What role did the French teacher play in the boy's life? and got the best answer

Answer from GALINA [guru]

Answer from Victor Ivlev[newbie]
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Answer from Grisha Golovchenko[newbie]
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Answer from Ksenia Travina[newbie]
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Answer from Inna Remizova[newbie]
Galina has an almost correct answer.
After all, she not only helped him with money and food
She laid the foundation for many good qualities in him: parity, kindness, honesty, etc.

Answer from ЍHmil Pavelepa[newbie]
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Answer from Pasha Khodchenko[newbie]
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Answer from Џrik Makarov[newbie]
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Answer from Alena yakovleva[newbie]
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Answer from Oksana Yakimova[newbie]
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Answer from Ilya Stepanov[newbie]
VG Rasputin's story "French Lessons" takes us to the distant post-war period. For us, modern readers, it is sometimes difficult to understand all the circumstances in which people lived at that difficult time.
After all, this is how most people lived. The boy does not have a father, and in the family, besides him, there are many children. An exhausted mother cannot support her entire family. But nevertheless, she sends her eldest son to study. She believes that he will have at least hope for a better life. After all, until now, nothing good has happened in his life.
A young French teacher, Lidia Mikhailovna, unexpectedly comes to the aid of the main character. She understands how hard it is for a boy torn from home and family. But the main character himself, accustomed to harsh conditions, does not accept help from the teacher. It is hard for the boy to be at her house, to drink tea with which she treats him. And then Lydia Mikhailovna goes to the trick - sends him a parcel. But how does a city girl know that a remote village does not and cannot be such products as pasta and hematogen. However, the teacher does not leave thoughts of helping the boy. Its output is simple and original. She begins to gamble with him for money, and she tries to do everything possible so that it is he who won,
This act shows the amazing kindness of the young teacher.
The teacher educates the student by her example. Shows kindness to him, brings it up in him. The proof of the student's kindness was this story of his, dedicated to the teacher.

Answer from Arthur Takiullin[active]
There are many professions in the world that can be mastered by learning and gaining experience. But there are those in which perfection can be achieved only with a special calling. One of them is the teaching profession. You can learn the program, read the outstanding works of famous teachers and educators, work at school for many years, but you cannot learn love and respect for a person, the ability to see in little boys and girls self-valuable and unique personalities, learn to carefully and carefully penetrate the vulnerable and bright world of the nursery. souls. Lidia Mikhailovna, a young, not very beautiful teacher of the French language, was just such a teacher, a teacher from God. She faces a difficult choice: to punish a student addicted to the forbidden gambling, or to help a capable and purposeful, but poor boy continue his studies and not die of hunger. The first way is easy and simple, it will seem to many for granted. However, for Lydia Mikhailovna there is no such choice at all. She objectively assesses the abilities and inclinations of all her students, penetrates deeply into their souls and therefore perfectly understands that this boy, emaciated from hunger, did not play for money for the sake of profit: “How many well-fed loafers in our school who do not understand anything and they will probably never think, but you are a talented boy, you can’t drop out of school ”.
The unconventional act of the teacher remains incomprehensible to everyone who finds out about it. "It is a crime. Deposition. Seduction ... "- says the angry director, having learned that the French teacher is playing" wall "with his student. Can you prove to him that for an anemic boy this is the only way to get money for bread and saving milk ?!
It is not so important that the teacher had to leave the school. Much more important is the fact that she left a bright, unforgettable trace in the student's soul, faith in herself and in people, helped him in the bitter moments of loneliness and longing for his home, supported him in the hungry post-war time. The image of a teacher has forever remained in the soul of a modest, patient, kind and purposeful boy and, probably, more than once helped him in achieving his bright and lofty goals.
Option 2
Everyone knows how important the work of teachers is. They open the doors for us to a wonderful and fascinating world of knowledge, instill in us the most important human qualities - kindness, hard work, dedication, mercy. It is difficult to overestimate their role in the life of every child.
VG Rasputin tells about all this in the story "French Lessons". The French language teacher Lidia Mikhailovna is a wonderful, attentive teacher, a sensitive woman. She respects children, tries to understand them, knows how to value honesty, pride, perseverance. She tries "not to take herself seriously, to understand that ... there is very little she can teach." Lydia Mikhailovna played a huge role in the life of one of her students - an eleven-year-old boy who came to the city to study. She managed not only to instill in him a love for her subject, a thirst for learning everything new, but also made every effort to help the boy survive in the hungry post-war years. Learning that the constant feeling of hunger pushed him to play for money, the teacher did not scold him and drag him to the director, but began to act in a different way: she collected the parcel for the boy, and then even decided to play "wall" with him, so that honestly won penny he was able to buy himself milk.
I was delighted with the dedication, sensitivity and kindness of Lydia Mikhailovna, who sacrificed her reputation and a profitable place of work for the sake of a student's life. I am sure that the boy was able to appreciate the teacher's deed and draw the correct conclusion as to what are the highest life values ​​and what should be strived for.

