I. A. Bunin. STORY "NUMBERS".

COMPLEXITY OF RELATIONSHIPS

ADULTS AND CHILDREN.

Lesson Objectives :

reveal the features of the characters of the characters through the analysis of their actions;

cause teenagers to think about their relationships with adults.

whiteboard writing : delicate - polite, soft in handling;

to hunger (lat.) - to strongly desire something.

During the classes

1. Introductory speech of the teacher.

Today we have a meeting with an amazing Russian writer - Ivan Alekseevich Bunin.

Look into his face, serious, strict, and into his eyes - amazing, thoughtful, penetrating. This is the look of a man who seems to see everything, notices and feels everything, trying to understand the world that he loves so much. Reading his early prose, L. N. Tolstoy admitted: "... it's raining - and it is written that Turgenev would not have written like that, and there's nothing to say about me." It was this magnificent, picturesque prose that brought Bunin worldwide fame! He became the first Russian writer to win the Nobel Prize.

Let's try today to look into Bunin's workshop and find out what and how he wrote.

2. "In the Writer's Workshop".(Performance of 1 group of students)

Yes, the critics appreciated his work highly. But Bunin himself was extremely picky about his work. Creating his most famous things, he often complains about the "hard labor" of the writer. “All my life I suffer from the fact that I can’t express what I want. But what torment, what incredible suffering, literary art!

It is characteristic that Bunin did not at all want anyone to see the traces of these heavy creative torments, that is, drafts. “They certainly need to be destroyed,” he said. And Bunin's surviving drafts are an instructive thing. He did not tolerate verbosity, freed himself from superfluous epithets, verified every word, every phrase, created his prose dense, concise.

Bunin said that sometimes he writes what would seem to be the simplest phrase and suddenly catches himself: but after all, it had already been said by someone before him: either Lermontov or Turgenev. And he begins to redo what he wrote, and again remains dissatisfied.

How amazingly accurately A. M. Gorky said: “Take Bunin out of Russian literature, and it will fade, lose its vibrant rainbow brilliance and starry radiance.” And what was life path a man who knew how to create "living iridescent brilliance and starlight."

3. Brief message about life of I. A. Bunin . (Performance of 2 groups of students)

4. The word of the teacher.

Yes, I. A. Bunin is a writer of a happy and tragic fate. In his works, everything has a deep meaning, he does not have a single superfluous word, period, comma.

A literary work is like an iceberg: a small part lies on the surface, and a large part is hidden from us, and we must learn to see it. And this requires attention, thoughtful reading, work of the mind. After all, to read a work is to penetrate the world of the writer, to live life with him and his characters.

We will learn to discover that deep meaning and those feelings that are hidden from the inattentive reader. So, Bunin's story "Numbers".

5. Story analysis

Dramatization of the first lines of the story by students of the 3rd group.

What is unusual about such a start? What pronoun occurs in each sentence, on each line? ( ^ You. And we get the feeling that it is addressing each of us. We seem to be witnessing someone's explanation, justification.)

Read the first chapter of the story. What can we say about the relationship between the uncle and the boy before the quarrel? (The uncle and the boy, judging by their warm relationship, have been friends for a long time. The uncle dearly loves his nephew, but keeps him at a distance, because he is sure that “it is harmful to spoil children.” In his heart, he understood that he must immediately respond to the child’s request .)

Yes, and Zhenya not only loves his uncle, she even idolizes him a little: he brings gifts, he will buy pencils, a pencil case and other wonderful things; even mother and grandmother do not contradict the words and deeds of the uncle.

Why did the conflict happen? (The boy wanted to get to know the numbers as soon as possible, but his uncle did not want to show them to him.)

Let's follow the text, how did it begin that, even after years, haunts this adult. Listen to chapter 2 reading by roles by students of group 4) and think about the question: “Why didn’t the uncle fulfill the request of the nephew?”.

(It turns out that acquaintance with the numbers was postponed until tomorrow only because an adult is too lazy to do it. “I really didn’t want to go to the city.”)

What does the uncle refer to to justify his laziness, his act?

So good relations are broken. Whose side are you on?

Find in the text an explanation why, years later, your uncle evaluates his act as a “great sin”? (“My heart quietly told me that at that moment I was committing a great sin - I was depriving you of happiness, joy.)

Right. And what decision does the boy make to draw attention to himself? (Riot.)

So, chapter 3. She will sound performed by students of group 5

Is Jenny doing the right thing? Is he really a naughty, ill-mannered child? ( ^ No, he is not restrained out of desperation. This is not a whim, because he has a good desire, he wants to know the world.)

