Valentin Rasputin became known to a wide range of readers as a "village" writer. He is primarily interested not in the novelties of our life, but in that ancient, primordially Russian, deep, that is leaving our life.

But besides this, he also portrayed the hardships that fell on the shoulders of the peasants, which could not but be reflected in children's fates. In the short story "French Lessons" Rasputin describes the difficult, half-starved life of a village boy. His mother tries her best to educate him. At the age of eleven, he begins an independent life. And although he studies very well, hunger remains his constant companion. He was terribly bad, so even his mother was scared of him. He perfectly understands that it is not easy for her, so he hides the hardships of his life from her, tries not to upset her with complaints. He knows perfectly well the value of money, the price of each package to his mother. Such a small, not yet psychologically strong man, nevertheless, has a hard inner core that does not allow him to break under the blows of fate. He proudly and steadfastly endures hunger, rejects the help of his teacher Lydia Mikhailovna. He also tolerates humiliation from the players in the "chica". This game at one point becomes his only hope for survival. But the cruelty of his peers forces him to leave the field of play.

Lidia Mikhailovna helps him out. French lessons are carried from school to her home. And here the teacher herself invites the boy to play. She perfectly understands that the little proud man will never accept her gifts. Therefore, she gives him the opportunity to honestly earn them, win. It is with this thought that he calms himself by taking money. Young, but already wise and quick-witted, she first plays along with the boy, and then, pony-May, how it offends him, right before his eyes begins to cheat. This convinces him of the honesty of the money he earned. “I immediately completely forgot that only yesterday Lidia Mikhailovna tried to play along with me, and only made sure that she did not deceive me. Well well! Lydia Mikhailovna, called ".

Thus, French lessons will become lessons of kindness, generosity, although not appreciated, not understood. The ending of the work is sad. Lidia Mikhailovna was dismissed and left for her homeland. But even there she does not forget about her student, sends him a parcel with pasta, and at the bottom, as the boy guesses, are three apples. Sadness slips into the final lines: the boy had seen them before only in the picture. Material from the site

Rasputin thinks about the fate of children who took on their fragile shoulders the heavy burden of the era of coups, wars and revolutions. But, nevertheless, there is kindness in the world that can overcome all difficulties. Belief in the bright ideal of kindness is a characteristic feature of Rasputin's works.

Plan

1. The village boy arrives at school. She studies well.
2. Due to his poor existence and constant hunger, he begins to gamble. For luck in the game, he is beaten.
3. The teacher Lydia Mikhailovna makes him study additional French.
4. At her house, they start playing for money. The boy again has funds for food.
5. The director catches them at one of the games. This ends with the dismissal of Lydia Mikhailovna.

Retelling plan

1. The boy leaves his native village for the regional center to continue his education.
2. The difficult life of a hero in the city.
3. Fedka, the owner's son, introduces him to the guys who play for money.
4. The boy learns to play chiku, starts winning and buys milk with the money he won.
5. The hero is hit by dishonestly playing guys.
6. Tishkin tells the teacher that the boy is playing for money.
7. Lydia Mikhailovna begins to study French with him individually.
8. The boy receives a parcel of pasta.
9. The hero of the story is making progress in French.
10. Lydia Mikhailovna teaches him to play "measurements".
11. The boy wins again the money for which he buys milk.
12. The headmaster learns about the game.
13. Lydia Mikhailovna leaves. A package with pasta and apples.

Retelling

In the hungry post-war years, the hero comes from the village to the regional center to continue his studies. He enters fifth grade, lives with his mother's friends, suffers from malnutrition, loneliness and homesickness. In order to somehow feed himself, the hero begins to play "chika" with local boys and quickly realizes that this game is dishonest. But he has no way out, he himself plays fairly and wins only a ruble each time - for milk. Honest play is not forgiven him: the hero is meanly and cruelly beaten.

At school, you have to explain the consequences of the fight - a broken face. The hero does not tell the truth, but he also lies ineptly - this reflects his natural honesty. The boy is threatened with expulsion from school, and he is afraid not so much of punishment as of shame, afraid of appearing to be an unreliable person. His teacher helps him out: she realized that the boy was simply starving, and decided to help him. She began by taking additional lessons in French with him.

