Yarina Elena Revoldovna 1 year ago
Moral problems of the story by V.G. Rasputin "French Lessons". The role of the teacher Lidia Mikhailovna in the boy's life. 8th grade
Moral issues of the storyV.G. Rasputin "French Lessons". The role of the teacher Lidia Mikhailovna in the boy's life. 8th grade
- 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.
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 life, but feelings. Literature, in my opinion, is primarily the education of feelings. And above all, kindness, purity, nobility. V.G. Rasputin
During the classes:
1. Organizational moment. 2. The word of the teacher. 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 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 childhood makes him a writer, his 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 folk language. Journalist: Question to the reader. Tell us about V. Rasputin's childhood. 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: you had 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: A question for 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 all her life at school. 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 with him several times. Teacher: Thank you to our participants in the press conference. You may take your seats in the class. 4. Conversation on questions. 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, the reader, teachers) - On whose behalf 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 actions described in the story take place? (Three years after the end of the VO war in 1948 in a distant Siberian village) - What are the signs of a difficult time. (The story describes the difficult post-war period: the rationing system for supplying food, famine, compulsory state loans for the population, the hardships of collective farm labor. The scene is Siberia, the birthplace of the writer, a remote Siberian village, in which there are not even gardens, because. trees freeze in winter.) -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. Work in groups How carefully you read the first part of the story, we will know after working on the crossword puzzle. You met all the words that are answers to the crossword puzzle in each group (row) receives a crossword puzzle and fills it in. Questions: 1. A truck with a carrying capacity of one and a half tons. 2. Cereal for baking bread. the owner makes a profit every year 5. The name of the driver 6. The peasant settlement 7. The center of the administrative district 8. The staple food of the family of the protagonist of the story 9. The nickname given to the hero in the village - Why the boy, the hero of the story, ended up in the district center Find excerpts in the work and read them out. (“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 withstand 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 whether ... if she hears the truth" p. 135-136; The boy is endowed with self-esteem. He cannot offend the suspicion of another person.) -Find the passage on p. 135 "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."
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? (“I didn’t know how to treat everything that was entrusted to me back then” p. 134) - What was the boy’s state of mind? (“It was so bad for me, so bitter and disgusting! - 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 No. 5) - Find the passage on p. 141, which begins with the words:“ Not in the warehouse! Vadik announced. Let's read it by role. (Narrator, Vadik, Bird) (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) -We continue reading the 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. Work in groups:- 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. “A big-headed, short-haired guy, nicknamed ...” Students' answers: 1. Vadik. 2. Tishkin. 3. Bird. 8. Continuation of 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? (“For playing for money, we could have been expelled from 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) Conclusion: 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 “Lidiya Mikhailovna was then….”; “There was no cruelty in her face…” p.149) What feelings did the boy evoke in Lidia Mikhailovna? (She treated him with understanding and sympathy, appreciated his determination.) And now let's watch a short excerpt from the film "French Lessons", filmed at the Mosfilm studio in 1978. (Viewing an excerpt from the film, the episode "The Parcel") 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? (Lidiya Mikhailovna is endowed with the ability for compassion and kindness, for which she suffered, having lost her job) Conclusion: Lidiya 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). Word of the teacher. 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? "- asks the author. 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 her, sent a parcel, as if from her 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 name "French Lessons" speaks not only about teaching a foreign language to a fifth grader, but also about 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 No. 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.answer the questions
There are many professions in the world that can be mastered by learning and gaining experience. But there are those in which perfection can only be achieved by having a special vocation. One of them is the teaching profession. You can learn a program, read the outstanding works of famous teachers and educators, work at a school for many years, but you can’t learn love and respect for a person, the ability to see self-worth and unique personalities in little boys and girls, learn to carefully and carefully penetrate the vulnerable and bright world of a child’s souls. Just such a teacher, a teacher from God, was Lydia Mikhailovna - a young, not very beautiful teacher of French. She faces a difficult choice: to punish a student who is addicted to the forbidden game for money, or to help a capable and purposeful, but poor boy continue his studies and not die of hunger. The first path is easy and simple, and many will take it for granted. However, for Lidia Mikhailovna, there is no such choice at all. She objectively assesses the abilities and inclinations of all her students, penetrates deeply into their souls and therefore perfectly understands that this boy, emaciated from hunger, did not play for money for the sake of profit: they will probably never think, and you are a capable boy, you cannot leave school.
