Purpose: 1. to reveal the spiritual world of the hero of the story.
2. show the unusualness (i.e., dissimilarity) of the teacher.
3. identify the moral problems raised by the writer in the story.
Equipment: tree of wisdom, exhibition of books, exhibition of drawings “My idea of the story”, dictionary.
The words written on the board are: empathy, kindness, compassion, sensitivity, dedication, determination.
Lesson epigraph:
We are so lacking in a good heart and a right soul that the longer our heroes and we live, the better it will be for us. V. G. Rasputin
During the classes.
I. Checking homework.
Teacher: Guys, we continue our acquaintance with Rasputin’s story “French Lessons”. (Informs the topic and purpose of the lesson: “Education of feelings; moral fortitude of the hero.”) Before discussing the problems posed by the writer in the story “French Lessons,” let us recall the key points of its content.
Students retell, and two students write their versions of the quotation plan on the board.
And now, with the help of the “Tree of Wisdom,” let’s remember the characters in the story. Attached to the board on the “Tree of Wisdom” are pieces of paper with supporting quotes from the text. Students name who they are talking about.
“With her I was strong...” - mother
"she came in and said hello..." - Lidia Mikhailovna
"fussy..." - Tishkin
"I really did play..." - Vadik
“I’ve been working for 20 years...” - Vasily Andreevich
"driver..." - Uncle Vanya
"noisy..." - Aunt Nadya
"followed like a shadow..." - Bird
Guys, for today's lesson you tried to convey your vision of the events in the story with the help of drawings. What can you say about the arrangement of the drawings? The children's drawings are placed in a chaotic order, to restore the chain of events.
II. Analysis of the story.
At home, you should have drawn up a quotation plan based on the questions. Your comrades wrote their points of the plan. Let's check if everything turned out right. (Editing the quotation plan).
Conclusions: For the first time, due to circumstances, an eleven-year-old boy was separated from his family. The little hero understands that he must justify the hopes of not only his relatives, but also the entire village: 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.
2. Image of a teacher
Now we will talk about an “extraordinary person” - a French teacher.
Teacher: What kind of French teacher do you see? Read the description of the portrait of Lydia Mikhailovna. What are the defining features?
Teacher: How does Lydia Mikhailovna feel about the boy? (Lydia Mikhailovna treated the boy with understanding and sympathy, she appreciated his determination. In this regard, the teacher began to additionally study with the hero, hoping to feed him at home).
Teacher: Why didn’t she succeed with the parcel idea? (the teacher filled the parcel with “city” products and thereby gave herself away. Pride did not allow the boy to accept the “parcel”)
Teacher: Did the teacher manage to find a way to help the boy without hurting his pride? (She offered to play wall games for money).
Teacher: Why did Lydia Mikhailovna send the second parcel? (the parcel was a confirmation of Lydia Mikhailovna’s good feelings for the boy and her confidence in her rightness).
Teacher: Is the hero right in considering the teacher an extraordinary person? (Lidiya Mikhailovna is endowed with an extraordinary capacity for compassion and kindness, for which she suffered, losing her job).
Conclusion: Lidia Mikhailovna takes a risky step, playing with a student 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.
III. "Education of feelings" in the story.
Teacher: V. G. Rasputin once said: “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.”
What feelings does the story "French Lessons" bring up? (Kindness, compassion)
Teacher: The writer educates feelings through the image of a teacher, although her game with a student for money is perceived very ambiguously. How can you evaluate Lydia Mikhailovna’s action? Have your say. (On the one hand, this is not pedagogical; on the other hand, playing with a student for money was the only way to help the boy).
Teacher: Why is the story called “French Lessons”? (French lessons, communication with Lydia Mikhailovna became life lessons for the hero, the education of feelings.)
Teacher: What did you learn in these lessons? (Participation, understanding of the people around you, sensitivity, dedication and determination.). Let's clarify the meaning of these words using an explanatory dictionary.
Conclusion. From a pedagogical point of view, playing for money between a teacher and a student is an immoral act. But what is behind this action? - asks the writer. Seeing that the schoolboy (during the hungry post-war years) was malnourished, the French teacher, under the guise of additional classes, invites him to her home and tries to feed him. She sends him packages as if from her mother. But the boy refuses everything. The teacher offers to play for money and, naturally, “loses” so that the boy can buy milk for himself with these pennies. And she is happy that she succeeds in this deception.
Kindness is what attracts the heroes of the story. The hero discovers kindness and participation, understanding among the people around him.