The author uses the method of antithesis (opposition). An intelligent, beautiful, well-dressed woman, who is not spoiled even by slightly squinting eyes, "was not a teacher of any arithmetic, or of history, but of the mysterious French language, from which something special, fabulous, beyond the control of anyone and everyone, also emanated." Whom does she see in front of her? "A skinny wild boy with a broken face, unkempt without a mother and lonely, in an old, washed jacket on sagging shoulders, which was just right on his chest, but from which his hands were far out, in altered from his father's breeches, hovered in front of her on a desk." Yes, the student and the teacher are not alike, but they have something that unites them. Lydia Mikhailovna says: “Sometimes it’s useful to forget that you are a teacher, otherwise you will become such a beak and beak that living people will become bored with you. For a teacher, perhaps the most important thing is not to take oneself seriously, to understand that he can teach very little. "

It quickly became clear to Lydia Mikhailovna that the student would not accept direct help, and then she herself decided to play with him for money - in "measurements", imperceptibly playing along, succumbing. Thanks to the money he won, he could buy milk again. In addition, the teacher aroused the boy's interest in French - he began to make significant progress.

Once Lydia Mikhailovna and the boy were caught by the director of the school playing in the game. It was useless to explain anything to him. Three days later, Lydia Mikhailovna left the regional center and sent a parcel to the boy for the New Year: pasta and apples. He realized that he was not alone, that there were kind, sympathetic people in the world.

V.G. Rasputin. "French lessons".

The spiritual subtlety of the teacher. Her role in the boy's life

The purpose of the lesson: analyzing the text, show students the teacher's sincerity and sensitivity; to reveal the moral laws by which the heroes of V.G. Rasputin live; to identify the author's position and the point of view of students on the problems raised by the author in the work; to form the ability to analyze a work of art, to develop communication skills and abilities of students, to continue work on the development of the speech of students; to foster a sense of respect for the older generation, moral qualities in students.

Equipment: portrait of the writer performed by I. Glazunov, interactive equipment, presentation, video clips from the film "French Lessons" (director E. Tashkov), recordings of songs, handouts (mini-dictionaries with the interpretation of the words "prototype", "kindness", "conscience" , "Morality", "humanism", "lesson"; syncwine sample).

The smarter and kinder a person is, the more he notices goodness in people.

L.N. Tolstoy

During the classes

I. Organizational moment.

Hello those who go to school every morning with joy, because they believe that discoveries await them here, faithful friends and wise mentors - teachers!

Hello, and those who go to school not with a great desire, because they think that teachers are too strict with them.

I think that by the end of our lesson today, the first of you will be much more.

And a wise writer, our contemporary Valentin Grigorievich Rasputin and his story "French Lessons" will help us in this.

II. Announcement of the topic and purpose of the lesson.

(Slide number 1: four key terms "PROTOTYPE", "TEACHER", "ACT", "KINDNESS").

1. Question to students.

• Please tell me, by the proposed keywords, can you determine what will be discussed in the lesson today?

(Students try to formulate the topic of the lesson using the suggested keywords).

2. Writing in a notebook the date and topic of the lesson.

(Slide number 2: topic of the lesson; slide number 3: portrait of V.G. Rasputin and the epigraph to the lesson).

Musical accompaniment of the teacher's words - the song "Teacher's Waltz".

3. Word of the teacher.

Today in the lesson we will try to reveal the spiritual values, moral laws by which Rasputin's heroes live in the story "French Lessons", to identify the author's position and your points of view, we will continue to learn to analyze a work of art and work on the culture of speech.

V. Rasputin's work invariably attracts readers, because next to the ordinary there are always spiritual values, moral laws, unique characters, author's reflections about life, about man, about nature, which help us discover in ourselves and in the world around us inexhaustible reserves of good and beauty ... As an epigraph to our lesson, we will take the statement of Leo Tolstoy "The smarter and kinder a person is, the more he notices goodness in people", which expresses the essence of the lesson.

III. Work on the topic of the lesson.

1. Question to students.

• What do you think a real teacher should be?

(Checking homework. Essay-miniature: "What should be a real teacher").

2. Word of the teacher.

We will definitely return to this issue at the end of our lesson, having previously analyzed the image of the teacher in the work of V.G. Rasputin's "French Lessons". Perhaps something will change in your judgment.

