Composition

History of creation

“I am sure that what makes a person a writer is his childhood, the ability at an early age to see and feel everything that then gives him the right to put pen to paper. Education, books, life experience nurture and strengthen this gift in the future, but it should be born in childhood,” wrote Valentin 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 to get the prototype. I needed to return to people the good that they did for me in their time.”

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

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

Genre, genre, creative method

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

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

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

Subjects

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

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

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

Main characters

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

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

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

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

Plot and composition

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

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

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

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

Artistic originality

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

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

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

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

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

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

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

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

Meaning of the work

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

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

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

Lesson topic: Moral problems raised by V. G. Rasputin in the story
"French Lessons".
Lesson objectives:
1. Introduce students to:
some personality traits of the writer,
the main themes of his work,
the history of the creation of the story.
2.Help to reveal spiritual values ​​that make a person richer and kinder.
3. Cultivate observation, responsiveness, kindness.
Equipment: portrait of V.G. Rasputin, explanatory dictionary edited by S. I. Ozhegov
(the meaning of the word “autobiography”), illustrations for the story (stills from the film)
Board design: epigraph: “The smarter and kinder a person is, the more he notices goodness
in people" (L.N. Tolstoy)
Progress of the lesson.
1. Introductory speech by the teacher.
Guys, today in literature class we will get acquainted with the works of V. G. Rasputin,
Let's find out the history of the creation of the story "French Lessons" and what kindness lessons I learned
the main character from his teacher, and also try to reveal moral
story problems.
Valentin Grigorievich Rasputin was born into a peasant family. Mother - Rasputina Nina
Ivanovna, father - Rasputin Grigory Nikitich. The future writer spent his childhood in
village of Atalanka. “My childhood was during the war and the hungry post-war years,
the writer recalls. It was not easy, but, as I now understand, it was
happy. After graduating from the local primary school, he was forced to leave alone for fifty
kilometers from the house where the high school was located. After school I entered the history department
Faculty of Philology, Irkutsk State University.
Lives and
works in Irkutsk and Moscow. During his student years he was a freelance correspondent.
youth newspaper. One of his essays caught the editor's attention. In the 1980s
For years he was a member of the editorial board of the Romangazeta magazine. The first story “I
I forgot to ask Leshka...” published in 1961.
Rasputin V.G. notes that “what makes a person a writer is his childhood, his ability to
at an early age to see and feel everything that then gives him the right to put pen to paper.
Education, books, life experience nurture and strengthen this gift in the future, but
he should be born in childhood.”
2. The main words in the writer’s work are conscience and memory. (attaches to the board
printed terms)
Valentin Grigorievich wrote his article about the history of the creation of the story “French Lessons”
called “Lessons in Kindness.” Let's read it (reading aloud the article “Lessons of Kindness”
students)

Why is the word lessons used in the title of the article and story? (students' answers)
What laws of kindness does the author talk about in the article “Lessons of Kindness”? (answers
students)
3.Working with the epigraph.
“The smarter and kinder a person is, the more he notices goodness in people” (L.N. Tolstoy).
What is the meaning of the epigraph? (students' answers)
4. The story “French Lessons” is an autobiographical work.
What is an autobiography? (students' answers).
Autobiography is a description of your life.
Today we will get acquainted with the new literary concept of autobiographical
story. Let's turn to the dictionary.
5. Conversation on issues.
What feelings and thoughts did the story “French Lessons” evoke? (students' answers).
Why is the story called “French Lessons”? (students' answers)
What two parts can the story be divided into?
Who is the main character of the first part of the story? (Narrator).
Who is at the center of the story? (teacher Lidia Mikhailovna).
Find in the text a description of the portrait of Lydia Mikhailovna and write down the key words.
(“She sat in front of me, all neat, smart and beautiful, beautiful both in clothes and in
my feminine youthful pore, which I vaguely felt, the smell reached me
perfume from her, which I took for the very breath..." "To Lydia Mikhailovna then
it was probably 25 years or so; I remember it well and that’s why I don’t
too lively face with eyes squinted to hide the pigment...").
Key words and phrases “squinting attentive eyes”, “beautiful”,
“I carefully examined the class”, etc.).
What technique does the author use in describing Lydia Mikhailovna? (In Lydia's description
Mikhailovna used opposition. The antithesis of the teacher's description
is a description of the hero himself. Lidia Mikhailovna is opposed to the director, and
not just a description of appearance.).
What does she have in common with the main character of the story?
Now, guys, let's find a passage that begins with the words: “Not to the warehouse!” –
Vadik announced,” and we’ll read it role-by-role.

