TOPIC: The meaning of the title of V. Rasputin’s story “French Lessons”.

LESSON OBJECTIVE: explain the meaning of the title of the story, find out what meaning the author put into the word “lessons”

TASKS: reveal the content of the concepts “spiritual values”, “spiritual memory”.

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Literature lesson in 6th grade

TOPIC : The meaning of the title of V. Rasputin’s story “French Lessons”.

LESSON OBJECTIVE : explain the meaning of the title of the story, find out what meaning the author put into the word “lessons”

TASKS : reveal the content of the concepts “spiritual values”, “spiritual memory”.

SLIDE No. 1: On the screen there is a slide: a portrait of Rasputin, the topic of the lesson, an illustration showing apples in a parcel box.

1. Organizational moment.
2. Teacher's word.

In the last lesson, you got acquainted with the text of V. Rasputin’s story “French Lessons”.

Today we will try to understand why the author called his work exactly this way: “French Lessons”, and we will also get acquainted with such concepts as spiritual values, “spiritual memory”, and morality.

Let's remember what we learned about our main character, what character traits we especially liked (Conscientious, responsible, persistent, honest, fair).

Tell me, why was the hero ashamed to go to school after the fight? (afraid of seeming unreliable)

How did Lydia Mikhailovna greet him? (at first she joked, then she realized why her student was beaten)

What did Lydia Mikhailovna seem like to the boy? (fairy-tale creature)

What did the hero look like?(read) p.134.

What artistic and expressive technique did the author use when describing appearance boy and teacher? (opposition, antithesis)

Why does the hero break his word not to play for money? (I really wanted to eat)

What did Lidia Mikhailovna decide to do when she once again saw the boy’s broken lip?

a) first invited me to her place in order to study French

b) then sent a parcel (show hematogen) read out page 143

Why did Lydia Mikhailovna try to help the hero? (I saw his abilities)

What next step did Lidia Mikhailovna decide to take? read p.151

We talked about the contrast between the appearance of Lydia Mikhailovna and the hero. And with whom did Rasputin contrast Lydia Mikhailovna in character?

Now let's try to compile a dictionary of kind words with which we could characterize Lydia Mikhailovna and write down what character qualities we noticed in the director.

Dictionary of good qualities Director

Kindness, understanding Callousness

Sensitivity, fairness, inattention

Responsiveness Formalism

Respect for children Callousness

Mercy

Generosity

Compassion, sympathy

Why didn’t Lydia Mikhailovna explain anything to the director? (he wouldn't understand)

Why did Lydia Mikhailovna help this particular student? (she saved him, helped him, because he was talented, but our hero did not understand this then)

Lydia Mikhailovna leaves, saying goodbye to the hero (scene from the film).

And after some time the hero receives a package. The boy recognized apples that he had never seen. Lydia Mikhailovna opened up a different world to him, a world where people can trust each other, support and help, and share grief. relieve loneliness. He never dreamed of apples. He recognized them immediately, and now he also learned that he was not alone, that there is kindness, compassion, love in the world, and these are spiritual values.

Let's open page 113.

Here is the preface to the story, which was written by Rasputin himself. These are the thoughts of an adult, his spiritual memory. (read out)

Now think about why the story is called “French Lessons” and the title of the preface will help you with this.

And most importantly: the story is autobiographical; the teacher actually existed, but she did not remember what Rasputin wrote about. Why? (because true goodness never requires giving back) Read p.113

Do you think we achieved the goal of our lesson, explained the meaning of the title of the story?

We completed the lesson objectives:

We talked about state of mind hero

We discussed what qualities Lydia Mikhailovna had

Discussed what spiritual values ​​and spiritual memory are

Rasputin said: “The reader learns from books not life, but feelings. Literature is the education of feelings. And above all kindness, purity, nobility.”

You know, we also received a package today. What do you think is in it? (apples) I really want these apples to become a piece of goodness for you, so that after our lesson you will become more merciful, kinder to those around you.

D/z: Mini-essay “Teacher of the 21st century.”

Essay on the topic “The meaning of the title of the story “French Lessons” by V. Rasputin” 3.00 /5 (60.00%) 2 votes

“French Lessons” The meaning of the title of the story by V. G. Rasputin
The story takes place in the post-war years. That is why it is difficult for us modern readers to understand how difficult life was at that time, how difficult it was for people. Main character story - a poor, starving, sick boy. The image of this hero is collective, that is, he is not the only one, there are many like him - the whole country. Many people lived this way: after the war, families were left without male fathers, and in addition to the main character, there were many more children in the family. The mother is exhausted by life, she cannot feed her children. But, realizing that her children should have a better future, she sends her son to study. The mother hopes that her son will graduate and be able to provide for himself better life. After all, before this nothing good had happened in the life of their family.