Today we are divided into 4 groups, each of which received its tasks on the cards. And within the group, you already independently decided who prepared what questions.

(The teacher introduces the groups and briefly comments on the assignments given in advance).

1 group "Theorists": the prototype of the teacher's image and vocabulary work (the meanings of the words "prototype", "kindness", "conscience", "deed", "morality", "lesson" had to be written out and provided with handouts to the whole class).

Group 2 "Researchers": worked on the image of the teacher in the work on the following episodes:

Portrait of a teacher;

Classes with Lydia Mikhailovna (staging an episode);

Package (demonstration of a video clip from the movie "French Lessons");

Money game.

3 group "Moralists": tried to solve the moral issues raised by the author in the work.(Questions are provided by the teacher in advance).

4 group "Artists": created a slideshow about their high school years and had to continue the sentence:"From my point of view, the lesson is ..."(using different meanings of this word)

The story of V.G. Rasputin's autobiographical. He dedicated it to his teacher. Before we listen to the message of the first group of students about the history of the creation of the story, I would like to find out from you what the concept of "prototype" is.

(Student responses using dictionaries created by group # 1).

3. Message from the student of group No. 1 "PROTOTYPE Lidia Mikhailovna".

(Slide number 4: photo of LM Molokova. Musical accompaniment of the song "Teachers have no time to grow old").

See Appendix to lesson # 1.

4. Questions to students of group number 2:

• Describe the teacher's appearance in the work?

(Students read the teacher's description.)

(Slide number 5: portrait of the teacher - still from the movie "French Lessons")

• What feelings does the description of the portrait of Lydia Mikhailovna evoke in you?
• What feelings did Lydia Mikhailovna evoke in the hero?
• What bothers the hero, who was painfully awaiting a conversation with Lydia Mikhailovna after the fight?

(Students should note that the portrait of the teacher is given through the perception of the protagonist: “She was sitting in front of me, all neat, smart and beautiful, beautiful in clothes, and in her feminine youth, which I vaguely felt, I could smell perfume from her , which I took for the very breath ... "" Lydia Mikhailovna was then probably 25 years old or so; I remember well her correct and therefore not too lively face with narrowed eyes to hide the braid in them ... "The key words will be phrases: "squinting attentive eyes", "beautiful", "carefully examined the class", which speak of the teacher's indifferent attitude to her work. Lidia Mikhailovna kept calm, confident, this suggests that she felt that the teacher's profession was hers She spoke a little, correctly, asked questions, as she always tried to understand the situation. The teacher is shown to be unusual, intelligent. Her image is a little elevated by the author).

5. The word of the teacher.

There was only an elementary school in the village, and the hero went to the regional center to get further education, it was hard to endure hunger, the homesickness was terrible, the boy starts playing for money, after practicing, he realizes that he can win money and spend it on milk.

Lydia Mikhailovna is trying to find out the reasons for what happened with a joke, realizes that the boy is deceiving her and decides after lessons to find out the reasons for what happened.

How she does it, let's see!

(Slide number 6: Still from the movie "French Lessons")

6. Dramatization of an episode from the work "Conversation of Lydia Mikhailovna with the main character after the fight"

(Dramatization of the episode performed by students of group No. 2).

7. Questions to students of group number 2.

• Why does Lydia Mikhailovna begin to study with the boy? Was it only because of his failures in French?
• How does Lydia Mikhailovna try to help the main character?

(At first, the hero was wary of the teacher, since he did not assume that there could be a trusting relationship between the teacher and the student. Then he realized that Lydia Mikhailovna wanted to help him. The teacher singled out the hero among other students for his abilities, inclination and interest in learning , she saw the boy's self-sufficiency and self-esteem, which developed early in him. "How many well-fed loafers in our school who do not understand anything ... and you are a capable boy, you cannot leave school." She was looking for different ways, how to help a boy out without hurting his self-esteem).

8. Demonstration of the video clip "Sending".

(Stills from the movie "French Lessons")

9. Questions to students.

• Why did the teacher fail with the parcel?
• Why does the hero refuse to send? Do you think he is doing the right thing?
• Expand the position of the teacher who did not sign the package for her student, and the position of the hero who refused the gift he received.
• Did the teacher manage to find a way to help the boy without infringing on his pride?