Why did our hero have to come to terms? (because he couldn't prove his
rightness).
Why did the boy start playing “chika”?
(The boy began to play “chika” because at first he did not understand the dishonest character
games, in the foreground there was only the desire to show dexterity. He also realized that
After training, he will be able to win money and spend it on milk. So he
did: “I didn’t allow myself to get too carried away with the game... I only needed
ruble".)
Why did Vadik and Ptah beat the hero? (The hero quickly realized that Vadik was cunning in the game,
gets most of the money. And our hero, after long training, achieved good
results in the game, he does not cheat like Vadik, but plays honestly. But playing for money is not
can be honest. She doesn't accept honest people.)
Guys, we left our hero in a very difficult situation: he was brutally and vilely beaten.
Let's find a passage that begins with the words: “they beat me...” and read
expressively.
How does the hero behave in a fight and after it? (Courageously. The hero knows what is behind him
no one will intercede. He almost doesn’t defend himself, he just shouts: “He turned it over!”
defending justice).
What kind of person did our hero show himself to be in this episode? (Honest and
principled.)
Why did the boy trust Lydia Mikhailovna and tell the whole truth? (Lydia
Mikhailovna is trying to find out everything with a joke. The hero lies ineptly. If it were
If it reached the headmaster, the hero would face expulsion from school. He's afraid of shame
afraid of appearing to be an unreliable person.)
Have you met teachers similar to Lydia Mikhailovna? (students' answers).
Why can't you trust any teacher? (students' answers).
Why did Lidia Mikhailovna decide to play “measures” with her student?
(Lidiya Mikhailovna realized that the boy would not accept help, and
decided to use a means known to him - playing for money. She
specially adapts to him, asks not to give him away to Vasily
Andreevich. The teacher teases the boy with reliable techniques:
“Are you really afraid”; succumbs to eat, and when he exposes foul play. it does that
the appearance of shamelessly deceiving the hero. So she achieved that
the boy began to win money and buy milk for himself.)
Did she act pedagogically? (No. She wanted to help the boy endure
tests of hunger, and she understood that in another form this unusual student
will not accept help from her.)
What is your attitude towards the teacher’s action? (students' answers).

How did the director behave? (The director accused the teacher of the most terrible sins
and kicked out of school. This episode contrasts kindness, sensitivity,
responsiveness, trusting, respectful attitude towards Lydia Mikhailovna’s children and
callousness, inattention, callousness of the director. He should have known about
the boy's plight.)
Why did Lydia Mikhailovna force the hero to study extra? And why for
Boy, were those painful days?
(She decided in this way to distract the hero from playing with money, to save him from bullying
and beatings. The boy didn't understand this. And the narrator, already an adult, remembering
events of his childhood, understands that the teacher saved him, helped him).
How do you evaluate this action? (Kindness, responsiveness).
How does Lydia Mikhailovna behave? Why didn't she explain her actions to the director?
(She responds to the director’s indignation calmly, doesn’t get out of her way, doesn’t
justified. Her confusion is revealed by the first seconds after the “exposure”: she
“slowly, very slowly, she rose from her knees, flushed and disheveled...”)
What actions of Lydia Mikhailovna indicate that she has
good? (She tries to feed the boy, sends a package, starts a game with him,
Finally, he gets his way, and the boy can buy milk again).
What is the meaning of the ending of the story? (She emphasizes responsibility, kindness,
teacher's sensitivity).
What do you think the hero felt when he received this package? (Having met later
his teacher, the author learned that she did not remember this parcel).
Why do you think? (students' answers).
How does this fact help understand the main idea of ​​the story? (Good is selfless, it is not
requires a reward, it is passed from person to person and returns to those from
who it came from).
6. Lesson summary.
Did Rasputin, using the example of a story from his childhood, manage to tell what laws are?
kindness, that they exist just like real good people? (answers
students).
7. Student assessment
8. Homework.
Write an essay on the topic: “My attitude towards the act of teacher Lydia
Mikhailovna"

The story “French Lessons,” which we are now analyzing, was published in 1973. Despite its small volume, the work occupies an important place in the work of Valentin Rasputin. Much is brought into the narrative from my own life experience, difficult childhood and meetings with different people.

