Why didn't he run away from the regional center to take French lessons. Help, work French lessons: what are the main lessons the hero receives in the regional center

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After reading the story of Valentin Rasputin, I realized that I had never read anything like it. How interesting and paradoxical! Before that, there were moralizing stories where everything is clear and understandable: who is good, who is bad. And here everything is mixed. A kind, smart, talented guy, but he plays for money. But he needs it to survive in the hungry post-war years ("...

I'll only win a ruble... I'm buying milk...") A teacher, educator, educator plays with his students for money. What is this: a crime or an act of kindness and mercy?

Definitely don't answer. Life is much more complex tasks than a person can solve. And there is no only white and black, good and bad.

The world is multicolored, it has a lot of shades. extremely kind and man of heart. She tried all the "honest" ways to help her talented student: and she wanted to feed, as if by chance, they say she was ripe for dinner, and she sent a parcel, but "our hero" does not want to receive help. He considers this humiliating for himself, but he does not refuse to earn money.

And then the teacher deliberately goes to the "crime" from the point of view of pedagogy, plays with him for money. Lidia Mikhailovna knows for sure that he will beat her, get "his treasured ruble, buy milk", which he needs so much. So it turns out that this is not a "crime" at all, but a good deed. Why didn't the headmaster understand?

Most likely, Lydia Mikhailovna did not explain anything, make excuses, she has pride. “Three days later Lidia Mikhailovna left. The day before she met me after school and walked me home. “I’ll go to my place in the Kuban,” she said, saying goodbye.

And you study calmly, no one will touch you for this stupid case ... It’s my fault ... In the middle of winter, after the Aryan holidays, a parcel came to my school by mail ... it contained macaroni and three red apples .. . I used to see only in the picture, but I guessed that they were. "A wonderful story, one of those that are not forgotten. In the village where the boy lived, there was only elementary School and therefore, in order to continue his studies, he had to leave for the district center.

At the age of eleven he began independent life. In the district center, due to the fact that he had not been away from home before, a strong homesickness and family longing arose. The boy had a great responsibility, he had to study well, become literate.

Despite the fact that it was bad and bitter for him to live among strangers, he greatly loved his family and especially his mother. In this difficult post-war period, during the period of devastation and famine, his mother, in spite of all misfortunes, gathered and sent her son to study. He did not want to let his mother down and did not run away to the village, enduring all the difficulties. From timidity, taciturnity, excessive rural isolation, and most importantly - from wild homesickness, he did not get along with any of the guys.

They were not attracted to him either. But the need forced the boy to learn to play "chika". Having received the money won, he bought a jar of milk at the market. He still didn’t eat his fill, but because of anemia he needed to drink milk, so he gambled. The boy attracts with clarity, integrity, fearlessness of the soul.

Joining hard fate boy, we empathize with him, think about good and evil, experience “good feelings”.

(!LANG:Subject: "Education of feelings" in the story of V.G. Rasputin "French Lessons"

Target: to uncover peace of mind the hero of the story; note the role of the game in human life; show the originality of the teacher; identify the moral issues raised by the writer in the story.

During the classes

Teacher: Today in the lesson we have to 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 finish our talk about the story by discussing its main problems.

The main character in the story

Teacher: I propose to start the conversation with a story about a hero. I draw your attention to questions that will help you talk about the hero.

Why did the boy end up in the district center? (Tonya)

What were the successes of the hero of the story in the district center? (Tanya)

What was it like state of mind hero? (Step)

What made the boy play "chika" for money? (Raphael)

How was the relationship between the hero and the guys around him? (Lesha)

What was the boy's attitude towards the teacher? (Anna)

Sample answers:

“I studied and it’s good here ... in all subjects, except French, I kept fives.”

“I felt so bad, so bitter and disgusted! “Worse than any disease.”

What do you understand by the word "disgusting"? Why does he compare his condition with the disease?

“Having received it (the ruble) ... I bought a jar of milk at the market.”

The hero was not only lonely in this regional center, he was tormented by hunger. Now imagine these two feelings together! It was 1948. There is hunger in the village, poverty is all around, but despite this, food is sent to him "quite often". How? "About once a week."

"They took turns beating me ... there was no one that day ... a person more unfortunate than me."

“I was frightened and lost ... she seemed to me an extraordinary person, not like everyone else.”