The non-standard act of the teacher remains incomprehensible to everyone who learns about it. "It is a crime. Corruption. Seduction ... "- says the enraged director, having learned that the French teacher is playing "wall" with his student. Can you prove to him that for an anemic boy this is the only way to get money for bread and life-saving milk?!
It doesn't matter that the teacher had to leave the school. It is much more important that she left a bright, unforgettable mark in the soul of the student, faith in herself and in people, helped him in bitter moments of loneliness and homesickness, supported him in the hungry post-war period. The image of the teacher remained forever in the soul of a modest, patient, kind and purposeful boy and, probably, helped him more than once in achieving his bright and lofty goals.
Option 2
Everyone knows how important the work of teachers is. They open doors for us to a wonderful and fascinating world of knowledge, instill in us the most important human qualities - kindness, diligence, purposefulness, mercy. Their role in the life of every child is difficult to overestimate.
V. G. Rasputin tells about all this in the story “French Lessons”. French teacher Lidia Mikhailovna is a wonderful, attentive teacher, a sensitive woman. She treats children with respect, tries to understand them, knows how to appreciate honesty, pride, perseverance. She tries “not to take herself seriously, to understand that ... she can teach very little *. Lidia Mikhailovna played a huge role in the life of one of her students - an eleven-year-old boy who came to the city to study. She managed not only to instill in him a love for her subject, a thirst for knowledge of everything new, but also made every effort to help the boy survive in the hungry post-war years. Upon learning that a constant feeling of hunger prompted him to play for money, the teacher did not scold him and drag him to the director, but began to act differently: she collected the parcel for the boy, and then even decided to play “wall game” with him in order to win honestly he was able to buy milk for a penny.
I admired the dedication, sensitivity and kindness of Lidia Mikhailovna, who sacrificed her reputation and a profitable place of work for the life of a student. I am sure that the boy was able to appreciate the act of the teacher and draw the right conclusion about what are the highest values in life and what to strive for.
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.
Brief analysis
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.
History of creation
The story “French Lessons”, which takes place in the late forties, was written in 1973. Published in the same year in the Komsomol newspaper of 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.
Subject
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.
Composition
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.
Main characters
Genre
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.
Artwork test
Analysis Rating
Average rating: 4.8. Total ratings received: 950.
Explanatory note
Direction: humanitarian.
Educational: to enable students to show greater independence.
Developing: to teach to analyze what is read; develop an interest in
Educational: establish contact with the listener; be able to justify your opinion about the work.
This lesson was conducted in a class with sixteen students. The social status of the class is average, the children are inquisitive, psychologically calm, the level of development is above average.
In the course of work on the work, they relied on the textbook: Literature 6th grade: textbook. for general education institutions. At 2 o'clock (author - composition, etc.); ed. .- 16th ed.- M.: Enlightenment, 2009).
According to the curriculum of the school, three hours a week are allotted for literature lessons.
The proposed lesson consists of the following steps:
Stage 1: Introductory speech of the teacher; disclosure by the teacher of the goals and objectives of the lesson;
Stage 2: Analytical conversation. Implementation of homework.
Stage 3: Analysis of illustrations, "voicing them." (reading on the roles of individual episodes of the game in "zameryashki").
Stage 4: Multimedia viewing.
Stage 5: Work on the test.
Stage 6: The teacher's generalizing word about the eternal questions of kindness in literature, about the appeal to universal human values in the story.