The story is autobiographical: it is based on the events of the post-war period, when Rasputin studied in the village of Ust-Uda, many kilometers from home. Subsequently, Rasputin said that people often feel guilty before teachers in the same way as before their parents, but not for what happened at school, but for what “happened to us after.” It is in childhood, according to the writer, that a child learns the most important lessons in his life. The story “French Lessons” was written about these lessons, about dear people, about the development of man.

The image of the main character in Rasputin’s story “French Lessons”

The hero of the story largely repeats the author’s childhood fate, and the analysis of “French Lessons” illustrates this well. At the age of eleven, his independent life began: his mother sent him to study in the regional center. In the village, the boy was considered literate: he studied well, read and wrote letters for old women, and even knew how to fill out bonds. But a simple desire to gain knowledge was not enough. Living in the regional center was not easy, as elsewhere in the hungry post-war years.

Often the boy had nothing to eat; the supplies of potatoes brought by his mother quickly ran out. As the child discovered, the food was slowly stolen by the son of the owner of the house where he lived. Already here we see the boy’s character: his persistent desire to study well, despite malnutrition and homesickness, strong will and responsibility. It is no coincidence that he considered it shameful to return home without studying and struggled with all the difficulties. Let us continue the analysis of the work “French Lessons”.

To avoid painful hunger, the teenager had to decide on something not entirely legal: play for money with older guys. The smart boy quickly understood the essence of the game and unraveled the secret of winning. And once again the mother sent some money - the boy decided to play. Rasputin emphasizes that he spent the money on milk and now did not feel hunger so acutely.

But, of course, the constant winnings of a stranger did not please Vadik and his company. Therefore, the hero soon paid for his luck. Vadik acted dishonestly: he turned over the coin. During the fight, or rather, the beating of the child, he still tried to prove that he was right, he kept repeating “turned it over.” This situation shows his stubbornness and unwillingness to agree with lies.

But, of course, not only this situation became an edification for the boy. A real life lesson for him was the teacher’s help at a difficult moment. After her student was beaten for the second time, Lidia Mikhailovna realized that she could not do without her help.

If you are doing an analysis of “French Lessons”, note this idea: there are two narrators in the work: the narration is told in the first person, that is, on behalf of an eleven-year-old teenager, but events and people are shown and commented on by an adult, a writer, looking back with wisdom on his young self . It is this matured man who remembers his shyness and pride at the same time, when he came to the teacher to study French and refused dinner when he indignantly told her that he could not accept the parcel. It is this adult who understands how much Lydia Mikhailovna meant to him and how much she did. She taught him to help people and not abandon them in difficult situations, to be grateful and do good without thinking about gratitude and without expecting a reward. This is the meaning of the title of the story “French Lessons”.

The image of a teacher in Rasputin’s story “French Lessons”

Lidia Mikhailovna is a real person, a French teacher who taught in a small village. We see it through the eyes of the hero. She is young, beautiful, the mysterious French language itself seemed to give her mystery, it seemed to the boy that the light smell of perfume was “breath itself.” She is shown to be a subtle and sensitive person. She is attentive to the students, does not scold them for their offenses (as the school director constantly does), but asks questions and listens thoughtfully. Having learned why the hero played for money, despite the prohibitions, Lidia Mikhailovna tries to help him in various ways: she invites him to her home to study French, at the same time hoping to feed him, and sends a parcel with apples and pasta. But when all this does not work, he decides to play for money with the student. And then he takes all the blame upon himself. Thanks to the analysis of the work “French Lessons”, this idea is clearly visible.

There is sincerity and cheerful enthusiasm in her. She tells how she herself studied at the institute, what beautiful apples grow in her homeland, and when playing “measures”, she got carried away and argued. It is she who says in the story: “A person grows old not when he reaches old age, but when he ceases to be a child.”

The boy remembered the spiritual beauty and kindness of the teacher for many years. In the story, he pays tribute to the memory of such open, honest, selfless people.