He has not yet learned to restrain himself, and therefore his actions take on an ugly, uncontrollable character. And yet, on whose side is the author? Justify your answer. Find in chapter 3 the words with which the writer evaluates the behavior of an adult and a child in this situation.

(Independent work of students - 5 min.)

(For an adult, the author finds such words and expressions: “I jumped up in a rage, barked at the top of my lungs, what the hell doused me, a tub of anger, pulled my hand, slapped it with pleasure, pushed me out of the room.”

And about the child it is said differently:“a soul overflowing with life, a sonorous cry of divine joy, the Lord God himself would smile ...”)

CONCLUSION: the story was written not only to tell children how not to behave, but to enable adults to look at themselves from the outside ...

Listen to an excerpt from the next chapter and find signs of the experiences of grandmother, mother, uncle. Consider whether adults sympathize with the boy. And if so, why didn't they comfort him? ( Compliance with the rules of education is more important and dearer to them than the impulses of their own hearts.)

Read the beginning 6 chapters. Its beginning is poetic in Bunin's way, permeated with the feelings of the characters. What? (“Sad, gloomy.”)

Guys, what do you think is the most bitter thing in this chapter? (Broken pride - self-esteem, self-respect.)

The boy resigned himself, he is defeated. Adults know the most sensitive strings of the boy's heart and hit them. Children often have to humble themselves because they are in the power of adults. And Zhenya retreated.

So, final chapter. Listen and think: How does the boy become? How does he behave after he resigned himself?

What word does Bunin find when speaking about the desire of a child? This is an outdated bookish word. (Referring to the writing on the board.)

Find in the text a scene that shows that the characters are happy about reconciliation and have forgiven each other.

The story is read, how do you feel? (Good, a sense of satisfaction, bitterness ...)

Guys, tell me, have there been quarrels with adults in your life and what was the cause of the conflict?

Let's sum up our conversation. That evening, the uncle taught the boy to write magic numbers. Did the uncle himself learn any lesson from the child? ( We must love children, want to understand their behavior.)

Therefore, this adult belatedly seems to apologize to the boy, ironically at himself. Bunin introduces us to the complex world of relationships between adults and children. Adults often do not see a person in a child, they behave imperiously towards him. But children are also people with their own dreams, feelings, desires, which must be respected. Bunin invites adults to be more attentive and careful, try not to hurt their souls. It turns out that it was not in vain that we turned to the story "Numbers".

5. Homework

Think in writing about one of your quarrels with adults, think over the title of the story, you can stick to the proposed plan.

Lesson summary based on the story of I. A. Bunin “Numbers”

What a torment our writer's trade is! ..
And what a pain to find a sound, a melody of a story - a melody,
which determines everything that follows.

I. A. Bunin

1. The word of the teacher.“What a pain our writing craft is!.. And what a pain it is to find the sound, the melody of the story - the melody that determines everything that follows.” So Ivan Bunin spoke about the writer's fate, modestly remarking at the same time that “all his life he suffered from the fact that he could not express what he wanted ...”

In fact, having great talent, he was able to express with an amazing ability what worried him, disturbed the heroes of his books and, of course, us, his readers.

Each story by Bunin is like a magnet. He beckons, attracts, makes you think and reflect, again and again return to Bunin's lines.

Let’s also visit the writer’s creative laboratory today at the lesson and, using the example of his story “Numbers”, we will try to find out how the position of the hero-narrator is expressed in the text in the first person, we will try to understand the complex and contradictory relationship between the narrator and the hero-child. (The teacher draws the attention of the children to the questions-tasks written on the board.)

2. Conversation with elements of analysis and recording the main provisions of the lesson.

Why is this story unusual?

(The narration in it is conducted in the first person, that is, on behalf of the hero-narrator.)

What is the structure of the story?

To answer this question, choose the pronouns: hero-narrator (I) and boy (you). (The narrative is built according to the “I - you” scheme, that is, it reflects the subject-subject relationship)

What term in the literature do we call an in-depth depiction of mental, emotional experiences? (Psychology)

What is this story about? (About a quarrel. Conflict)

Only if outer side conflict interests the writer? (No, he is interested in the psychological side, that is, the internal conflict: not just an image of the state of an adult and a child, but mutual understanding of one soul by another.)

What do you think is the most important value in human relationships? (Understanding.)

Are people always able to understand each other? Can adults always understand children? (Students actively discuss the problem, come to the conclusion that it can be very difficult to come to an understanding, especially children suffer, because adults sometimes make unforgivable mistakes ...)

Do you think adults should admit their mistakes in front of children? (Yes, this is called repentance.)