The hero of the story - a little boy - finds himself from his usual rural environment to the regional center, where he needs to continue his studies in the fifth grade. “So, at the age of eleven, my independent life began,” says the hero.

But the boy had no idea what trials awaited him in a new place. He is painfully worried that he is far from home, there is no family nearby, and the constant feeling of hunger makes him play "chika" - a gambling game for money. The boy had to win a ruble to buy a jar of milk. "Having received it, I ran away, bought a jar of milk at the bazaar ... dined and sat down to my lessons."

He studied well. Only French did not go well because of the pronunciation. And then a man appears who helps the hero with the study of French, consistently and patiently deals with the boy, directing his attention to real value orientations. This is Lydia Mikhailovna.

Why did Lydia Mikhailovna choose the hero of the story for special classes? After all, "there were as many guys at school who spoke no better than me." The boy did not yet understand that the teacher felt that something was wrong with her student. She saw him beaten up and found out that the guys were playing for money. Then she decided to help him at all costs.

Lydia Mikhailovna taught the boy not only French and the correct pronunciation of French words, she taught him to live independently. The teacher became attached to him and began to take care of him like her own son, because she saw how he missed home, left alone in a new environment, and everything was alien to him, unfamiliar to him. They became friends and got to know each other's inner world and state of mind.

The main achievement of Lydia Mikhailovna was not that she taught the boy French - she taught him to understand himself, his state of mind, instilled in him a sense of justice, instilled confidence in his own strength and helped not to be afraid to express himself.

Sections: Literature

Class: 6

The purpose of the lesson: to acquaint with the method of comparative characterization - the antithesis, to characterize literary heroes.

Tasks:

1. educational: teach to analyze an episode, make a comparative description;
2. developing: develop memory, inner and monologue speech, logical thinking, creativity;
3. educational: to educate an aesthetic taste, self-esteem and mercy on the example of the heroes of a work of art.

Lesson type: primary training.

Equipment: computer presentation.

During the classes

I.Organizational moment.

II. Homework check.

In the last lesson, we analyzed the image of the main character from the story "French Lessons" by VG Rasputan and made a diagram that characterizes the hero. At home, you picked up quotes from the text for this diagram.

We have identified the following character traits of the hero ( Annex 1. Slide 1):

• tenacity (he did not quit his studies; he played for money, but not for fun - he treated the game as the only way to get money for milk; despite the guys' threats, he again goes to play in the clearing);
• thirst for knowledge (studied well, despite any difficulties);
• dignity (does not accept gifts from the teacher; does not tell anyone that food is being stolen from him).

What kind of people have these qualities? (To people with a strong character).

III. Motivational introduction.

But, despite such a strong character, the boy remained a child and needed warmth and care. What did the author want to say with the sentence: “But the worst thing started when I came home from school”?

Who could warm a lonely child with his care and participation?

Based on this, how would you define the topic of the lesson? ( Appendix 1. Slide 2.) Let's write down in a notebook the number and topic of the lesson: “The spiritual generosity of the teacher. The Role of Lydia Mikhailovna in the Boy's Life ”.

Thus, what do we need to complete in the lesson to reveal the topic? (Describe the image of the teacher).