You have read the analysis of the work “French Lessons” by Rasputin. We hope you found this article interesting. Visit the section of our website -

Objective of the lesson:

V.G. Rasputin

Lesson progress

1. Organizational moment.

2. The teacher's word.

4.Student messages.

5. Conversation on issues.

Conclusion: Lidia Mikhailovna takes a risky step, playing with students for money, out of human compassion: the boy is extremely exhausted, and refuses help. In addition, she recognized remarkable abilities in her student and is ready to help them develop in any way.

You are that comrade, my muse,My blood brother and even motherYou taught me to writeLove yourself and believe in miracles,Be kinder to othersTake care of your best friendDon't be offended by people.All these truths are simpleI got to know you the same way,And I want to say: “Teacher!You are the best on earth"

Reflection.

Moral problems of the story by V.G. Rasputin "French Lessons".

Objective 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 problems raised by the writer in the story;

to cultivate a sense of respect for the older generation and moral qualities in students.

Equipment: portrait and photographs of V. Rasputin; book exhibition; explanatory dictionary edited by Ozhegov; recording of the song “Where does childhood go?”

Methodological techniques: conversation on questions, vocabulary work, student messages, , listening to music, expressive reading of a poem.

The reader learns from books not life, butfeelings. Literature, in my opinion, -This is primarily the education of feelings. And beforeall kindness, purity, nobility.V.G. Rasputin

Lesson progress

1. Organizational moment.

2. The teacher's word.

In the last lesson we got acquainted with the work of the wonderful Russian writer V.G. Rasputin and his story “French Lessons”. Today we are holding a final lesson on studying his story. During the lesson, we will have to discuss several aspects of this story: we will talk about the state of mind of the main character, then we will talk about the “extraordinary person” - the French teacher, and we will end the conversation with a discussion of the main moral problems posed by the author in the story.

3. Listening to the verse of the song “Where does childhood go”

Now we have listened to an excerpt from the song. Tell me, how did childhood affect the work of V.G. Rasputin?

4.Student messages.

V. Rasputin wrote in 1974 in the Irkutsk newspaper: “I am sure that what makes a person a writer is his childhood, the ability at an early age to see and feel what then gives him the right to take up the pen. Education, books, life experience nurture 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 region have become literary heroes. Truly, as V. Hugo said, “the principles laid down in a person’s childhood are like letters carved on the bark of a young tree, growing, unfolding with him, constituting an integral part of him.” And these beginnings, in relation to V. Rasputin, are unthinkable without the influence of Siberia itself - the taiga, the Angara, without his native village, of which he was a part and which for the first time made him think about the relationships between people; without pure, unclouded folk language.

Tell us about V. Rasputin’s childhood years.

V.G. Rasputin was born on March 15, 1937 in the Irkutsk region in the village of Ust-Uda, located on the banks of the Angara. His childhood partially coincided with the war: the future writer entered the first grade of Atalan Primary School in 1944. And although there were no battles here, life was difficult, sometimes half-starved. “My childhood was during the war and the hungry post-war years,” the writer recalls. “It wasn’t easy, but, as I now understand, it was happy.” Having barely learned to walk, we hobbled to the river and threw fishing rods into it; not yet strong enough, they gravitated to the taiga, which began right outside the village, picked berries and mushrooms, from an early age got into a boat and independently took up the oars...” Here, in Atalanka, having learned to read, Rasputin fell in love with books forever. The elementary school library was very small - only two shelves of books. “I began my acquaintance with books with theft. One summer, my friend and I often went to the library. They took out the glass, entered the room and took books. Then they came, returned what they had read and took new ones,” the author recalled.

After finishing 4th grade in Atalanka, Rasputin wanted to continue his studies. But the school, which offered fifth and subsequent grades, was located 50 km from their home village. It was necessary to move there to live, and alone.

Yes, Rasputin's childhood was difficult. Not everyone who studies well knows how to evaluate their own and others’ actions, but for Valentin Grigorievich, studying became moral work. Why?

It was difficult to study: he had to overcome hunger (his mother gave him bread and potatoes once a week, but there was always not enough of them). Rasputin did everything only in good faith. “What could I do? – then I came here, I had no other business here... I would hardly have dared to go to school if I had left at least one lesson unlearned,” the writer recalled. His knowledge was assessed only as excellent, except perhaps for French (pronunciation was not given). This was primarily a moral assessment.