(Slide number 8. Game of the protagonist and the teacher).

• Why does Lydia Mikhailovna start playing with the boy for money?
• How is the nature of their relationship gradually changing? Whom does the main character find in the person of Lydia Mikhailovna?

(The teacher offered to play for money out of compassion for the boy, and when the director came, she behaved strictly, without losing her self-esteem. This makes her akin to the main character of the story).

• How does the game end?
• How does the teacher behave when the principal arrives?
• How do you understand the words of the author: “Why do we, like before our parents, feel our guilt before our teachers every time? And not for what happened at school - no. And what happened to us after?
• What feeling is the writer talking about? (Answers of students of group No. 3).
• what is “CONSCIENCE”?
• what are the meanings of the words "ACT" and "HUMANISTIC"(Answers of students of group number 1)
• What is the humanistic meaning of Lydia Mikhailovna's act? (Answers of students of group No. 3).
• How can you explain the words of the writer: “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”?(Answers of students of group number 3).
• What lessons do you think the hero has learned? Is it only French lessons? (Answers of students of group No. 4).

10. The word of the teacher.

Our group No. 4 tried to find all the meanings of the concept "LESSON" and translate them into a sentence: "From my point of view, a lesson is ..." Let's listen to what they did.

11. Students reading received sentences.

(Sample answers:

• training hours in the schedule;
• sprouts of kindness in a person;
• experience of communication with a teacher;
• conclusions, life observations;
• changes, spiritual growth of a person;
• the results of events, thoughts, experiences, actions).

12. The word of the teacher.

We come to the conclusion that the spiritual experience of a person, which is acquired throughout his life, is important for a writer.

• What is the interpretation of this word "LESSON" in the dictionary? (Answers of students of group number 1).

The boy received lessons of goodness and courage, not only studied additional French, but also received life lessons: he learned to forgive insults, gained the experience of experiencing loneliness. He realized that true good does not require a reward, it is disinterested, good has the ability to spread, be transmitted from person to person andreturn to the one from whom it came. He learned a lesson in selfless kindness, caring, and courage. Lydia Mikhailovna opened a new world for the boy, where people can trust each other, support and help, share sorrow and joy, relieve loneliness. He learned that there is kindness, compassion and love in the world. These are spiritual values. French lessons turn out to be kindness lessons.

• What does the concept of "KINDNESS" mean in the dictionary?(Answers of students of group number 1)

I invite you to express your thoughts about kindness in writing syncwine.

So, "KINDNESS" ...

13. Compilation of syncwines by students to the concept of "KINDNESS".

(Musical accompaniment of students' work - Song of Kindness).

(Slide number 9. Sample of syncwine).

(Using the handout - syncwine sample -see Appendix to lesson # 2).

14. Presentation of students' syncwines.

15. Word of the teacher.

• What do you think a real teacher should be?(Student responses)

(Slide number 10: with the last frame from the film - a parcel with apples and pasta; accompanied by the words of V. Sukhomlinsky)

"Kindness, readiness to defend the weak and defenseless is, first of all, courage, fearlessness of the soul" (V. Sukhomlinsky)

A real teacher is one who helps his students to become people, just people. A real teacher is one who is remembered all his life. True goodness does not require a reward, does not seek direct bestowal, it is selfless. Good has the ability to spread, be transmitted from person to person and return to the one from whom it came.

The end of the story suggests that even after parting, the connection between people is not broken, kindness does not disappear:

16. Reading an excerpt from the work to the pre-prepared students of group No. 4.

(Musical accompaniment - the song "Farewell Waltz").

(“In the middle of winter, after the January holidays, a parcel arrived at school by mail. When I opened it, taking the ax out from under the stairs again, there were pasta tubes in neat, dense rows. And below, in a thick cotton wrapper, I found three red apples. Earlier I only saw apples in pictures, but I guessed that it was them. ")

17. Show the students of group 4 a slide show about their school life and recite poems about teachers.

(A slideshow of photos about school life in grade 6 - A, music accompaniment with songs about the school).

See Appendix to Lesson 3 (Poems about Teachers).

1. Lesson summary.

Questions to students.