The hero was lucky. He is a talented and capable boy, everyone notices this, that’s why he was sent to study in the city. The boy has a very difficult time in his new place: no one needs him, he has no friends, no one to take care of him, and besides, he was constantly beaten. Plus, there is constant hunger, dizziness, and his food is often stolen. The boy's life is full of obstacles and difficulties. In this difficult post-war time, everyone tried to survive and save their children, so there was nowhere to wait for help. But the resourceful boy finds a way out of this situation. He begins to gamble for money; gambling for money gives him the opportunity to buy milk for treatment. Due to his frequent winnings, they begin to beat him. A young French teacher, Lidia Mikhailovna, comes to the aid of the main character. She sees how strong the boy’s desire is to study and live, to live with dignity, so she begins to help him with everything she can. But the boy, accustomed to harsh living conditions, could not accept help from a complete stranger. Then the teacher decides to cheat and comes up with a game for money, doing everything possible to make the boy win.
The amazing act of the young teacher greatly helped the boy. It shows kindness, compassion and a desire to help. The meaning of the title of the story is that each of us should think about our importance to another person who needs help. After all, it was these “French Lessons” that played a role in the boy’s life main role, helped him get back on his feet, get stronger in the difficult, cruel post-war world, and by her act the teacher taught the boy a lesson in humanism and compassion. She showed the hero and everyone who read this story that even in such difficult years, when life was difficult for everyone, absolutely everyone, a person has the opportunity to help others, lend a helping hand and perhaps, through his actions, completely change the life of this person.

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 best player, for which he paid the price one 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 we are talking not so much about school lessons in French, how much the author teaches us kindness, sensitivity, 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.

How do you explain the title of the story?

The name has a broad meaning. Lidia Mikhailovna taught French lessons at school. She invited the young hero to her home for additional French lessons, talked a lot and tried to treat him to dinner. The lessons paid off, as he was a capable boy. They not only helped to overcome the educational gap, but also developed an interest in the language and forced me to independently look into the dictionary and distant educational texts. In fact, the author, under the title French lessons, means lessons of kindness, humanity, the purpose of which is to somehow help the boy, to warm him up mentally.

Briefly describe the events of this story and essential elements his plot.

The story describes the autobiographical events of 1948.

The hero of the story, a fifth grader, after graduation in the village primary school was sent to the regional center to continue his studies. Lived in an apartment. Hunger reigned in the village, and his mother helped him with food very sparingly, and even then some of it was stolen either by the mistress or her hungry children.

Being a bright child, he studied well, but struggled with French because of his pronunciation. This preliminary information about the life and studies of a teenager constitutes the exposition of the story.

The boy loved games that developed dexterity and precise movements. In the regional center, the children played for money, which was persecuted by adults. The narrator joins the company of older teenagers, masters their game perfectly and begins to earn his own food. This is where the plot begins. His successes anger his comrades, and he is beaten twice. The class teacher and French teacher Lidiya Mikhailovna learns about his gambling for money, talks with him and finds out the reasons for his participation in the gambling game. She is trying to somehow help the boy, carefully, without infringing on his dignity. Realizing his ability to learn, she invites him home for additional language lessons. Feeling sorry for the boy, she tries to seat him at the table for dinner, but the shy and at the same time intensely proud boy refuses the treats, declaring that he is full. Additional lessons not only help fill gaps in knowledge and pronunciation, but also develop a taste for the language, a desire to study independently, read distant texts in a textbook, and look in a dictionary.

Desperate to help the boy, including an unsuccessfully sent parcel with pasta and hematogen, which cannot be bought in the village, Lidia Mikhailovna decides to take an extreme step. She gets him interested in playing for money, which, despite its “non-pedagogical” nature, becomes an instrument of kindness. The boy honestly wins his kopecks and rubles to buy the milk he needs for anemia. The game also brings the teenager and his teacher closer together.