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

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

This story is autobiographical. Lydia Mikhailovna is named after herself. (This is Molokova L.M.). Lydia Mikhailovna, as in the story, always aroused both surprise and awe in me... She seemed to me a sublime, almost unearthly being. Our teacher had that inner independence that protects against hypocrisy.

Still very young, a recent student, she did not think that she was educating us by her example, but the actions that came naturally to her became the most important lessons for us. Lessons of kindness."

Several 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, and met with him several times.

5. Implementation of homework.

What are your impressions of the story? What touched your soul?

5. Conversation on issues.

Before discussing the problems posed by the writer in the story, let us recall its key points.- Why did the boy, the hero of the story, end up in the regional center? (“To study further.... I had to equip myself in the regional center”).- What were the successes of the hero of the story at school? (in all subjects, except French, they got straight A's).- What was the boy’s state of mind? (“I felt so bad, bitter and hateful! – worse than any illness.”).- What made the boy play “chika” for money? (I was sick and used this money to buy a jar of milk at the market).- How was the hero’s relationship with the guys around him? (“They beat me in turns... there was no one that day... a person more unhappy than me”).- What was the boy’s attitude towards the teacher? (“I was scared and lost... She seemed to me like an extraordinary person”).

Conclusion: So, guys, from your answers we understood that the prototype of the main character of the story is V.G. himself. Rasputin. All the events that happened to the hero took place in the writer’s life. For the first time, due to circumstances, the eleven-year-old hero is torn away from his family, he understands that the hopes of not only his relatives and the entire village are placed 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 fellow 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.

1.What kind of teacher does the main character remember? Find in the text a description of the portrait of Lydia Mikhailovna; what is special about it? (reading the description of “Lydia Mikhailovna was then...”; “There was no cruelty in her face...”).

Write down key words from the text for a portrait description of the teacher.

2. What feelings did the boy evoke in Lydia Mikhailovna? (She treated him with understanding and sympathy, appreciated his determination. In this regard, the teacher began to study with the hero additionally, hoping to feed him at home).

3. 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).

4.Did the teacher manage to find a way to help the boy without hurting his pride? (She offered to play wall games for money).

5.Did the hero of the story immediately understand the true reason for the extra classes and playing for money with his teacher?

6. Is the hero right in considering the teacher an extraordinary person? (Lidiya Mikhailovna is endowed with the ability to compassion and kindness, for which she suffered, losing her job).

Conclusion: Lidia Mikhailovna takes a risky step, playing with students for money, out of human compassion: the boy is extremely exhausted, and refuses help. In addition, she recognized remarkable abilities in her student and is ready to help them develop in any way.

The epigraph for the lesson is written on the board: “Reader...”. What feelings does the story “French Lessons” bring up? (Kindness and compassion).

How do you feel about Lidia Mikhailovna’s action? (children's opinion).

Today we talked a lot about morality. What is “morality”? Let's find the meaning of this in S. Ozhegov's explanatory dictionary.

By playing for money with her student, Lidia Mikhailovna, from a pedagogical point of view, committed an immoral act. “But what is behind this action?” – 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 him, and sent him a parcel as if from his mother. But the boy refused everything. And the teacher decides to play with the student for money, playing along with him. She cheats, but is happy because she succeeds.

So, what lessons does Rasputin write about in the story “French Lessons”? (These were lessons not only of the French language, but of kindness and generosity, attentive and sensitive attitude towards each other, selflessness).

What qualities should a teacher have, in your opinion?- understanding; - philanthropy; - responsiveness; - humanity;- kindness; - justice; - honesty; - compassion.

You have indicated all the qualities inherent in every teacher. Many songs, stories, and poems are dedicated to teachers.I want to leave it as a souvenir of myselfThese are the lines dedicated to you:You are that comrade, my muse,My blood brother and even motherIt's easy to walk through life with you:You taught me to writeLove yourself and believe in miracles,Be kinder to othersTake care of your best friendDon't be offended by people.All these truths are simpleI got to know you the same way,And I want to say: “Teacher!You are the best on earth"

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

7. Summing up. Student assessment.

Reflection.