IV. New material.

From which episode do we first understand that Lydia Mikhailovna is not indifferent to the problems of the protagonist?

Let's read an excerpt from the story by role and think about why the conversation turned out to be unexpected for the main character? ( The teacher's intonation changes; instead of punishment, the conversation turns out to be a salvation for the boy).

I selected illustrations by the artist Galdyaev for this story. (Appendix 1. Slide 3). Do they fit this episode? Why?

Let's orally describe the teacher and student.

Yarina Elena Revoldovna 1 year ago

The moral problematics of V.G. Rasputin's "French Lessons". The role of the teacher Lidia Mikhailovna in the boy's life. 8th grade

Moral problems of the storyV.G. Rasputin's "French Lessons". The role of the teacher Lidia Mikhailovna in the boy's life. 8th grade

1. The purpose of the lesson:
2. to reveal the spiritual world of the hero of the story;
3. show the autobiographical nature of the story "French Lessons";
4. identify moral issues raised by the writer in the story;
5. show the originality of the teacher;
6. to foster a sense of respect for the older generation, moral qualities in students.

conversation on questions, vocabulary work, student messages, group work, presentation demonstration, game moment, a fragment of the movie "French Lessons". The reader learns from books not life, but feelings. Literature, in my opinion, is above all the education of feelings. And above all, kindness, purity, nobility. Rasputin

During the classes:

1. Organizational moment. 2. Word of the teacher. Teacher: In the last lesson, we got acquainted with the work of the wonderful Russian writer V.G. Rasputin and his story "French Lessons". Today, in the course of the lesson, we will discuss several aspects of this story: we will try to reveal the state of mind of the protagonist, we will discuss the main moral problems raised by the author in the story, we will talk about an “extraordinary person” - a French teacher who played an important role in the boy's life. (Recording the date, the topic of the lesson, the epigraph) About the facts of the biography and work of V.G. We learn Rasputin from a small press conference presented by journalists, researchers and readers, in the role of which you will act. I ask the researcher and the reader to come here, the guys who were given individual tasks in the previous lesson: to prepare messages about V. Rasputin's childhood, about what childhood impressions were reflected in his works, about the history of the creation of the story "French Lessons". And now you will play the role of journalists and ask the guys the questions you prepared at home. 3. Speech to the members of the press conference (element of the role-playing game). The course of the lesson includes electronic educational resources, in this case a presentation is shown on the screen. Journalist: I have a question for the researcher of V.G. Rasputin's creativity. Tell me how childhood was reflected in the work of V.G. Rasputin Researcher: V. Rasputin wrote in 1974 in the Irkutsk newspaper: “I am sure that a person is made a writer by his childhood, his ability to see and feel at an early age what later gives him the right to take up the pen. Education, books, life experience educate and strengthen this gift in the future, but it should be born in childhood. " Nature, which became close to the writer in childhood, comes to life again on the pages of his works and speaks to us in a unique, Rasputin language. The people of the Irkutsk Territory have become literary heroes. Indeed, as V. Hugo said, "the beginnings laid down in a person's childhood are like letters carved on the bark of a young tree, growing, unfolding with it, making up an integral part of it." And these beginnings, in relation to V. Rasputin, are unthinkable without the influence of Siberia itself - taiga, Angara, without his native village, of which he was a part and which for the first time made one think about the relationship between people; without a pure, uncomplicated folk language. Journalist: A question to the reader. Tell us about the childhood years of V. Rasputin. Reader: V. G. Rasputin was born on March 15, 1937 in the Irkutsk region in the village of Ust-Urda, located on the banks of the Angara. Childhood partially coincided with the war: the future writer went to the first grade of the Atalan elementary school in 1944. And although there were no fights here, life was difficult, at times half-starved. Here, in Atalanka, having learned to read, Rasputin fell in love with the book forever. The primary school library was very small - only two shelves of books. “I started my acquaintance with books with theft. My friend and I used to go to the library one summer. They took out the glass, climbed into the room and took the books. Then they came, returned what they had read and took new ones, ”the author recalled. After graduating from grade 4 in Atalanka, Rasputin wanted to continue his studies. But the school, which included the fifth and subsequent grades, was located 50 km from his native village. It was necessary to move there to live, and alone. Teacher: Yes, Rasputin's childhood was difficult. Not everyone who studies well is able to evaluate their own and others' actions, but for Valentin Grigorievich, study has become a moral labor. Why? Researcher: It was difficult to study: it was necessary to overcome hunger (his mother provided him with bread and potatoes once a week, but they were always in short supply). Rasputin did everything only conscientiously. “What was left for me? - then I came here, I had no other business here .... I would hardly have dared to go to school if I had remained unlearned at least one lesson, ”the writer recalled. His knowledge was assessed only excellently, except perhaps for French (pronunciation was not given). This was primarily a moral assessment. Journalist: A question for the reader. Who was this story ("French Lessons") dedicated to and what place does it take in the writer's childhood? Reader: The story "French Lessons" is dedicated to Anastasia Prokofievna Kopylova, the mother of his friend and famous playwright Alexander Vampilov, who worked at school all her life. The story is based on the memory of a child's life, it, according to the writer, "was one of those that warm even with a weak touch to them." This story is autobiographical. Lydia Mikhailovna was named after her own name. (This is Molokova L.M.). Several years ago she lived in Saransk, taught at the Mordovian University. When this story was published in 1973, she immediately recognized herself in it, found Valentin Grigorievich, met with him several times. Teacher: Thanks to our participants in the press conference. You can take your seats in the class. 4. Conversation on questions. Teacher: In the preface to the story "French Lessons" VG Rasputin noted: "I wrote this story in the hope that the lessons taught to me in due time will fall on the soul of both a small and an adult reader." Today we will learn morality. Learn from Rasputin through the example of his protagonist. Working with the text of the story, in every line, in every phrase we will look for the main idea that the author wanted to express in his work. He hopes that those life lessons that fate has prepared for him will help everyone to understand themselves, to think about their future. - What does the title of the story "French Lessons" say? (About school, lessons, peers) -Who is the introduction addressed to? (reading the introduction by the teacher) (To himself, to the reader, to the teachers) - From whom is the story being told? Why? (From the first person. The author presented his biography - autobiography) - Who is the main character of the story? (11-year-old boy, 5th grade student. The author does not give his name or surname.) - When and where do the actions described in the story take place? (3 years after the end of the Great Patriotic War in 1948 in a distant Siberian village) - Name the signs of a difficult time. (The story describes the difficult post-war period: the rationing system of food supply, hunger, obligatory state loans for the population, the hardships of collective farm labor. The scene of the action is Siberia, the writer's homeland, a remote Siberian village, in which there are not even gardens, tk. in winter the trees freeze.) -How did the boy live in his parents' house? Find the answer in the text. (p.134 "We lived without a father, we lived very badly ..." 5. Group work We will know how carefully you read the first part of the story after working on the crossword puzzle. Each group (row) receives a crossword puzzle and fills it in. Questions: 1. A truck with a carrying capacity of one and a half tons. 2. Cereals for baking bread. 3. An addition to the potatoes of the villagers in the spring. 4. Valuable paper, according to which it the owner makes a profit annually 5. The name of the driver 6. The peasant settlement 7. The center of the administrative district 8. The main food of the family of the protagonist of the story 9. The nickname given to the hero in the village - Why did the boy, the hero of the story, end up in the regional center ? Find excerpts in the work and read them. ("To study further ... So, at eleven years old, my independent life began" p.133; "And mother, in spite of all misfortunes ... they are waiting for me, my dear, in a new place" p. 134). -What is it a test? (Separation from home, from mother, homesickness, constant hunger, lack of friends, suffering from loneliness) -Can every child withstand this? -Why does our hero not complain to adults? Why doesn't he follow who is stealing food from him? Find the answer in the text. ("Who dragged it - Aunt Nadia ... if she hears the truth" p.135-136; The boy is endowed with a sense of his own dignity. He cannot offend another person with suspicion.) -Find the passage on p.135 "Mother who arrived at the end of September ... »Read it and answer the questions: was it easy for a mother to teach her son in the regional center? The son was grateful to the mother? (Life teaches the hero cruel lessons and confronts him with the need to choose: to be silent, to accept or to upset his mother. Bitter thoughts about his mother and his responsibility to her make the hero grow up early.) - Guys, what is the meaning of the word lesson here. Let's see the meanings of this word in the explanatory dictionary. Working with the Explanatory Dictionary:Lesson 1. An academic hour dedicated to some n. subject. 2.Transferred. Something instructive, from which to draw conclusions for the future. 6. Reinforcement of what has been learned:- Let's write down the first lesson of Rasputin's story in a notebook: "A real mother takes care of her children all her life, and children should be grateful to her for this."