Episodes of the game are the climactic moments of the story. The denouement comes unexpectedly. The school director Vasily Andreevich, a teacher and school administrator who lives in the other half of the house, is struck by the noise in Lydia Mikhailovna’s apartment and finds her playing with a boy. “I’m at a loss to immediately name your action,” he said, breathless. - This is a crime. Molestation. Seduction. And again, again... I’ve been working at school for twenty years, I’ve seen everything, but this... - And he raised his hands above his head.” Lidia Mikhailovna left for her native Krasnodar region. The hero never saw her again.

The author's works are always a kind of diary, which captures the innermost thoughts, experiences and events that happened to him in life. The story of Valentin Rasputin, which will be discussed, is more autobiographical than his other works. Let's find out why. The story is called “French Lessons”. It is based on true story- as a teenager, the writer was forced to leave his home to continue his studies at the secondary level secondary school: V native village there was only an initial one. It is no coincidence that the story is told in the first person. Even the teacher's name - Lidia Mikhailovna - is by no means fictitious.

Post-war childhood

The main character of the story “French Lessons,” just like Valentin Rasputin once did, ended up in the city and settled with his aunt. It was 1948, a time of famine. Here the boy had a very hard time, the meager supplies that his mother sent him from the village disappeared in a matter of days: one of his aunt’s children got into the habit of carrying food. Often the hero had to be content with just boiling water. It was even harder for him to be separated from his family, and there was not a single person around who was ready to tell the boy kind word. The boy suffered from anemia; every day he needed at least a glass of milk. His mother sometimes sent him small money for this same milk, and the boy bought it at the market. One day he decided to invest coins in a game called “chika”, practiced for a long time and finally began to win. He only needed a ruble to buy milk, so the boy, having won it, left the game. The boys beat the cautious and lucky player. This circumstance gave impetus to events that changed the hero’s thinking. And the reader begins to understand why the story is called “French Lessons.”

An extraordinary teacher

Lidia Mikhailovna - young beautiful woman originally from Kuban. To the hero she seemed like a celestial being. Everything about her delighted and surprised him: the mysterious language she taught, the unearthly smell of her perfume, her softness, freedom and confidence. She didn’t look like a teacher at all and seemed to be perplexed: why was she here?

Human involvement

Lidia Mikhailovna quickly and carefully examined each student to make sure that everything was okay with the children. It’s no wonder that she immediately noticed the bruises and abrasions on the boy’s face. Having learned that he was playing for money, she did not drag the boy to the director, as was customary, but decided to have a heart-to-heart talk with him. When she heard that the child was buying milk, not candy, she thought about it. The conversation ended with the boy promising not to gamble for money anymore. But hunger forced him to hunt in a similar way again. He was beaten again. The teacher understood that the boy was surviving as best he could. She really wanted to help him somehow. For classes, Lidia Mikhailovna began to invite her ward to her home, communicated with him in a friendly and sympathetic manner, and tried to feed him. But it was impossible to seat the timid and proud boy dining table. Then the teacher left a parcel of food at the school in the boy’s name, as if from his mother. It contained pasta, sugar and hematogen. The outlandish set gave away the benefactor: the boy guessed who the parcel was from and flatly refused to take it. Wanting to make the child’s life easier, Lidia Mikhailovna commits a pedagogical “crime”: she plays “wall” with a student for money, contriving to “cheat” not in her favor. This climax in the story makes Rasputin's story very dramatic and humane.

French lessons

In parallel with these relationships, marked by deep moral content, between teacher and student, learning takes place. French. The boy managed everything except pronunciation. But daily classes awakened his interest and ability in language. The purposeful hero overcame difficulties step by step. Gradually, instead of torture, language lessons became a pleasure for him. But, of course, this is not the only answer to the question of why the story is called “French Lessons.”

The Science of Kindness

Living compassion, mercy without formalism - this is what has enriched inner world The hero is this amazing teacher. Formally, gambling with a student for money is an immoral act, but when we understand why the young woman is doing this, it takes on a completely different spiritual meaning. Remembering the teacher, Rasputin wrote that she had some kind of special independence that protected her from hypocrisy. She did not need to deliver educational monologues about nobility, honesty and kindness. It’s just that everything she did easily and naturally became the best life lessons for her young charges.

There were, of course, other good teachers in the author’s life. But a childhood memory of a French teacher, who, along with the wisdom of a foreign dialect, revealed subtleties not prescribed in ethics textbooks, forever determined the spiritual make-up of the writer. That's why the story is called "French Lessons."

The players were caught by the director, Lidia Mikhailovna was fired, and she went to her home in Kuban. And soon the boy received a parcel containing ruddy Antonov apples under the pasta.