Lesson summary:
Homework: Write down in your notebook the most striking details that reveal the spiritual world of the main character (his thoughts, feelings, experiences, manifestations of character), and title this work “The Mental World of the Main Character.”
Utkina Elena Alexandrovna
teacher of Russian language and literature,
Municipal educational institution "Basinskaya OOSH" Astrakhan region Limansky district village. Bass
[email protected]
Moral problems of the story by V.G. Rasputin "French Lessons". The role of teacher Lidia Mikhailovna in the boy’s life
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 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.
Methodological techniques: conversation on questions, vocabulary work, student messages, presentation demonstration, game moment, listening to music, stills from the film "French Lessons" (presentation), 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
During the classes
- Organizing time.
- 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, a presentation is shown on the screen.
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 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.
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 included 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.
- Summarizing. 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.
“EDUCATION OF FEELINGS” IN THE STORY “FRENCH LESSONS”
Goals: to reveal the spiritual world of the hero of the story; show the teacher’s originality; identify the moral issues raised by the writer in the story.
We are so lacking in a good heart and a right soul,
that the longer our heroes and we live, the better it will be for us.
V. G. Rasputin
During the classes
Conversation
Teacher. Before discussing the problems posed by the writer in the story “French Lessons,” let us recall the key points of its content.
(Students fragmentarily recreate the plot of the story, retelling an episode of the work prepared at home.)
Teacher. Today in class we will discuss three aspects of the story “French Lessons”. First of all, let's dwell on the image of the main character, his state of mind; further we will talk about an “extraordinary person” - a French teacher; Let's conclude our conversation about the story by discussing its main problems.
The main character in the story
As homework, students prepared questions and a quotation plan for a story about the main character. During the discussion, options for a system of questions and a quotation plan appear on the board.
Questions for a story about a hero
1. Why did the boy end up in the regional center?
2. What were the successes of the hero of the story at school?
3. What was the hero’s state of mind?
4. What made the boy play “chika” for money?
5. How was the hero’s relationship with the guys around him?
6. What was the boy’s attitude towards the teacher?
Quotation outline for a story about a hero
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 one that day... more unhappy than me.”
6. “I was scared and lost... she seemed to me like an extraordinary person, not like everyone else.”
Conclusions. For the first time, due to circumstances, an eleven-year-old boy is torn away from his family, torn from his usual environment. 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.
Lidia Mikhailovna - “an extraordinary person”
Teacher. How does the boy remember his French teacher? Read the description of the portrait of Lydia Mikhailovna. What is particularly noteworthy about it?
(“Lidiya Mikhailovna was probably twenty-five years old or so at that time...” and further in the text: “There was no cruelty in her face.”)
Teacher. What feelings did the boy evoke in Lydia Mikhailovna?
(Lydia Mikhailovna treated the boy with understanding and sympathy, she admired his determination. In this regard, the teacher began to additionally teach the hero French, hoping to feed him at home.)
Teacher. Why didn’t she succeed with the parcel idea?
(The teacher filled the parcel with “city” products and thereby gave herself away. Pride did not allow the boy to accept the “parcel.”)
Teacher. Did the teacher manage to find a way to help the boy without hurting his pride?
(She invited him to play wall games for money.)
Teacher. Why did Lidia Mikhailovna send the second parcel?
(The deportation was a confirmation of Lydia Mikhailovna’s good feelings for the boy and confidence in her rightness.) Teacher. Is the hero right in considering the teacher an extraordinary person?
(Lidiya Mikhailovna is endowed with an extraordinary capacity for compassion and kindness, for which she suffered, losing her job.)
Conclusions. Lidia Mikhailovna takes a risky step, playing with a student 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.
"Education of feelings" in the story.
Teacher. V.G. Rasputin once said: “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.” What feelings does the story “French Lessons” bring up?
(Kindness, compassion.)
Teacher. The writer conducts the education of feelings through the image of a teacher, although her game with a student for money is perceived very ambiguously. How can you evaluate Lydia Mikhailovna’s action? Have your say.
(On the one hand, this is not pedagogical; on the other hand, playing for money with the student was the only way to help him.)
Teacher. Why is the story called “French Lessons”?
(French lessons, communication with Lydia Mikhailovna became life lessons for the hero, the education of feelings.)
Teacher. What did you learn from these lessons?
(Participation, understanding of the people around you, sensitivity, dedication and determination.)