Teacher: Throughout the story, we see a game, and not just a game, but a post-war game.

What is special about her?

Why did the children not play, for example, in the war?

Why did they play for money?

What do you think, what is a game and what does it mean in the life of every person?

A game- expression of essence human relations. In the game, a person reveals himself, sometimes unexpectedly and almost always manifests himself.

How did the hero of the story prove himself in the game?

Why doesn't the hero have a name? After all, throughout the story we do not hear him, no one calls him by name?

(Probably, this fifth grade boy was Valentin Grigoryevich Rasputin himself, who told us about his childhood in the story “French Lessons”)

Teacher: I must agree with you. Listen to what V.G. himself wrote. Rasputin about the story: “... After more than 20 years, I sat down at the table and began to remember what had once happened to me, a fifth-grader boy from a deaf Siberian village. Rather, I began to write down what was never forgotten, what was constantly asked in me by people. I wrote this story in the hope that the lessons taught to me in due time will fall on the soul of both a small and an adult writer.

Findings: For the first time, an eleven-year-old boy, by the will of circumstances, is cut off from his family, torn from his usual environment. However little hero understands that the hopes of not only relatives, but of the whole village are laid on him: after all, according to the unanimous opinion of his fellow villagers, he is called to be “ learned man". The hero makes every effort, overcoming hunger and homesickness, so as not to let his countrymen down.

Lidia Mikhailovna - "an extraordinary person"

Teacher:What did the boy remember the French teacher? Read the description of the portrait of Lydia Mikhailovna. What is especially noted in it?

(“Lidiya Mikhailovna was then probably twenty-five or so…” 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 appreciated his determination. In this regard, the teacher began to additionally study French with the hero, hoping to feed him at home.)

Teacher:Why didn't he sit down to eat with her? Do you understand his behaviour?

Teacher:Why did the idea with the parcel fail?

(The teacher filled the package with “city” products and thereby gave herself away. Pride did not allow the boy to accept the “package”)

Teacher:Did the teacher manage to find a way to help the boy without hurting his pride?

(She suggested that he play for money in the "wall".)

Teacher: Why did Lidia Mikhailovna send the second package?

(The parcel was a confirmation of Lidia Mikhailovna's good feelings for the boy and her confidence in her rightness.)

Teacher: Is the hero right, considering the teacher an extraordinary person?

(Lydia Mikhailovna is endowed with an extraordinary capacity for compassion and kindness, for which she suffered, having lost her job.)

Findings: 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 considered remarkable abilities in her student and is ready to help them develop in any way.

"Education of the senses" in the story

Teacher:V.G. Rasputin once said: “The reader learns from books not about life, but about feelings. Literature, in my opinion, is, first of all, the education of feelings. And above all, kindness, purity, nobility.

What are feelings?

(Feelings - emotions, "movements (unrest) of the soul"

AT Everyday life talk about feelings of hunger, thirst, pain; pleasant and unpleasant; fatigue, illness and health; joy and sorrow, love and hate; horror, shame, fear, delight, compassion, i.e. Almost all feelings are connected with the human soul.)

Teacher:What feelings does the story "French Lessons" bring up?

(kindness, compassion)

Teacher:The writer conducts the upbringing of feelings through the image of a teacher, although her game with a student for money is perceived very ambiguously. How can you evaluate the act of Lydia Mikhailovna? Express your opinion.

(On the one hand, this is non-pedagogical, on the other hand, gambling with a student for money 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, education of feelings.)

Teacher:What have you learned in these lessons?

(Participation, understanding of the people around, sensitivity, dedication and purposefulness.)

Findings: Playing for money a teacher with her student, from the point of view of pedagogy, is an immoral act. But what is behind this action? the writer asks. Seeing that the schoolboy (during the hungry post-war years) was malnourished, the teacher French under the guise of extra 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, of course, "loses" so that the boy can buy milk for these pennies. And she is happy that she succeeds in this deception.

Kindness is what attracts in the heroes of the story. The hero discovers kindness and participation, understanding among the people around him.

Teacher:At the end of our today's lesson, I suggest that you open the "Museum of the Hero" of the story "French Lessons".

Teacher:What items would you put in a museum?