Why is the situation of the uncle's quarrel with his nephew repeated three times in the story, each time highlighting the nature of the conflict and its essence in a new way?

Using the general scheme of story composition (see p. 14) and how you titled each part at home, distribute the seven parts (chapters) in accordance with the plot, climax, denouement.

(During operation and the following entry appears.)

The boy's request to show him the numbers after the quarrel.

Note that the word “do you remember” connects the end and the beginning of the story. What is the author's goal?

(The word connects the episode, broken by the main narrative: the boy, after a quarrel, asks for forgiveness and begs to show him the numbers, which are his cherished dream.)

Read what is said about the quarrel in the first chapter. (“It was too big a fight.”)

How does the character feel about the boy? Support your idea with a quote from the text... How can these lines be called? (Lyric digression.)

Despite the love for the boy, the hero is harsh towards him. Chapter 2 - the beginning of the conflict. What is it? (The boy does not agree to wait for the fulfillment of his dream - to find out the numbers - and is naughty, causing indignation among adults. This is an external conflict.)

What about internal? (He is in the soul of an adult hero: understanding the boy’s condition with his heart, the uncle does what the rules of upbringing require, while showing firmness.)

Support this idea with a quote from the text. (“My heart quietly told me that I was committing a great sin at that moment - I was depriving you of happiness, joy ... But then a wise rule came to mind: it’s harmful, it’s not supposed to spoil children.”)

What is the position of all adults? (They are all united: you are us. This conflict develops in chapter 3.)

For the narrator himself, “this is where the story begins.” Why? (For the hero, the most terrible thing happens: “I am completely cold with hatred for you.” This is a surge of anger, rage, anger, hatred.)

How is the boy's condition depicted in chapter 4: as a whim or real grief? Ironic or serious? Is the narrator indifferent to the grief of the child? (No, he responds to grief and understands the boy’s condition: “You reveled in your childish grief to the point of exhaustion, with which, perhaps, not a single human grief can be compared ...”)

The conflict continues into Chapter 5. How would you title this chapter? ( Everyone forgot about you.)

Who finds the way to a child's heart? What makes the boy go to reconciliation? And what is the price of reconciliation? (The dream of the same figures makes one go for reconciliation at the cost of humility: “And you reconciled ... Your pride was broken.” This is the state in which the boy approaches his uncle to ask for forgiveness. And the story returned to the beginning, to the starting point.)

Has the internal conflict been overcome in the last, 7th chapter? (Yes, overcome, love and tenderness return to the soul again - at the cost of childish humility, childish heartfelt purity and openness.)

What are the main conclusions we can draw?

Teacher helps children formulate conclusions and write them in a notebook. As a result of collaboration, the following entry appears:

Conclusion 1. The whole story is complex construction(composition) reflects the struggle of joy, love, tenderness, the best sides human soul with malice, hatred, anger.

Conclusion 2. The constant appeal to the boy (subject-subject relations) emphasizes the attention and love for him on the part of an adult who comprehended the quarrel as a drama and retained a living soul in himself.

Conclusion 3. The interweaving of two subjective plans (I - you) in the story gives the artistic structure of the story a lyrical character, expressive internal dialogism.

3. Summing up the lesson. Today we tried to penetrate the unusual and complex structure of Bunin's story, tried to unravel the secrets of the relationship between two kindred souls ... And how many more mysteries lurk in the story! I invite you at home to think about the meaning of the title of the story.

4. Homework. A written answer to the question: why is the story of I. A. Bunin called "Numbers"? Explain the meaning of the title.

The purpose of the lesson : to introduce the work of I. A. Bunin and the story "Bastes"

Lesson objectives

Lesson type: lesson - reflection

Technology: critical thinking

^ Methodological techniques

Equipment: texts with the story of I. A. Bunin "Bastes", a portrait of the writer, a computer, a computer presentation about I. A. Bunin, a recording of the music of Sviridov Metel", an exhibition of the writer's books, bast shoes, notebooks, pens.

^ During the classes

I organizational moment

-Hello guys! Sit down. We have an unusual lesson today. Therefore, I wish you an educational journey into the world of literature

II Word of the teacher.

Today we will get acquainted with the work of Ivan Alekseevich Bunin, an outstanding Russian writer, honorary academician of the Imperial Academy of Sciences and Nobel Prize winner, who lived abroad for 34 years, but continued to love Russia, admire its nature and marvel at the mystery of the Russian soul. (student's story about the writer)

^ The theme of our lesson: "Death for the sake of life"

III Challenge. What do you think the lesson will be about?