Stage 7: Homework. Prepare a story about the hero according to the plan given in the textbook.
The lesson used the following forms of education: frontal and individual.
During the lesson, during the story of the students, multimedia equipment was used (viewing a film fragment from the film "French Lessons" based on the story of the same name by V. Rasputin).
The type of this lesson is a lesson - a conversation.
During the lesson, the students showed their best side, were active and revealed deep knowledge of the work being studied. During the test, they easily coped with the questions asked.
Thus, the students showed a good knowledge of the text of the work of V. Rasputin "French Lessons".
Methodical development of a literature lesson on the topic:
The spiritual generosity of the teacher, her role in the life of a boy based on the work of V. Rasputin "French Lessons".
During the classes
1. Organizational moment.
Checking the readiness of the class for the lesson.
Lesson topic message: The spiritual generosity of the teacher, her role in the boy's life.
Message of the purpose of the lesson: to try to reveal the content of the concepts of "spiritual values", "spiritual memory".
2. Analytical conversation. Implementation of homework.
Today we have the final lesson, we will talk about the lessons of kindness and compassion that Rasputin gave us.
Consider the behavior of the teacher.
Why do you think Lidia Mikhailovna chose the main character of the story for individual classes? Is it by chance?
(Seeing that a student in the hungry post-war years is malnourished, the teacher, under the guise of additional classes, invites him to her home and tries to feed him).
Retelling from the 1st person of coming to visit the teacher.
What did she understand? (This boy will not take alms: he must know that he is eating his own bread).
What is she doing?
What is the status of the teacher? (She is happy that she finally found an opportunity to help the boy, even if by deceit).
And how do you feel about such an act of a teacher?
How do you see the teacher Lidia Mikhailovna and the director of the school Vasily Andreevich?
Why didn't she explain her action to the director?
What role does the afterword play?
3. Analysis of illustrations, "voicing them."
What episodes did the artist choose to illustrate?
Which illustration do you think is the best?
Reading by roles of individual episodes of the game in "zameryashki".
When do you think the boy understood the true meaning of the game started by the teacher?
4. Viewing excerpts from the film "French Lessons".
Why is this story called French Lessons?
What is the significance of the initiation and introduction to it in understanding the meaning of the story?
5. Independent work. Text test.
(a text with a task has been prepared for each student, checking the work after completion)
“... Kneeling against each other, we argued about the score. Before that, too, it seems, they were arguing about something.
Understand you, garden head, - crawling on me and waving her arms, Lidia Mikhailovna argued, - why should I deceive you? I keep score, not you, I know better. I lost three times in a row, and before that I was “chika”.
- "Chika" is unreadable.
Why is this uncountable?
You also had "chica".
We were shouting, fingering each other, when we heard a surprised, if not startled, but firm, ringing voice:
Lydia Mikhailovna!
We froze. Vasily Andreevich stood at the door.
Lidia Mikhailovna, what's the matter with you? What's going on here?
Lidia Mikhailovna slowly, very slowly got up from her knees, flushed and disheveled, and, smoothing her hair, said: - I, Vasily Andreevich, was hoping that you would knock before entering here.
I knocked. Nobody answered me. What's going on here? Can you explain please. I have the right to know as a director...
We are playing in the "wall", - Lydia Mikhailovna calmly answered.
Are you playing for money with this? .. - Vasily Andreevich pointed his finger at me, and with fear I crawled behind the partition to hide in the room. - Are you playing with a student? 1 Did I understand you correctly?
Right…
A1. Determine the genre of the work from which the fragment is taken:
a) a novel c) essay;
b) a story; d) story.
A2. What is the place of this fragment in the work?
a) opens the story;
b) is the denouement of the plot action;
c) is the climax of the plot;
d) is an epilogue.
a) reveals the lack of a serious attitude to life in the heroine:
b) endows her with heroic traits;
c) characterizes the courage of the heroine;
d) emphasizes the complexity of the situation.