Pasta (talking about pride, feeling dignity a boy who did not allow him to accept the package), a half-liter jar of milk (for the sake of it he had to play for money), notebooks (emphasize the hero’s abilities in learning), coins (testing the hero with a game), apples (the teacher’s kind attitude towards him), potatoes, bread (the menu of the hero, the hunger that he had to overcome).

Findings: All these items help us to better understand the character traits of the hero, they speak of his difficult fate in post-war Russia.

Teacher: Our lesson has come to an end, and I would like to tell you that a person’s personality is formed in childhood, it is in childhood that it is formed and everything that a person absorbed in himself in childhood determines him. further fate. If we look at the life of V.G. Rasputin, who had a hard time in childhood: he knows firsthand what hunger is, longing for his relatives, but he was able to become a world-famous writer, who was recognized during his lifetime (although many writers and poets gain fame and are appreciated after death). How did he do it?

Firstly, he is a purposeful person, he knows what he wants from life.

Secondly, of course, the lessons that he received in childhood, the lessons not only of French, but the lessons of kindness, mercy, compassion, sympathy, the lessons of "education of feelings" - all this determined his writer's fate.

Here is another poem for your consideration. famous poet Mark Sergeev, which is called "Life asked me"

I want this poem to make you think about it.

"What do you want?" - the life of me

asked.

And I answered her: “I want everything:

heights that are not easy, like kindness,

forests that surround like doubts,

roads, sometimes leading nowhere,

palms that, meeting, give

a heart".

Summing up, I would like to ask: What was the story “French Lessons” for you? What did you think about today's lesson?

Homework: Composition-reasoning "What do you want?" life asked me.

Ariadna Afanaskina Pupil (74), closed 1 year ago

1. When did the hero of the story understand the true meaning of the game that the teacher came up with?
2. Tell about the hero according to the following approximate plan:
a) Why did the boy end up in the district center?
b) How did he feel in the new place?
c) Why didn't he run away to the village?
d) What kind of relationship did he have with his comrades?
e) Why did he get involved in the game for money?
f) How do you characterize his relationship with the teacher?
3. Why is the story called "French Lessons"? What is the meaning of the work?

best answer

Katya Kyrtykova Student (162) 2 years ago

a) The boy ended up in the district center because he had only an elementary school in the village, therefore, in order to study further, he had to go to the district center.

b) In a new place, the boy did not feel very well because no one was friends with him, everyone called him a literate man. And he didn’t have enough food, so he was hungry, but when his mother came, she brought him food, he ate himself to satiety and then, if there was something left, he hid it the next day.

c) the boy did not run away to the village because he wanted to finish his studies in the regional center, despite the fact that he became very thin, that he had conflicts with his comrades and a French teacher. He spoke French poorly.

d) he did not have very good relations with his comrades. They were not friends with him, they beat him. Vadik and Ptah did not like him. Once, when they were playing "Chika", an incident happened. Vadik noticed that when a boy wins a ruble, he immediately leaves. He stopped him and forced him to continue playing. They play, they play. Suddenly Vadik stepped on an overturned coin. The boy began to protest. Then Bird began to mock him. In the end, they beat him up. These are the relations between the boy and his comrades.

e) The boy took up this game for money because he did not have enough money for food. This game helped him get rid of hunger. As soon as he won a ruble, he immediately went to the market for milk.

f) The teacher treated the boy with pity and wanted to help him, but he listened to the end and drew conclusions from their conversation with Lidia Mikhailovna. The teacher was kind, she understood that the boy was not comfortable here. he was shy and afraid of her. They were not like a teacher with a student, but like friends. She helped him in everything, and the boy felt better.

I'm sorry, but I can't answer the third one either.

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I read the work of V. G. Rasputin "French Lessons", the main character of which is an ordinary eleven-year-old boy. This boy was born in a village, in a poor family. His mother had three children, he is the oldest. It would seem that nothing good, but nature endowed the boy with a wonderful mind and diligence. And his mother, in spite of all the misfortunes, collected and sent him to the district to study. Studied the protagonist well, he was very responsible for his studies.

The only thing the boy had problems with was French. He knew very well French words and translated French lyrics, but the pronunciation somehow did not go well. In the district, the boy had another problem - hunger. The main character never finished eating. After all, he did not live alone, but together with his mother and her three children, who, like him, wanted to eat.