About war.

About death.

- How do you understand the expression "death for the sake of life"?

Death helped someone survive.

Is it possible to die in peacetime? Give examples .

-Look at the title of the story we are going to study. (slide to the screen "Baps")

How do you think the topic of the lesson will be related to the title of the story?

Target : analyze the story and think about the expression "death for the sake of life"

IV Comprehension of the content.

Reading by the teacher until the first stop. (to the words ... horror to reach!)

^ 1st stop

-Which characters did you meet?

Sick child, Nefed, mistress, husband.

Vocabulary work.

- You came across the word "magenta". Who knows what it means?

We open the file.

Fuchsin - red aniline paint; widely used for dyeing fibers, textiles, leather.

What time of year does the story take place?

Blizzy winter.

- What is the weather and how many days? Find the description in the text.

The fifth day was carried by an impenetrable blizzard.

- What literary device does the author use in the 1st sentence?

Epithet - "impenetrable blizzard"

- What does the sick child ask for?

A sick child asks for red bast shoes.

- Where do you think the lady's son could see bast shoes?

Peasant children.

- Guys, how did you understand who Nefed was in the lady's house?

Nefed was a servant.

- How do you imagine him? (oral word drawing)

A hat, a beard, an old sheepskin coat, broken boots, hardworking, serious ...

- What kind of relationship did Nefyod and the lady have? Why do you think so?

Kind. She calls him Nefedushka.

- Do you think Nefed will go to Novoselki, which are six miles away?

Children's answers.

- We learn about this from the following passage. (Galina Olga reads to the words ... the steppe sea)

2 stop.

- Guys, did Nefyod go to Novosyolki?

- What did Nefed take with him? For what?

He took a whip with him, because he knew that wolves and dogs might meet on the road. Used as a means of support in a blizzard

- Did Nefed know that in such weather he might not get to Novoselok?

I guessed.

But why didn't that stop him? What character traits are shown in it?

He was a man of his word. He was a kind, courageous, brave man.

- Guys, what do you think happened in the house in the absence of Nefed?

Children's answers.

We will learn about this in the next section. Alexey Sazonov reads (until the words ... a knock on the window)

- Did the family worry about Nefyod?

Oh sure. And that made the night even scarier.

They thought that he had stayed overnight with friends, that he would come only at dinner tomorrow.

The whole house was buzzing, one thought was terrifying that now there, in the field, in the abyss of a snowstorm and darkness.

- Why do you think Bunin calls the knock on the door "ominous"?

He portends something bad.

3rd stop

Since they brought the dead body of Nefed.

- Is it possible to say that Nefed saved the peasants with his death?

Yes. After digging out Nefed, the men realized that housing was close.

- What do you think, seeing the cherished bast shoes, the boy will recover?

Think. that he will recover

- I also agree with you, since in Russia there was a popular belief that if the patient's cherished desire is fulfilled, he will recover.

- Is it possible to say that Nefed accomplished a feat? And for what?

Yes. For the boy's life.

- Guys, what do you think the author wanted to say with this story?

We must remember other people, take care of them, be able to sympathize, help sick people, loved ones.

Is it only possible to sacrifice one's life for the sake of people?

No. It can be personal time, a thing, calmness, comfort.

– Conclusion: The story takes up one page, and what a capacious content it is.

Main character Bunin's story Nefyod is the bearer of moral qualities dear to Bunin, namely: kindness, mercy, compassion, philanthropy.

Bunin himself was a man of high morals, rendered great assistance to many Russian emigrants, never spared anything for those in need.

^ V Physical education minute.

^ VI Reflection.

You have worked very well today. I suggest you compose a syncwine on the topic of our lesson. I give you words - hints: bast shoes, death, Nefed, boy, blizzard, knock, lady, trouble. (Sinkwine diagram on the screen)

Checking syncwines. Students read them aloud

VII Summary of the lesson.

VIII D / z optional: 1) prepare a story about the work of I. A. Bunin; retelling of the story "Bastes"

2) make a description of Nefed;

3) write a mini-essay on the topic: “In life there is always a place for exploits” (d / z on the screen)

Lesson topic: “Death for the sake of life” (according to the story of I. A. Bunin “Bastes”)

The purpose of the lesson: introduce the work of I. A. Bunin and the story "Bastes"

Lesson objectives: to develop the ability to analyze what is read, to develop creative abilities and reader's observation, the ability to evaluate piece of art, to understand the author's intention, to cultivate mercy, kindness, the ability to sympathize.