1.Has anything changed in your life after reading the story?

2.Have you become kinder to people?

3.Have you learned to appreciate what is happening in your life?

8.Homework. Write a mini-essay on one of the topics “Teacher XXI”, “My favorite teacher”.

Moral problems of the story by V.G. Rasputin "French Lessons". The role of teacher Lidia Mikhailovna in the boy’s life

Objective 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 problems raised by the writer in the story;
• show the teacher’s originality;
• to cultivate a sense of respect for the older generation and moral qualities in students.

Equipment: portrait and photographs of V. Rasputin; book exhibition; explanatory dictionary edited by Ozhegov (the meaning of the word “morality”); recording of the song “Where does childhood go”, computer, projector.

Methodical techniques: conversation on issues, vocabulary work, student messages, demonstration, game moment, listening to music. . expressive reading of a poem.

Good heart and correct
We are so lacking in soul that the more
our heroes and we will live the better
it will be for us.
V.G. Rasputin

The reader learns from books not life, but
feelings. Literature, in my opinion, -
This is primarily the education of feelings. And before
all kindness, purity, nobility.
V.G. Rasputin

Lesson progress

• Organizational moment.
• Teacher's word.

In the last lesson we got acquainted with the work of the wonderful Russian writer V.G. Rasputin and his story “French Lessons”. Today we are conducting a final lesson on studying his story. During the lesson, we will have to discuss several aspects of this story: we will talk about the state of mind of the main character, then we will talk about the “extraordinary person” - the French teacher, and we will end the conversation with a discussion of the main, moral problems posed by the author in the story. And about the life of V.G. We learn about Rasputin from a short press conference presented by journalists, researchers and readers.

(listening to the verse of the song “Where does childhood go”)

• Word to the members of the press conference (role play element).

The lesson includes electronic educational resources, in this case the screen shows

Journalist: Now we have listened to an excerpt from the song. Tell me, how did childhood affect the work of V.G. Rasputin?

Researcher: V. Rasputin wrote in 1974 in the Irkutsk newspaper: “I am sure that what makes a person a writer is his childhood, the ability at an early age to see and feel what then gives him the right to put pen to paper. Education, books, life experience nurture and strengthen this gift in the future, but it should be born in childhood.” 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 region have become literary heroes. Truly, as V. Hugo said, “the principles laid down in a person’s childhood are like letters carved on the bark of a young tree, growing, unfolding with him, constituting an integral part of him.” And these beginnings, in relation to V. Rasputin, are unthinkable without the influence of Siberia itself - the taiga, the Angara, without his native village, of which he was a part and which for the first time made him think about the relationships between people; without pure, unclouded folk language.

Teacher: Guys, tell us about V. Rasputin’s childhood years.

Reader: V.G. Rasputin was born on March 15, 1937 in the Irkutsk region in the village of Ust-Urda, located on the banks of the Angara. His childhood partially coincided with the war: the future writer entered the first grade of Atalan Primary School in 1944. And although there were no battles here, life was difficult, sometimes half-starved. Here, in Atalanka, having learned to read, Rasputin fell in love with books forever. The elementary school library was very small - only two shelves of books. “I began my acquaintance with books with theft. One summer, my friend and I often went to the library. They took out the glass, entered the room and took books. Then they came, returned what they had read and took new ones,” the author recalled.

After finishing 4th grade in Atalanka, Rasputin wanted to continue his studies. But the school, which offered fifth and subsequent grades, was located 50 km from their home village. It was necessary to move there to live, and alone.

Journalist: Yes, Rasputin’s childhood was difficult. Not everyone who studies well knows how to evaluate their own and others’ actions, but for Valentin Grigorievich, studying became moral work. Why?

Researcher: It was difficult to study: he had to overcome hunger (his mother gave him bread and potatoes once a week, but there was always not enough of them). Rasputin did everything only in good faith. “What could I do? – then I came here, I had no other business here... I would hardly have dared to go to school if I had left at least one lesson unlearned,” the writer recalled. His knowledge was assessed only as excellent, except perhaps for French (pronunciation was not given). This was primarily a moral assessment.

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

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

This story is autobiographical. Lydia Mikhailovna is named after herself. (This is Molokova L.M.). Several 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, and met with him several times.