They stole food from him. The boy had no money, only sometimes his mother sent him five rubles for milk along with food. The protagonist needed to drink milk from anemia. But one day, having received the money, the boy went to play gambling"chiku".

At first the boy did not win anything, but over time he got used to the game and began to win some money. Vladik - the main player - at first did not pay attention to this, but then the frequent wins of the hero of the story hurt his pride. After all, Vadik usually won. In fact, the main character had no passion.

He just won a ruble for milk, and then left. And one day Vadik and his friend beat him up. The next day, his class teacher Lidia Mikhailovna saw the boy's bloody face and understood everything. After the lessons, she calmly talked to him, taking from him a promise not to play "chika" anymore.

The protagonist promised not to do this again, but over time, the hunger became unbearable, and the boy again went to the landfill. At first everything went fine, but when he took the cash register, he was beaten again.

True, not so much, but his lip was badly damaged. The next day, Lidia Mikhailovna, as if to spite him, called him to the blackboard and again understood everything. The fact is that there was a French lesson, and the boy already has problems with pronunciation. With a bloodied lip, it was generally impossible to speak. Then the teacher assigned him additional French classes at her home.

Of course, she did this not only because of the boy's terrible pronunciation, but also in order to distract him from the "chiki". Additional lessons didn't go very well. From these lessons, the main character did not make much progress in French, besides, Lydia Mikhailovna kept asking him to have dinner with her. At these words, every appetite jumped out of the boy like a bullet. In general, the teacher always wanted to feed the boy.

Once she even sent him a parcel with pasta, but the boy still categorically refused any care. Then everything somehow recovered: there were successes in French, and the teacher no longer sent parcels with food. But of course, Lidia Mikhailovna did not give up her attempts to help the boy, and one day she invited him to play a game of chance with her for money.

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1.What made V. Rasputin write the story "French Lessons"?

"French Lessons" is an autobiographical short story. In it, the author describes the events of his life. Why is he doing this? There are such concepts: spiritual memory and spiritual experience of a person, which should be present in each of us, regardless of age. This memory made the writer remember the kindness and disinterestedness of the person he met in school years. Talking about Lydia Mikhailovna, a teacher of French, the author hopes that the life lessons of kindness and humanity that she taught him "will fall on the soul of both a small and an adult reader."

2.Tell us about the life of a boy in the village.

3.Why is life in the city more difficult than in the countryside?

At the age of eleven, the boy found himself alone in the regional center: there was neither his mother nor his village friends nearby. If in the village from time to time it was possible to “intercept” something, pick, dig, catch fish in the Angara or a bird in the forest, then in the city everything was alien to the boy: “both people, and vegetable gardens, and land.” Among classmates there was no one who would become his friend. The boy was hungry, sad and lonely in the city.

4. What qualities of character did the boy show when playing "chika" with Ptah's company?The boy decided to learn how to play "chika" well at all costs. He needed to earn money to buy himself a mug of milk. In the evenings, when everyone left the clearing, the boy remained alone and until late learned to "release as much force for a throw" as it takes to win. Thanks to his perseverance, he succeeded and began to win. Bird could not forgive him for this and severely beat the boy, accusing him of deceit. However, he had no other ways to get a ruble for milk, and the boy returned to Ptakha's company again. “I knew that I was going to be humiliated, but it was no less humiliating to accept once and for all the fact that I was beaten and kicked out.” This act shows the boy's courage, his desire not to feel humiliated.

5.What moments in a boy's life do you consider the most difficult?

6.Why did the boy return the parcel?

The boy returned the parcel to Lidia Mikhailovna, because a sense of pride did not allow him to accept it. He certainly would have eaten pasta with pleasure and feasted on hematogen, but he was not used to being pitied and refused the package.

7.For what purpose did Lidia Mikhailovna begin to play "zameryashki"?

When Lidia Mikhailovna saw that her student was refusing any of her help, she decided to teach him how to play "zameryashki". During the game, she imperceptibly played along with him. Accepting money from Lidia Mikhailovna, the boy felt awkward every time, "but every time he was reassured by the fact that this was an honest win."

8.“... The director was suffocating, he did not have enough air. - I'm at a loss to immediately name your act ... This is a crime. Corruption. Seduction". Do you agree with this assessment of Lidia Mikhailovna's act?

9.What lessons does life teach the hero, and what are Lidia Mikhailovna?