Lesson type: lesson - reflection

Technology: critical thinking

Methodological techniques: reading with stops (methodological strategy), referring to personal experience, prediction by name, prediction tree, cinquain, task ahead.

Equipment: texts with the story of I. A. Bunin "Bastes", a portrait of the writer, a computer, a computer presentation about I. A. Bunin, a recording of Sviridov's music "The Snowstorm", an exhibition of the writer's books, bast shoes, notebooks, pens.

During the classes

I. Organizational moment

Hello guys! Sit down. We have an unusual lesson today. Therefore, I wish you an informative journey into the world of literature.

II. teacher's word.

Today we will get acquainted with the work of Ivan Alekseevich Bunin, an outstanding Russian writer, honorary academician of the Imperial Academy of Sciences and Nobel Prize winner, who lived abroad for 34 years, but continued to love Russia, admire its nature and marvel at the mystery of the Russian soul. (Student's story about the writer)

The theme of our lesson is "Death for the sake of life."

III. Call.

What do you think the lesson will be about? (About war; about death.)

How do you understand the expression "death for the sake of life"? (death helped someone survive)

Is it possible to die in peacetime? Give examples.

Look at the title of the story we are going to study. (slide to the screen "Baps")

How do you think the topic of the lesson will be related to the title of the story?

Setting the goal of the lesson (first by the students, then by the teacher)

Purpose: to analyze the story and think about the expression "death for the sake of life."

IV. Understanding content.

The fifth day was carried by an impenetrable blizzard. In the snow-white and cold farmhouse there was a pale twilight and there was great grief: the child was seriously ill. And in the heat, in delirium, he often cried and kept asking for some red bast shoes. And the mother, who did not leave the bed where he lay, also wept bitter tears, from fear and from her helplessness. What to do, how to help? The husband is away, the horses are bad, and to the hospital, to the doctor, thirty miles, and no doctor will go to such a passion ...

There was a knock in the hallway, - Nefed brought straw to the firebox, dumped it on the floor, puffing, wiping himself, breathing cold and blizzard freshness, opened the door, looked in:

- Well, ma'am, how are you? Didn't feel better?

- Where is it, Nefedushka! That's right, and will not survive! Everyone asks for some red bast shoes ...

- Bast shoes? What kind of bast shoes are these?

- And the Lord knows. Delirium, the whole fire burns.

He shook his hat and thought. A hat, a beard, an old sheepskin coat, broken boots - everything is covered in snow, everything is frozen ... And suddenly firmly:

- So you have to get it. So the soul desires. Must be mined.

- How to mine?

- Go to Novoselki. To the shop. Painting magenta is a simple matter.

- God be with you, to Novoselki six miles! Where can you get into such horror! ..

1st stop

What characters did you meet? (Sick child, Nefed, mistress, husband.)

Vocabulary work.

You met the word "magenta". Who knows what it means?

(Open the file: Magenta - red aniline dye; widely used for dyeing fibers, textiles, leather.)

What time of year does the story take place? (Snowstorm in winter.)

What is the weather and how many days? Find the description in the text. (The fifth day was carried by an impenetrable blizzard.)

What literary device does the author use in the 1st sentence? (Epithet - "impenetrable blizzard")

What does a sick child ask for? (A sick child asks for red bast shoes.)

Where do you think the lady's son could see bast shoes? (At peasant children.)

Correctly. Peasant children wore bast shoes, in summer they most often ran barefoot, felt boots were a luxury, if they were, then one for several children.

Guys, how did you understand who Nefed was in the lady's house? (Nefod was a servant.)

How do you imagine it? (oral verbal drawing) (Hat, beard, old sheepskin coat, broken felt boots, hard-working, serious, sympathetic, laconic, decisive, true to the word, meek, kind-hearted.)

Consider the portraits of I. N. Kramskoy "Woodworker", V. G. Perov "Wanderer" depicting elders.

Does Nefed look like them? How?

Why - more on the elder Perov?

What is the main quality noticed? (meekness, kindness, humility, strength)

What kind of relationship did Nefed and the lady have? Why do you think so? (Kind. She calls him Nefedushka.)

What do you think, will Nefed go to Novoselki, which are six miles away?

(Children's answers.)

We learn about this from the next passage.

... I also thought about it.

- No, I'll go. Nothing, I'll go. You can’t get there, but on foot, maybe nothing. She will be in my ass, dust, something ...

And he closed the door and left. And in the kitchen, without saying a word, he pulled on a zipun over his sheepskin coat, girded himself tightly with an old belt, picked up a whip and went out, went, drowning in snowdrifts, across the yard, got out of the gate and drowned in white, somewhere furiously rushing steppe sea…

2 stop .