• What made V. Rasputin write this story?
• What did the teacher show by her example?
• What is spiritual memory, the spiritual experience of humanity?
• Does the writer pass on his spiritual experience to the readers? Which one?

(Student Assessment).

1. Homework.

Prepare a miniature essay "A Teacher in My Life".

Appendix to lesson number 1

Lydia Mikhailovna's prototype

The heroine of the famous story "French Lessons" by Valentin Rasputin lives in Nizhny Novgorod, her name is Lydia Mikhailovna Molokova.

By chance, schoolgirl Lydia Danilova ended up in Siberia with her parents during the war. Accidentally entered the department of French at the Irkutsk Pedagogical Institute. She was going to the university for a historic one, but she was embarrassed ... the walls of the future alma mater: the high, gloomy arches of the former building of the theological seminary seemed to press on the young girl. The applicant took the documents and went to the pedagogical. There were only places left in the French group ...

She happened to be in a district school, in the remote village of Ust-Uda. It was the worst place one could get by assignment. And for some reason it went to a student with an excellent diploma. “For insolence,” the heroine herself explains.

In the sponsored eighth grade, the young teacher at first did not make a serious impression. The guys got naughty

Valya Rasputin studied in a parallel class. More serious disciples gathered there. The class teacher, mathematics teacher Vera Andreevna Kirilenko, apparently, did not let them down. “In fact, Rasputin, first of all, wrote his teacher from Vera Andreevna,” Lidia Mikhailovna believes. - "Beautiful, slightly squinting eyes" - it's all about her. Discreet, neat, with good taste. They said she was one of the former front-line soldiers. " But for some reason Vera Andreevna disappeared from all the biographies of the writer.

Having worked the prescribed three years, Vera Andreevna left Ust-Uda for the Kuban. And Lydia Mikhailovna had to shoulder the class leadership in the united ninth grade. Then Lydia Mikhailovna got married, lived in Irkutsk, raised two daughters. Soon her husband died, and she moved toSaransk, closer to mom. Lidia Molokova worked at Saransk State University for forty years. There were also business trips abroad: at first she worked as a Russian teacher in Cambodia, then she taught the language at a military school in Algeria. And then there was another business trip to France, during which Lydia Mikhailovna learned that she had become a book heroine.

And the work is dedicated to another teacher, who gave her children her whole life, the mother of playwright Alexander Vampilov Anastasia Prokopyevna Kopylova.

Appendix to lesson number 2

Syncwine sample

First line	One noun	friendship
Second line	Two adjectives	Sincere, sincere.
Third line	Two verbs or action descriptions	Help, understand.
Fourth line	A phrase that shows a personal attitude to the topic	There are few real friends.
Fifth line	Synonym for the noun from the first line	Understanding

Appendix to lesson number 3

Poems about teachers

№ 1. Do you remember was around
A sea of \u200b\u200bcolors and sounds.

From my mother's warm hands
The teacher took your hand.
He introduced you to first grade
Solemn and respectful.
Your hand and now
In the hand of your teacher.
Book pages turn yellow
Changing the names of the river
But you are his student:
Then, now and forever!(K. Ibryaev)

№ 2. Teacher, the days of his life, as one,

You dedicate to the school family.

You are everyone who came to study with you,

You call them your children.

Favorite teacher, dear person.

Be the happiest in the world

Though sometimes it is difficult for you

Your naughty children.

You have rewarded us with friendship and knowledge.

Please accept our thanks!

We remember how you brought us into people

From timid, funny first graders.

But children grow up, from the school bench

They walk the roads of life

And in memory they carry your lessons,

And they keep you in your heart. (M. Sadovsky)

No. 3. There are many of them -

Snub-nosed, dissimilar,

Flying into school in a crowd.

And it's not easy with them. But still

Anyone is dear to his soul.

He led them

On the ladder of knowledge

He taught the country to value

And see through the distance,

And be friends with a clever book ...

Let someone become a builder,

And someone is the master of the rivers,

But my heart believes:

will deliver

Five is tomorrow's century.

And, becoming adults, through the years

Guys remember good

And his severity and care, -

Not an easy teaching job. (B. Gaikovich)

No. 4. In the classroom

Crumpled an apron with cold handles,

All turned pale, the spoiled girl is trembling.