Why didn't our hero go home? - What was the success of the hero of the story in school? (in all subjects, except for French, fives were held). -Why did he always prepare for lessons? (“At that time I still did not know how to treat carelessly what was assigned to me” p.134) - What was the boy's state of mind? ("I felt so bad, so bitter and hateful! - worse than any disease" p.135) - What made the boy play "chica" for money? (I was sick, I bought a jar of milk with this money at the market). - How do Vadik and the narrator relate to this game? -Need made the hero to gamble. He had no other opportunity to earn money. He did not wait for someone's favor or handouts. Let's write down Rasputin's second lesson: “Be independent, proud. Take care of yourself, do not rely on others "(slide № 5) -Find the passage on p.141, which begins with the words:" Not in the warehouse! - announced Vadik. " Let's read it by role. (Narrator, Vadik, Ptakha) (to the words "... which was spinning right there.") -Why did our hero have to "put up with"? -Write down the third lesson: "Don't get excited, give in to those to whom you won't prove anything anyway." (slide number 6) -We continue reading the roles further (until the end of this part of the story). - Why Vadik and Ptakha beat the boy? How does the hero behave during the beating? - Let's write down the fourth lesson of Rasputin: “Be principled. Do not grovel "(slide number 7) 7. Group work:- And now I propose to check how carefully you have read this part of the story. Each group (row) receives a task: to find out the hero of the work according to the description. Exercise. By the description, recognize the hero of the work and write down his name. 1. "... a tall and strong guy with long red bangs, noticeable by his strength and power." 2. "Fussy, with blinking eyes, a boy who loved to raise his hand in class." 3. "Big-headed, clipped under a typewriter, stocky guy, nicknamed ..." Students' answers: 1. Vadik. 2. Tishkin. 3. Bird. 8. Continuation of the conversation:-Why, after the beating, our hero returns to Vadik's company again? -How did you learn about gambling at school? (“And what happened? - she asked ...” p. 143) -What was our hero so afraid of? (“For playing for money, we could be kicked out of school in no time.”) -Could the director “squeeze a tear” out of him? -Why did the boy confide in Lydia Mikhailovna and tell the whole truth? ("She was sitting in front of me, all neat, smart and beautiful ..." p.145) Output: So, guys, from your answers we understood that V.G. himself is the prototype of the main character of the story. Rasputin. All the events that happened to the hero were in the life of the writer. For the first time, the eleven-year-old hero was cut off from his family by the will of circumstances, he realizes that not only his relatives and the whole village are pinned on him: after all, in 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 a French teacher, let's analyze what role Lydia Mikhailovna played in the boy's life. What did the main character remember the teacher? Find in the text a description of the portrait of Lydia Mikhailovna; what is special about it? (reading the description "Lydia Mikhailovna was then ..."; "There was no cruelty in her face ..." p.149) What feelings did the boy evoke in Lydia Mikhailovna? (She treated him with understanding and sympathy, appreciated his dedication.) Now let's see a small excerpt from the movie "French Lessons", filmed at the Mosfilm studio in 1978. (Watching an excerpt from the film, episode "The Package") Why did Lydia Mikhailovna decide to study with the boy at home? (The teacher began to study with the hero additionally, hoping to feed him at home). Why did Lydia 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) Did the teacher manage to find a way to help the boy without infringing on his pride? (She offered to play "wall" for money) Is the hero right when he considers the teacher an extraordinary person? (Lidia Mikhailovna is endowed with the ability for compassion and kindness, for which she suffered, having lost her job) Conclusion: Lydia 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 considered remarkable abilities in her student and is ready to help them develop in any way. - How do you feel about the act of Lydia Mikhailovna? (children's opinion). - Today we talked a lot about morality. What is "morality"? Let's find the meaning of this in S. Ozhegov's explanatory dictionary. (The expression is written on the chalkboard.) The teacher's word. While playing for money with her student, Lydia Mikhailovna, from the point of view of pedagogy, committed an immoral act. “But what is behind this act? "- asks the author. Seeing that her student was malnourished in the hungry, post-war years, she tried to help him: under the guise of additional studies, she invited him home to feed him, sent 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. - Why is the story called "French Lessons"? (The name "French Lessons" speaks not only about teaching a foreign language to a fifth-grader, but also about the value of moral lessons given to a child by a teacher.) -What was the main lesson the teacher taught? -We write down the fifth lesson: “Be kind and sympathetic, love people” (slide number 8) Teacher: - The epigraph for the lesson is written on the board: “Reader….”. What feelings does the story "French Lessons" bring up? (Kindness and compassion). Kindness is what attracts all readers in the heroes of the story. Output: The French teacher showed by her example that there is kindness, responsiveness, love in the world. These are spiritual values. Let's look at the introduction to the story. It expresses the thoughts of an adult, his spiritual memory. He called "French Lessons" "lessons of kindness." V.G. Rasputin speaks of the "laws of kindness": true goodness does not require a reward, does not seek direct returns, it is disinterested. Good has the ability to spread, be transmitted from person to person. Kindness and compassion play a big role in a person's life, and I hope that you will always be kind, ready to help each other at any moment. Summarizing. Assessment of students.