Guys, did Nefed go to Novoselki? (Yes.)

What did Nefed take with him? For what? (He took a whip with him, because he knew that wolves and dogs could meet on the road. He used it as a means of support in a snowstorm.)

Did Nefed know that in such weather he might not get to Novoselok? (Guessed.)

But why didn't that stop him? What character traits are shown in it? (He was a man of his word. He was a kind, courageous, brave man.)

Guys, what do you think happened in the house in the absence of Nefed? (Children's answers.)

We will learn about this in the next passage.

... We had lunch, it began to get dark, it was getting dark - Nefed was not there. We decided that, therefore, we stayed the night, if God informed us. You won't be back in this kind of weather. We must wait until noon tomorrow. But the fact that he was still not there made the night even more terrible. The whole house was buzzing, one thought was terrifying that now there, in the field, in the abyss of a snowstorm and darkness. The tallow candle burned with a flickering, gloomy flame. Her mother placed her on the floor, behind the bed frame. The child was lying in the shade, but the wall seemed to him a fiery one, and everything ran with bizarre, unspeakably magnificent and menacing visions. And sometimes he seemed to come to his senses and immediately began to weep bitterly and plaintively, begging (and apparently quite reasonably) to give him red bast shoes:

- Mommy, come on! Mommy dear, well, what is it worth to you!

And the mother threw herself on her knees and beat her chest:

- God help me! Lord, protect!

And when it finally dawned, it was heard under the windows through the rumble and roar of a blizzard, it was already quite clear, not at all like it had been dreaming all night, that someone drove up, that someone’s muffled voices were heard, and then a hasty, ominous knock on the window ...

Did the family worry about Nefed? (Yes, of course. And this made the night seem even more terrible. They thought that he had stayed overnight with friends, that he would come only by dinner tomorrow.)

Why do you think Bunin calls the knock on the door "ominous"? (He portends something bad.)

... These were Novoselsky peasants who brought a dead body - white, frozen, all clogged with snow, lying on its back in the sledge of Nefed. The peasants were driving out of the city, wandering all night themselves, and at dawn they fell into some meadows, drowned together with the horse in terrible snow and were completely desperate, decided to disappear, when suddenly they saw someone's feet sticking out of the snow in felt boots. They rushed to shovel the snow, lifted the body - it turns out, a familiar person. - That's the only way they escaped - they realized that, therefore, these meadows are farm, Protasov, and that on the mountain, two steps away, there is housing ...

In Nefed's bosom were brand new children's bast shoes and a vial of fuchsin.

3rd stop

Is it possible to say that Nefed saved the peasants with his death? (Yes. Having dug up Nefyod, the men realized that housing was close.)

Do you think that after seeing the cherished bast shoes, the boy will recover? (I think he will recover.)

I also agree with you, since in Russia there was a popular belief that if the cherished desire of the patient is fulfilled, he will recover.

Can we say that Nefed accomplished a feat? And for what? (Yes. For the boy's life.)

Guys, what do you think the author wanted to say with this story? (We must remember other people, take care of them, be able to sympathize, help sick people, loved ones.)

Is it only possible to sacrifice life for the sake of people? (No. It can be personal time, a thing, calmness, comfort.)

Conclusion: The story takes up one page, and what a capacious content it is. The protagonist of Bunin's story, Nefyod, is the bearer of moral qualities dear to Bunin, namely: kindness, mercy, compassion, philanthropy. Bunin himself was a man of high morals, rendered great assistance to many Russian emigrants, never spared anything for those in need.

V. Physical education.

Now close your eyes, sit back, imagine that you are in a meadow, picking flowers or soaring high in the sky like birds. Now stretch out your hands to each other, hold hands, smile and remember that life is beautiful. Try to be kind in life, know how to come to the rescue, do not offend loved ones, be tolerant of each other.

VI. Reflection.

You have worked very well today. I suggest you compose a syncwine on the topic of our lesson. I give you clue words: bast shoes, death, Nefed, boy, blizzard, knock, mistress, trouble. (Sinkwine scheme on the screen)

Sincwain - a kind of miniature poem of 5 lines, which has a certain structure:

Rules for compiling syncwine.

right line - one word, usually a noun, reflecting main idea;

second line - two words, adjectives describing the main idea;

third line - three words, verbs, describing actions within the topic;

· the fourth line - a phrase of several words, showing the attitude to the topic;

· the fifth line - the words associated with the first, reflecting the essence of the topic.

