lesson 3 (Poems about Teachers).
Questions for students.
(Assessment of students).
Prepare an essay-miniature "The teacher in my life."
Appendix to lesson number 1
Prototype of Lidia Mikhailovna
The heroine of the famous story "French Lessons" by Valentin Rasputin lives in Nizhny Novgorod, her name is Lidia Mikhailovna Molokova.
By chance, schoolgirl Lidia Danilova ended up in Siberia during the war with her parents. Accidentally entered the French department at the Irkutsk Pedagogical Institute. She was going to the university for the history, but she was embarrassed ... the walls of the future alma mater: the high, gloomy vaults of the former building of the theological seminary seemed to put pressure on the young girl. The applicant took the documents and went to the pedagogical one. There were places left only in the French group ...
By chance, she ended up in the district school, in the remote village of Ust-Uda. It was the worst place you could get in terms of distribution. And for some reason, it went to a student with an excellent diploma. “For insolence,” the heroine herself explains.
In the sponsored eighth grade, the young teacher at first did not make a serious impression. The guys got naughty
Valya Rasputin studied in a parallel class. More serious students gathered there. The class teacher, mathematics teacher Vera Andreevna Kirilenko, apparently, did not let them down. “In fact, Rasputin, first of all, wrote his teacher from Vera Andreevna,” says Lidia Mikhailovna. - “Beautiful, her eyes squinted a little,” - it's all about her. Restrained, neat, with good taste. They said that she was one of the former front-line soldiers. But for some reason, Vera Andreevna disappeared from all the biographies of the writer.
After working for the prescribed three years, Vera Andreevna left Ust-Uda for the Kuban. And Lidia Mikhailovna had to take on her shoulders the class leadership in the combined ninth grade. Then Lidia Mikhailovna got married, lived in Irkutsk, raised two daughters. Soon her husband died and she moved toSaransk, closer to my mother. Lidia Molokova worked at Saransk State University for forty years. There were also business trips abroad: at first she worked as a Russian teacher in Cambodia, then she taught the language at a military school in Algeria. And then there was another business trip to France, during which Lydia Mikhailovna found out that she had become a book heroine.
And the work is dedicated to another teacher who gave her children her whole life, the mother of the playwright Alexander Vampilov Anastasia Prokopyevna Kopylova.
Appendix to lesson number 2
Sinkwine sample
First line | One noun | Friendship |
Second line | Two adjectives | Sincere, sincere. |
Third line | Two verbs or action descriptions | Help understand. |
Fourth line | Phrase showing personal attitude to the topic | There are few true friends. |
Fifth line | Synonym for the noun in the first line | Understanding |
Appendix to lesson number 3
Poems about teachers
№ 1.
Do you remember it was around
A sea of colors and sounds.
From warm mother's hands
The teacher took your hand.
He put you in first grade
Solemn and respectful.
Your hand and now
In the hand of your teacher.
The pages of books turn yellow
Change the name of the river
But you are his student:
Then, now and forever!(K.Ibryaev)
№ 2. 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)
No. 3. There are a lot of them -
Snub-nosed, dissimilar,
Flying into the school in a crowd.
And it's not easy with them. But still
Any one is dear to his soul.
He led them
On the ladder of knowledge
Learned to appreciate the country
And see through the distance
And be friends with a clever book ...
Let someone become a builder
And someone is the owner of the rivers,
But my heart believes
put
Five to them tomorrow's century.
And, becoming adults, through the years
Guys remember well
And his severity, and worries, -
The hard work of a teacher.(B. Gaikovich)
No. 4. In the classroom
The cold hands crumpled the apron,
All turned pale, the darling trembles.
Grandma will be sad: granddaughter
Suddenly - a unit!
The teacher looks, as if not believing
These tears in the lowered gaze.
Valentin Grigoryevich Rasputin The smarter and kinder a person is, the more he notices goodness in people. L.N. Tolstoy
PROTOTYPE Lidia Mikhailovna Molokova
LIDIA MIKHAILOVNA The image of the teacher V.G. Rasputin "French Lessons"
FRENCH LESSONS
GAME Illustration for the story by V.G. Rasputin "French Lessons"
Creating a syncwine First line One noun Friendship Second line Two adjectives Sincere, sincere. Third line Two verbs or action descriptions Help, understand. Fourth line A phrase showing a personal attitude to the topic There are few real friends. Fifth line Synonym for the noun from the first line Mutual understanding
Kindness, readiness to protect the weak and defenseless is, first of all, the courage and fearlessness of the soul. V. Sukhomlinsky