Grandmother will be sad: granddaughter

Suddenly - a unit!

The teacher looks as if not believing

These tears in the drooping gaze

Valentin Grigorievich Rasputin The smarter and kinder a person is, the more he notices goodness in people. L.N. Tolstoy

PROTOTYPE Lidia Mikhailovna Molokova

LIDIA MIKHAILOVNA Image of the teacher V.G. Rasputin "French lessons"

FRENCH LESSONS

GAME Illustration for the story of V.G. Rasputin "French Lessons"

Creating a syncwine. First line. One noun. Friendship. Second line. Two names of adjectives. Sincere, sincere. Third line Two verbs or descriptions of action Help, understand. The fourth line A phrase showing a personal attitude to the topic. There are few real friends. Fifth line Synonym for the noun from the first line Mutual understanding

Kindness, willingness to defend the weak and defenseless - this is primarily the courage and fearlessness of the soul. V. Sukhomlinsky

1. Organizational moment.

Game-warm-up “Gift”.

2 ... Homework survey.

Students were required to write a job announcement.

Pair work

Mutual appreciation.

Strategy "Two stars, one wish."

3. Statement of the topic and objectives of the lesson.

Work with the epigraph.

"I wrote this story in the hope that the lessons given to me in due time will fall on the soul of both a small and an adult." V. Rasputin

Conversation

Valentin G. Rasputin was born in 1937 in a small Angara village. Graduated from Irkutsk State University, and then began working as a journalist. Fame comes to the writer after the publication of his story "Money for Mary". Then the novels “Deadline”, “Live and Remember”, “Farewell to Mater”, “Fire” were written, each of which has become a significant phenomenon in the literature of our days.

Speech by a prepared student

Here is what the writer himself writes: “... It seems to me that a person's profession can be recognized by his face. From some very tired, stern, almost hopeless look, I often guessed the teachers. He guessed and thought that the work drains the teachers, that it’s very difficult for the teacher to maintain a lively interest in children, sincere softness and warmth. The story, the heroine of which was Lidia Mikhailovna, I dedicated to another teacher - Anastasia Prokofievna Kopylova. When I got to know her, she had already worked at school for many years, but neither then nor later did I see in her eyes that harsh expression for which the time had already come.

Conversation

The story "French Lessons" was first published in 1973 in the Irkutsk Komsomol newspaper "Soviet Youth", in an issue dedicated to the memory of Alexander Vampilov. Anastasia Prokofievna - his mother. Looking into the face of this amazing woman who was not aging, kind and wise, I recalled more than once my teacher and I knew that the children were fine with both of them ”*.

- What does the title of the story say?(About school, about lessons, peers.)

- Who is the story from? Why?

The story describes the difficult post-war period: the rationing system of food supply, famine, obligatory state loans for the population, the hardships of collective farm labor; the scene is Siberia, the birthplace of the writer, a remote Siberian village in which there are not even gardens, since the trees freeze in winter.

- What facts, details paint us an image of a difficult post-war period?

- At what age did the hero begin an independent life?

- What tests awaited him?(Not only constant hunger, suffering from loneliness, separation from the home, with the mother, but also a sharp experience of injustice, the bitterness of deceit. Life presents the hero with cruel lessons. And puts him before the choice: to remain silent, to reconcile - or to upset the mother. Bitter thoughts about mother and his responsibility to her make the hero grow up early.)

- Why does the boy start playing for money? Why do adults condemn this?

- Pay attention to the description of nature at the moment when the boy first won.(Nature, as it were, corresponds to the hero’s mood: it conveys his joy and pleasure, and at the same time, the author guides the reader with separate strokes, as if warning him that something should happen (read out “Autumn was warm and dry ...”).

Differentiation by ability

Why Valentine Grigorievich Rasputin called his story "French lessons?"

"Stage"

"Background" (printed sheet with the answer on the table).

Vocabulary work

A lesson is:

1) a class hour dedicated to a particular subject;

2) something instructive, something from which one can draw conclusions for the future. (dictionary of S.I.Ozhegov)

What recognition does the work open?

What can we guess from this confession?

Theoretical minute

STORY

Male gender

1 .

Verbal presentation of any. events.

"R. eyewitness"

2 .Artistic narrative prose work of small size.