Conclusions. From a pedagogical point of view, a teacher playing for money with her student is an immoral act. But what is behind this action? - asks the writer. Seeing that the schoolboy (during the hungry post-war years) was malnourished, the French teacher, under the guise of additional classes, invites him to her home and tries to feed him. She sends him packages as if from her mother. But the boy refuses everything. The teacher offers to play for money and, naturally, “loses” so that the boy can buy milk for himself with these pennies. And she is happy that she succeeds in this deception.
Kindness is what attracts the heroes of the story. The hero discovers kindness and participation, understanding among the people around him.
Homework
Write a miniature essay on the topic: “What V. G. Rasputin’s story “French Lessons” made me think about.”
Rasputin's story “French Lessons” is a work where the author depicted a short period in the life of a village boy who was born into a poor family where hunger and cold were commonplace. Having familiarized ourselves with Rasputin’s work “French Lessons” and his, we see that the writer touches on the problem of rural residents who have to adapt to city life, the hard life in the post-war years is also touched upon, the author also showed relationships in the team, and also, and this is probably the main thought and idea of this work, the author showed the fine line between such concepts as immorality and morality.
Heroes of Rasputin's story "French Lessons"
The heroes of Rasputin's story “French Lessons” are a French teacher and an eleven-year-old boy. It is around these characters that the plot of the entire work is built. The author talks about a boy who had to leave for the city to continue his school education, since in the village there was school only up to the fourth grade. Due to this, the child had to leave his parents’ nest early and survive on his own.
Of course, he lived with his aunt, but that didn’t make it any easier. The aunt and her children ate the guy. They ate food donated by the boy's mother, which was already in short supply. Because of this, the child did not eat enough and the feeling of hunger haunted him constantly, so he contacted a group of boys who played the game for money. To earn money, he also decides to play with them and begins to win, becoming the best player, for which he paid for it one fine day.
Here teacher Lidia Mikhailovna comes to the rescue, she saw that the child was playing because of his position, playing in order to survive. The teacher invites the student to study French at home. Under the guise of improving his knowledge on this subject, the teacher decided to feed the student in this way, but the boy refused the treats, because he was proud. He also refused the parcel of pasta, having seen through the teacher’s plan. And then the teacher uses a trick. A woman invites a student to play a game for money. And here we see a fine line between moral and immoral. On the one hand, this is bad and terrible, but on the other hand, we see a good deed, because the goal of this game is not to get rich at the expense of the child, but to help him, the opportunity to fairly and honestly earn money with which the boy would buy food.
Rasputin's teacher in the work "French Lessons" sacrifices her reputation and work, just by deciding to selflessly help, and this is the culmination of the work. She lost her job because the director caught her and a student gambling for money. Could he have acted differently? No, because he saw an immoral act without understanding the details. Could the teacher have acted differently? No, because she really wanted to save the child from starvation. Moreover, she did not forget about her student in her homeland, sending from there a box of apples, which the child had only seen in pictures.
Rasputin “French Lessons” brief analysis
Having read Rasputin’s work “French Lessons” and analyzing it, we understand that here we are talking not so much about school lessons in French, but rather that the author teaches us kindness, sensitivity, and empathy. The author showed, using the example of the teacher from the story, what a teacher should really be like and this is not only a person who gives children knowledge, but also who instills in us sincere, noble feelings and actions.
For the first time, by the will of fate, an eleven-year-old boy is torn away from his family, torn from his usual environment. 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.
Purpose of the lesson: 1. Reveal the spiritual world of the hero of the story;
2.Show the teacher’s originality;
3.Identify the moral problems raised by the writer in
work.
4. Explain the meaning of the story's title.
Download:
Preview:
Open lesson on literature.
“Education of feelings” in V. Rasputin’s story “French Lessons”.
Goals : 1. Unleash your soulthe world of the story's hero;
2.Show the teacher’s originality;
3.Identify the moral problems raised by the writer in
The work.
4.The meaning of the title of the story.
Tasks: 1. Fragmentary reconstruction of the plot (working with questions and
Quoted outline of the story about the hero);
2.Working with the text of the work (keywords, details,
Artistic media);
3. Characteristics of literary heroes.
4. Compiling a syncwine.
Board design:
Portrait writer Kindness Compassion Life Lesson Subject Plot Problem | Epigraph for the lesson: We are so lacking in a good heart and a right soul that the longer our heroes and we live, the better it will be for us. V.G. Rasputin. Questions for the lesson: 1. How do you remember the boy’s French teacher? 2.What feelings did the boy evoke in Lydia Mikhailovna? 3. Is the hero right in considering the teacher an extraordinary person? 4.What feelings does the story bring up? | Homework: Answer in writing to the question: What does V.G. Rasputin’s story “French Lessons” make you think about? |
During the classes:
I. Organizational moment.
Greetings.