Examples of syncwine:

2. FRAGRANT, WONDERFUL.

3. GROWS, FUN, PLEASES.

4. I LOVE WINTER FIR.

5. WINTER, NEW YEAR, CHILDHOOD.

Checking syncwines. Students read them aloud.

VII. Lesson summary.

What did you like about the lesson today?

VIII. D / z by choice: 1) prepare a story about the work of I. A. Bunin; paraphrase

the story "Lapti";

2) make a description of Nefed;

3) write a mini-essay on the topic “In life there is always

a place for feats "(d / z on the screen)

"Numbers"

According to K. G. Paustovsky, in the field of the Russian language, I. A. Bunin was an unsurpassed master ... From the vast number of Russian words, he unmistakably chose the most picturesque, most powerful words for each of his stories, connected by some kind of invisible and almost mysterious connection with the narrative and are necessary for this narrative alone.

In I. A. Bunin's story "Numbers" there are two main characters - an uncle and a boy. Judging by their warm relationship, they have been friends for a long time. One can feel the uncle's love for his nephew, but he keeps his nephew at a distance, as he is sure that "it is harmful to spoil children." And in his soul he understands that he must immediately respond to the boy's request, but he hesitates to answer for the same reason.

“You see, I am a very, very smart uncle ...” The main feeling of this phrase is irony. The uncle is ironic at himself, but he has forgotten the most important thing - what he himself was like in childhood.

Life is shown in the perception of an adult who is experienced, smart, knows how to control his feelings, knows how to punish a child. He does not want to understand the boy's great desire not to spoil him.

A child cannot understand this! After all, he doesn't have life experience, he cannot control his feelings, and his actions become unpredictable, uncontrollable. The boy does not understand why he is refused: “After all, can you show numbers on the royal day?” His reasoning comes from a great desire to experience the joy of knowledge, and he is refused not for any serious reason, but simply his uncle does not want to do this now.

evaluating the behavior of an adult and conveying the attitude towards the boy: “jumped up in a rage”, “barked at the top of his lungs”, “what the hell doused me”, “tub of anger”, “tugged at the hand”, “slapped with pleasure”, “pushed me out of the room ".

We understand that this story was not written to moralize children, not to tell children how to behave, but also so that adults can look at themselves from the outside.

Adults worry during a conflict: “Grandma’s lips and eyebrows suddenly trembled, and, turning to the window, she began to quickly, quickly beat the table with a teaspoon.” “Terrible spoiled child,” said mother, frowning and trying to be impartial. Although she understands that this is not so.

“I really didn’t want to go to the city”, “my heart told me that I was committing a great sin”, “I was already ashamed, I lit a cigarette without raising my eyes to my grandmother” He regrets his act: “I wanted to get up open the door to the nursery and immediately, with some hot word, stop your suffering.

The boy forgot everything that happened that winter evening, but the adult remembers. He forgot, because his conscience does not torment him, because he did not want to harm anyone, but simply lived and enjoyed life. A child's heart is quick-witted, it cannot remember evil for a long time, it cannot feed itself with hatred, it longs for love and happiness...

Neither the sobs of the child, nor his tear-stained face touched the heart of an adult, but tormented him with boxes, empty matchboxes, which the boy moved while sitting on the floor. These boxes are a symbol of the child's helplessness, insecurity, ineptitude. And adults should be ashamed to offend children, showing them their strength and superiority.

This incident helped my uncle take a critical look at himself and analyze his life.

And Zhenya had to retreat in front of an obstacle: “Ego was broken. You were defeated"; "And you relented." He had to accept, admit his guilt, although he was not guilty of anything.

“How hard you have been! How afraid you were to anger me, how submissive, delicate, careful you tried to be in your every movement! The child tries to replace a beautiful dream with something small: he plays with empty matchboxes. A sincere impulse of the soul was replaced by a fake. On the one hand, he learns to be restrained, but on the other, he loses himself. And it's too expensive

At the lesson of literature, we got acquainted with another story by Bunin Numbers for grade 7. It is read easily and with pleasure, and raises the topical issue of the relationship between adults and children. Having become acquainted with the work, we can now briefly write down information for reader's diary and his product Numbers, making .

Bunin's story Figures

Analyzing Bunin's story, I would like to say, this work dedicated to the indomitable thirst for knowledge by a person who is only growing up and wants to know everything at once. It's just that adults don't get it. It seems to them that these are just the intrigues of children, which is why conflict situations arise. But how can you express yourself without hysteria, reach out to adults and draw attention to yourself? This is exactly what the hero does, who is denied such a simple thing as learning numbers.

The story itself is a description of one day. It consists of seven chapters, where we get acquainted with the heroes of the work.