• A brief report on the main themes in the works of V.G. Rasputin (presentation).
• Conversation on issues.

Teacher: Before discussing the problems posed by the writer in the story, let us remember its key points. Readers, I am turning to you. You can use a quote plan made at home.
- Why did the boy, the hero of the story, end up in the regional center? (“In order to study further.... I had to equip myself in the regional center”) (Slide 2,3).
- What were the successes of the hero of the story at school? (slide 4) (A's were achieved in all subjects except French).
- What was the boy’s state of mind? (“I felt so bad, bitter and hateful! – worse than any illness.”) (slide 5)
- What made the boy play “chika” for money? (I was sick and used this money to buy a jar of milk at the market).
- How was the hero’s relationship with the guys around him? (“They beat me in turns... there was no one that day... a person more unhappy than me”). (slide 6)
- What was the boy’s attitude towards the teacher? (“I was scared and lost... She seemed to me like an extraordinary person”), (slide 7)

Conclusion: So, guys, from your answers we understood that the prototype of the main character of the story is V.G. himself. Rasputin. All the events that happened to the hero took place in the writer’s life. For the first time, due to circumstances, the eleven-year-old hero is torn away from his family, he understands that the hopes of not only his relatives and the entire village are placed 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 fellow 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 kind of teacher does the main character remember? Find in the text a description of the portrait of Lydia Mikhailovna; what is special about it? (reading the description of “Lydia Mikhailovna was then...”; “There was no cruelty in her face...”) (slide 7)
• What feelings did the boy evoke in Lydia Mikhailovna? (She treated him with understanding and sympathy, appreciated his determination. In this regard, the teacher began to study with the hero additionally, hoping to feed him at home); (slide 8)
• Why did Lidia Mikhailovna decide to send a parcel to the boy and why did this idea fail? (She wanted to help him, but filled the parcel with “city” products and thereby gave herself away. Pride did not allow the boy to accept the gift); (slide 8)
• Did the teacher manage to find a way to help the boy without hurting his pride? (She offered to play “wall” for money); (slide 9)
• Is the hero right in considering the teacher an extraordinary person? (Lidiya Mikhailovna is endowed with the ability to compassion and kindness, for which she suffered, losing her job). (Slide 10)

Conclusion: Lidia Mikhailovna takes a risky step, playing with her students for money, out of human compassion: the boy is extremely exhausted, and refuses help. In addition, she recognized the remarkable abilities in her student and is ready to help them develop in any way.

Teacher:
- The epigraph for the lesson is written on the board: “Reader...”. What feelings does the story “French Lessons” bring up? (Kindness and compassion).

How do you feel about Lidia Mikhailovna’s action? (children's opinion).

Today we talked a lot about morality. What is “morality”? Let's find the meaning of this in S. Ozhegov's explanatory dictionary. (The expression is written on the board).

Teacher's word. By playing for money with her student, Lidia Mikhailovna, from a pedagogical point of view, committed an immoral act. “But what is behind this action?” – 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 him, and sent him a parcel as if from his mother. But the boy refused everything. And the teacher decides to play with the student for money, playing along with him. She cheats, but is happy because she succeeds.

Kindness- this is what attracts all readers to the heroes of the story.

What qualities should a teacher have, in your opinion? Both positive and negative qualities are highlighted on the board. What moral qualities attract you most?
- understanding;
- philanthropy;
- responsiveness;
- humanity;
- kindness;
- justice;
- honesty;
- compassion.

You have indicated all the qualities inherent in every teacher. Many songs, stories, and poems are dedicated to teachers. Our student will now read one.
I want to leave it as a souvenir of myself
These are the lines dedicated to you:
You are that comrade, my muse,
My blood brother and even mother
It's easy to walk through life with you:
You taught me to write
Love yourself and believe in miracles,
Be kinder to others
Take care of your best friend
Don't be offended by people.
All these truths are simple
I got to know you the same way,
And I want to say: “Teacher!
You are the best on earth"

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

• Summing up. Student assessment.
• D/z. Write a mini-essay on one of the topics “Teacher XXI”, “My favorite teacher”. At the request (and opportunity) of students, they are given the task of preparing a review Internet resources on this topic.