Goals and objectives of the lesson.
II.Teacher's word:
In the previous lesson, you guys and I got acquainted with V. Rasputin’s story “French Lessons”, analyzed episodes that help us reveal the characters’ characters and understand their inner state.
Today in class we will discuss 3 aspects of the story. First of all, let's focus on the image of the main character, his state of mind.
III. Before we start talking about the topic of our lesson, let's remember
The plot of the story “French Lessons” and we will draw a conclusion about the main character.
On the desks there are sheets of paper with questions for the story about the hero and a quotation plan. The guys’ task is to correctly match (draw lines) the questions and quotes, and then comment. Work is carried out in pairs.
Questions for a story about a hero | Quotation outline for a story about a hero |
1. Why did the boy end up in the regional center? 2.What were the successes of the hero of the story at school? 3.What was the hero’s state of mind? 4.What made the boy play “chika” for money? 5. How was the hero’s relationship with the guys around him? 6.What was the boy’s attitude towards the teacher? |
|
Conclusion about the boy’s life and mental state:
For the first time, by the will of fate, an eleven-year-old boy is torn away from his family, torn from his usual environment. 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 down my fellow countrymen.
IV. Conversation with the class
- Which one do you remember?boy's French teacher? (question on the board) Read the description of the portrait of Lydia Mikhailovna. What is special about it?
(“Lidiya Mikhailovna was then probably twenty-five years old or so...” and further in the text: “There was no cruelty in her face.”)
- What feelings did the boy evoke in Lydia Mikhailovna?
(She treated him with understanding and sympathy; She appreciated his aspiration. She decided to work with the boy in order to feed the capable student).
- Why didn’t she succeed with the parcel idea?
(The teacher 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 "wall" for money.
- Why did Lidia Mikhailovna send the 2nd parcel?
(She is selfless, kind. This act confirms the good feelings of Lydia Mikhailovna).
- Is the hero right in considering the teacher an extraordinary person? (question on the board)
(Lidia Mikhailovna is endowed with an extraordinary ability to
Compassion and kindness, for which she suffered, losing her job.)
Conclusions that the guys draw based on the image of Lydia Mikhailovna.
The teacher takes a risky step by playing with a student for money. But she does this out of human compassion: the boy is exhausted and refuses help. In addition, Lidia Mikhailovna recognized the student’s remarkable abilities and is ready to help the child believe in himself by any means necessary.
V. Cinquain (pentament)
First line - the theme of the sequel, contains one word (usually a noun or pronoun) that denotes the object or subject that will be discussed.
Second line - two words (most often adjectives or participles), they describe the characteristics and properties of the item or object selected in the syncwine.
Third line - formed by three verbs or gerunds that describe the characteristic actions of the object.
Fourth line- a phrase of several words expressing the personal attitude of the author of the syncwine to the described object or object.
Fifth line - one summary word characterizing the essence of a subject or object.
(reference)
Assignment to students:
- Compose a syncwine about Lydia Mikhailovna.
VI. We continue to work with the class.
Teacher: V.G. Rasputin once said:“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.”
- What feelings does the story “French Lessons” bring up?
(Kindness, compassion)
- How can you evaluate the action of Lydia Mikhailovna, who played for money with a student? Have your say.
(On the one hand, this is not pedagogical,
On the other hand, the game for money was
The only way to help
Boy)
- Why is the story called “French Lessons”?
(Communication with Lydia Mikhailovna
Became life lessons for the hero,
Education of feelings.)
- What did you guys learn in class?
VII. Pay attention to the epigraph to the lesson. Read it, do it
Conclusion. How is the epigraph related to the topic of the lesson?
(Lidiya Mikhailovna has a big, kind heart.
Even though she was fired, she stayed
A PERSON. Selflessness, simplicity,
Compassion, spiritual beauty - these are the qualities
The character of the teacher who is for the boy
Became a role model.)
VIII. Homework. (Written on the board)
IX.Assessing student work.
Application
Sinkwine: the image of Lydia Mikhailovna.
Lidia Mikhailovna
Kind, wise
Teaches, plays, sympathizes
Wasn't like everyone else
Unselfishness