AND

Vocabulary work

One of the features of the narrative language is the presence of regional words and outdated vocabulary characteristic of the duration of the story. For example:

Lodge - rent an apartment.One and a half - a truck with a carrying capacity of 1.5 tons.Tea Room - a kind of public dining room where visitors are offered tea and snacks.Toss - to choke.Golny boiling water - clean, without impurities.Blather - chatting, talking.Poke - lightly strike.Hluzda - cheat, deceiver, sharper.Soldering - what is hidden.

Vocabulary dictation

French language, regional center, pasta, Kuban, Angara village, Siberia.

Self-assessment by pattern.

Group work

Grouping

Listening to a fragment of a movie "French lessons" (45.11-45.46)

Assignment: to make up two questions of a high order.

Answers and questions.

Commenting out.

Mutual appreciation.

Questions and tasks on the studied work based on Bloom's taxonomy:

1st group

What actions of the hero (s) did you dislike? Why?

FROM what problem does one of the heroes face and how does he solve it?

Plist names and describe

heroes of V. Rasputin's story "French Lessons".

2 group

P think about how you could change the end of the French Lessons. Explain why?

Suppose this story from the French Lessons happened a long time ago. Make a comparison of that time and today. If this story happened in our time, compare it with the past. What would be the differences?

Nfind five similarities of the protagonist of V. Rasputin's story "French Lessons" with himself.

What lesson did you learn from the work you read?

3 group

If you could save one of the heroes from the story "French Lessons" by V. Rasputin from a difficult situation, who would it be and why?

Pthink of your own short story about the heroes of the story "French Lessons".

Ndraw a poster based on V. Rasputin’s short story “French Lessons” (Which passage of the story do you like most? Why?).

Assessment criteria	Descriptors a student has reached the goal if:	Score
8.CH3. Answers questions, gives arguments, connects information of the text with other facts from real life.	Gives answers to questions; Gives arguments; Connects text information with other facts from real life.	1 1 1
	Total:	3

Group performance

Mutual appreciation

"French lessons" you can draw up a plan for Valentin Rasputin's story using the above options.

"French lessons" story plan

1. Arrival of an 11-year-old boy to the district school.
2. Academic success and constant hunger.
3. Acquaintance with the guys and the game of "Chika"
4. Fight and conversation with a French teacher
5. Individual lessons with Lidia Mikhailovna
6. Playing for money with a teacher
7. Caught by surprise by the director
8. Farewell

"French lessons" quotation plan

1. "But as soon as I was left alone, the anguish immediately fell."
2. “On that day, there could not be a man more miserable than me in the whole world.”
3. “But most of all hunger drove on. I needed a ruble - not for milk, but for bread. "
4. "I went there as if it were torture."
5. "Well, let's play for real, Lydia Mikhailovna, if you like."
6. "I used to see apples only in pictures, but I guessed that it was them."

"French lessons" detailed outline

1. The boy leaves his native village for the regional center to continue his education.
2. The difficult life of a hero in the city.
3. Fedka, the son of the mistress, introduces him to the guys who play for money.
4. The boy learns to play "Chika", begins to win and buys milk with the money won.
5. The hero is hit by dishonestly playing guys.
6. Tishkin tells the teacher that the boy is playing for money.
7. Lydia Mikhailovna begins to study French with him individually.
8. The boy receives a parcel of pasta.
9. The hero of the story is making progress in French.
10. Lydia Mikhailovna teaches him to play "measurements".
11. The boy again wins the money for which he buys milk.
12. The headmaster learns about the game.
13. Lidia Mikhailovna is leaving. A package with pasta and apples.

Rasputin "French Lessons" plan

1. A village boy arrives at school. She studies well.

2. Because of his poor existence and constant hunger, he begins to gamble. He is beaten for his luck in the game.

3. The teacher Lidia Mikhailovna makes him study additional French.

4. At her house they start gambling. The boy again has funds for food.

5. The director catches them at one of the games. It ends with the dismissal of Lydia Mikhailovna.

French Lessons Plan

1. Loneliness of the boy.
2. The fight.
3. Beaten again.
4. Classes in French.
5. The game of "measurements".
6. Lydia Mikhailovna left.

You can write a French Lesson plan and leave it in the comments to help your peers.