Features of the genre and narrative

If we talk about the genre, then this work is a psychological novel, which the author built on the presentation of individual moments of a quarrel. A story about the unwillingness of an adult to meet a child, and all because of laziness.

If we dwell in more detail on the features of the narrative, then this is a story that is conducted in the first person. On behalf of an adult hero, the same uncle who refused his nephew to study numbers with him. This situation gave the hero an opportunity to look at himself from the outside and evaluate his act. The uncle is still tormented by his conscience, he is worried, so he tries, under any pretext, to look into the room to the offended and punished child. But then again, he does this with a serious face, not admitting his mistake. His pride did not allow reconciliation, while the child turned out to be morally wiser. He was the first to ask forgiveness for his behavior, after which, nevertheless, the uncle showed the child how to write and what the numbers are called. The child has long forgotten this story, but the uncle still remembers the case where he could not correctly assess the situation.

Heroes of the story

The heroes of Bunin's story are the boy Zhenya and his uncle. Minor Heroes- mother and grandmother.

Zhenya is an inquisitive child who is interested in everything. He wanted to study the numbers, but due to the laziness of adults, he was refused. He cannot understand why it is impossible to work out with him, so he throws a tantrum. As a result, the child managed to forget the offense and apologize. The uncle nevertheless paid attention to the child, because he himself admitted his guilt and the wrongness of actions, his cruelty towards his nephew.

Uncle - strict, restrained. Taking the sincere desire of the child to study the numbers as a whim, he refused him, forgetting his desires in childhood. And when he realized his mistake, he could not step over his pride, and therefore does not take the first step towards reconciliation. But after the child's apology, I grabbed the first opportunity and began to study numbers with him with pleasure.

We reflect on the read story "Numbers".

To the question: “Who is to blame for the quarrel between the boy and his uncle?” - cannot be answered unambiguously. At first glance, it seems that the cause of the quarrel is the behavior of the boy, who stamps his feet on the floor. But if we read the story more carefully, we will see that the uncle is annoyed precisely because he realizes his original lie and mental laziness, which prevented him from immediately buying pencils and paper for the child and showing the numbers. He understands his guilt, but it is difficult for a person to realize himself guilty; he feels annoyed by this and looks for an excuse to pour out his irritation. Such an occasion becomes the prank of a child. Uncle calls the reason for the boy's pranks an excess of vital energy, which is looking for an outlet in physical activity, in move. The uncle condemns his own act: “I was already ashamed, and I lit a cigarette without raising my eyes to my grandmother.”

Grandmother and mother support uncle: mother believes that it is necessary to be impartial so that the child does not grow up spoiled, and grandmother, for the sake of uncle and mother, "barely sat still." The narration is conducted on behalf of the uncle, so it is very difficult to isolate the position of the author in the work. In our opinion, the task of the author in this story is not to support the uncle or the boy, but to show the inner world of the uncle and the boy, the need for an adult to peer into the inner world of the child and analyze the motives of his actions.

The story "Numbers" describes two main characters, an uncle and his nephew. Bunin shows in it not a simple relationship between adults and children, but adults do not always understand that children also have self-esteem, have their own desires and dreams. Many adults hurt them with their actions and words, not realizing that they are still gentle, sensitive souls.

Or maybe sometimes they should also remember themselves in childhood, their joys and sorrows, and then it will become much easier to understand their children. Do not offend children by showing them your superiority over them. Children will grow up and, of course, they will forgive everything, but sometimes their wishes can be fulfilled.

It is precisely in this story that it is shown that the desires of a child should not always be perceived as a whim. You should not shout and use force, as it happened in the story with the little boy. After all, he did not ask for something expensive or impossible, it was just that adults were too lazy to waste their time on him. And sometimes attention is more valuable than any gifts.

This story is not written for moralizing children, but for adults to look at themselves from the outside. Due to his age, the child cannot understand such a refusal, and due to his age, he still does not have experience. Therefore, often children arrange a riot. And adults do not always admit that in some cases it is their fault.

However, in this story the boy resigned himself, he was the first to ask for forgiveness, but for what? At the cost of children's openness and purity, they will overcome the conflict. The numbers were the boy's dream, and his uncle knew them ...

Uncle will reproach himself for laziness later, he will be ashamed. And the child's heart does not remember evil for a long time, he, of course, will forget everything, and will continue to live with love for his relatives and friends around him.

With this story, Bunin makes it clear how important it is to appreciate and understand each other in life without offending, because it is quite easy to offend, and it can be difficult to be the first to reconcile. Sometimes you don't need to follow the rules, but you need to listen to your heart.