A4. Write out from the fragment the name of the game that Lidia Mikhailovna played with the main character.
A5. Indicate an artistic and expressive means that helps the author to describe the image and express his attitude towards it (“amazed voice”, “solid, ringing voice”, “surprised voice”).
A6. How does Lidia Mikhailovna behave while playing with the boy and during a conversation with the director of the school?
6. The final word of the teacher.
After analyzing the story, we come to the conclusion that Lidia Mikhailovna opened a new world for the boy, showed a “different life”, where people can trust each other, support and help, share grief, relieve loneliness. The boy discovered a lot. Now he realized that he was not alone, that there was kindness, responsiveness, love in the world. This is spiritual generosity. V. Rasputin gave us wonderful lessons of kindness and compassion in his work “French Lessons”.
“French lessons” turn out to be “lessons of kindness” - this is how the author called his article, in which he writes that he was able to find his teacher thanks to this story. He speaks of the "laws of kindness": true good does not require a reward, does not seek direct return, it is; good has the ability to spread, be transmitted from person to person and return to the one from whom it came.
(Grading for the lesson, commenting on them.)
7. Homework. Prepare a story about the hero according to the plan given in the textbook
The role of the teacher Lidia Mikhailovna in the boy's life in Rasputin's story "French Lessons" and received the best answer
Answer from Sergey Radostev[guru]
Source: http://www.litra.ru/composition/work/woid/00030301189601580136/
Answer from All Grozny[newbie]
thank you very much Sergey Radostev
Answer from Yoveta Timoshenkova[newbie]
what game did the teacher come up with to help the starving student
Answer from Ilyas gabd[newbie]
In a story by Valentin Rasputin, a French teacher performed an unusual act towards her student, who lived far from home. He entered the fifth grade in forty-eight. He lived in poverty, he did not have enough money for food. Most of all he needed milk, because he had dizziness due to anemia. To earn milk, he began to gamble with high school students who beat him for winnings.
The student went to school willingly. He was good in all subjects except French. Because of the pronunciation. The student had to go home every day to the French teacher Lidia Mikhailovna. She felt sorry for the hungry boy. And she tried to feed him at her place after class. But he was proud and refused to eat, so he went there as if to torture. Then the teacher made another attempt to help the boy. One day, when he came to study, the teacher suggested that he play for money in the "wall". He agreed. But later he noticed that the teacher played along with him. The game was losing its meaning. One day, the director, attracted by a knock, came to find out what was the matter and found the teacher and the student playing for money. After this incident, Lidia Mikhailovna left.
I consider this act noble and selfless, because the teacher tried to help a talented boy in various ways and left the school so that no one would touch him.
.... And in the middle of the January holidays, the boy received a package. It contained macaroni and three red apples. The boy guessed that it was from Lidia Mikhailovna.
Answer from i i i[newbie]
The teacher, one of the heroes of the story "French Lessons" by V. Rasputin, was called Lidia Mikhailovna. She taught a foreign language, but was always ready to help in other matters.
She was neat and smart, beautiful in dress and appearance. She always smelled of perfume and emanated something special and fabulous, beyond anyone's control.
The main character of the story. her student had nothing to eat. He came to the regional center from afar. Parcels were rarely brought to him. Due to lack of money, he began to gamble. Lidia Mikhailovna, having learned about this, clumsily tried to feed him after French lessons at her place, but nothing came of it. then she began to play with him in the wall - a game for money. She is because of his need. So he at least somehow earned his own food. The director found out about their game. Lydia Mikhailovna was fired from school.
The teacher did this because of the kindness of her character, because of the ability to empathize. she could not close her eyes to his misfortune. In addition, she felt responsible for him, as a class teacher. Lidia Mikhailovna helped him. how could.
The teacher did the wrong thing, but she did it out of good intentions. I think that you can forgive her for this act, paying attention to what she did for the boy. From the point of view of school rules, her act was wrong, but I do not blame her, but admire her spiritual qualities.