D / z.answer the questions

“It's strange: why do we… every time feel guilty before the teachers? And not for what happened at school ... but for what happened to us afterwards "- these words begin with Valentin Rasputin's autobiographical story" French Lessons "(1973). But I wonder what makes the author of the work feel such emotions, and what role did the teacher of the French language Lydia Mikhailovna play in his life?

This young woman, by her example, was able to show the hero that in life, in addition to hunger, poverty, cruelty and injustice, there is also kindness. Having learned that her pupil was playing for money with other boys after school hours, she did not give the child to the director, but tried to find out the reason for this behavior. When the woman realized that the hero was doing this just to buy herself food, she felt sympathy for him and sincerely wanted to help the boy.

Despite all the obstacles that Lydia Mikhailovna met on the way, the teacher did not change her decision to support the student in a difficult time for him. The woman was not stopped by the boy's refusal to have supper in her house and the persistence with which he returned the package that had been thrown to her. The teacher was looking for an approach to the child for a long time, and now, finally, she found him.

The hero agreed to accept the help of Lydia Mikhailovna only in the form of an honest material gain from gambling in the "wall". The woman rightly judged that it would be better for the boy to play with her than with the courtyard guys who constantly beat him, but, unfortunately, the headmaster did not share her opinion.

For her act, Lydia Mikhailovna was fired, and she had to leave for the Kuban. But even then, she did not forget about her pupil and continued to take care of him, send food. Thus, the woman was able to change the boy's life for the better, was able to ensure that he did not despair and did not drop out of school. But most importantly, she became for this child a model of kindness and nobility.

That is why, having matured, Valentin Rasputin decides to write a story dedicated to his school teacher. Now, after many years, he can already realize and comprehend what he did not understand then, as a child. Lydia Mikhailovna showed the author the correct path in life and the correct moral guidelines. Probably, it was them that the writer tried to follow in the future. But, perhaps, due to the complexity of life circumstances, he did not always succeed in this, therefore the author now feels a sense of guilt before the teacher.

Valentin Rasputin considers it necessary to tell his readers about Lydia Mikhailovna, because he hopes that they, like he himself once did, will be able to be inspired by the example of this woman. He believes that his work will help educate kindness and morality in people, since this is what he considers the main task of literature.