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 a feeling dignity, have their 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.
Option 2
Bunin's story probably describes events from the author's personal life, his relationship with his own nephew, in whose house he was a guest. The author describes the relationship with the little boy reverently and tenderly, he clearly loves his nephew and treats him with respect, respectfully enough.
The plot tells how a boy and an adult quarreled because of the child's disobedience. The key factor is the “numbers”, which the uncle promises to teach his ward, but puts off learning and the boy begins to act up. After this, a quarrel occurs, which is only aggravated by the radical statements of the boy, declaring that he will no longer love his uncle and will not even buy or give him anything else.
On the one hand, we see how Bunin skillfully displays the features of children's behavior and psyche, on the other hand, we observe how comprehensive the experiences in the child's soul are. The boy is completely immersed in his experiences; for him, these statements are not bravado. Sometimes, of course, he falls into some theatricality and tries to manipulate adults, as is typical for children, but otherwise he is extremely serious and absorbed in what is happening.
Probably, with age, people lose this feeling, become more ordinary and the experience they have experienced does not allow them to treat everything so absorbed and enthusiastic. The child, in turn, really exists as if in another world, which is a space of utmost seriousness. He sees, according to adults, quite a bit, but for him what he sees is incredibly large-scale.
Bunin points to an interesting relationship between "numbers" and happiness. The author understands that in fact, learning and the tendency to learn something new is presented to the child as an opportunity to experience true happiness. And it's really hard to disagree here. Even if we look from our, conditionally adult, side, we will understand that the numbers are actually quite useful knowledge and the study of this knowledge allows one to practically enter another world. To be where there is mathematics and astrology, the laws of the existence of outer space and human perception. In my opinion, it is the ratio of learning numbers and happiness that is the key element of the story.
Analysis of Bunin's Figures
Ivan Bunin is unique in terms of writing stories that can positively influence a person. Indeed, all the work of the writer is filled with spiritual meaning. Therefore, every reader who refers to the works of Bunin does own life and inner world richer and brighter.
The famous story of the creator - "Numbers", where the problem lies in the moral choice of a person under the circumstances.
The story is presented in a quarrel between a small child and his uncle. The child longed for an adult to work with him, to tell him about the numbers. However, the uncle got tired, he did not want to devote time to his loved one. This is where the knot between the characters began. The child began to stomp his feet, scream, demand that the adult spend precious time teaching the boy. But all to no avail. When the child's mother demanded an explanation as to what had happened, the uncle put all the blame on the little child. Why did he do it? Pride, what can I say. Is it possible to put yourself in front of the grandmother and mother of the son in a bad light? Of course not.
On the one hand, the uncle is to blame, who, with his indifference, killed the desire for knowledge in the child. On the other hand, it's all about the child, who, by his own persistence, provoked denial, negativity towards the boy. The situation is quite problematic and relevant, because this is happening now. Many adults who have children often neglect to communicate with them. But these are the happiest years: the childhood of a beloved child. And if you miss this, then it will be too late to change anything. It is important to understand how children need attention. Without this mutual understanding it is difficult to achieve. Bunin warns about this: it is worth realizing the whole burden and responsibility to those who are really dear to us.
The writer portrayed a seemingly ordinary case, but the depth of the situation is simply undeniably amazing. It's simple, but a lot of truth. This is where Bunin's talent is manifested: to focus on what you don't particularly notice clearly.
As a result, the child asks for forgiveness for his own behavior, he is not up to resentment and frustration, unlike his uncle, who was eaten day by day by pride. The child simply strives for knowledge. And, in the end, an adult gives them. And this is the main thing!
No need to take away from the kids that they are eager to know the world, the desire to touch and feel, and develop! In no case!
Some interesting essays
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A.P. Chekhov (A. Chekhonte) devoted many works to describing the life of ordinary people. He spoke about their not easy existence. One of these works is the story "Vanka". It was written in 1886
High technologies are developing rapidly. Ten years ago, it was hard to imagine what significance would play in modern society computers and special programs.
"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 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 has no 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 an 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
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. Everything in his works is deep meaning, it does not have a single extra 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’s harmful to spoil children.” In his heart, he understood that he should 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.
When was it and with whom?
How was your relationship before?
What in the character of this person did you especially appreciate?
What caused your disagreements?
What did you think and how did you experience the quarrel?
Have you been able to reconcile and were you happy about it?
What would you name the story and why?
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 amazing ability he knew how to express 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 in 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)
Is it only the external side of the conflict that 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 humbled yourself ... Your self-esteem 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 of the 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 narrative, 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 laureate Nobel Prize 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 it was popular belief what if execute cherished desire sick, he will get well.
- 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 Nefed 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 skills 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 the 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, took the whip in his hands and went out, went, sinking through the snowdrifts, across the yard, climbed out the gate and drowned in a 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 it was all running 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 clearly, 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, and at dawn they fell into some meadows, drowned together with the horse in terrible snow and were completely desperate, they decided to disappear, when they suddenly 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 patient's cherished desire 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 the 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)
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 hot topic 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. The secondary characters are 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.
"Numbers" Bunina I.A.
1) Features of the genre. The work of I.A. Bunin "Numbers" belongs to the genre of the story.
2) Narrative features in the story. The story is narrated in the first person, on behalf of the uncle, who describes the incident and gives a moral assessment of his act. Having punished the boy, the uncle feels that he is wrong, so he “half an hour after you calmed down, looked into the nursery. And how? I went to the door, made a serious face and opened it with a look as if I had some business. An adult faced a moral choice: to admit his guilt and make peace with the child. But pride, the desire to maintain character did not allow the uncle to immediately establish relations with his nephew. The little hero of the story turned out to be morally wiser, who resigned himself, timidly left the nursery and asked his uncle for forgiveness: “Uncle, forgive me. And give me at least a drop of that happiness, the thirst for which so sweetly torments me. Many years have passed, but it is the uncle who remembers that old case with all the details, since at that moment he could not correctly assess the situation.
From what person is the story being told? (on behalf of uncle)
How does the narrator characterize the time of childhood? (it's time for "selfless, that passionate tenderness")
What is the difference between a child and an adult, according to the uncle? (The child is not able to dissemble, quickly forgets the offense, seeks to immediately fulfill his dream.)
3) Features of the plot of the work. The plot of the story I.A. Bunin's "Numbers" is based on a description of a quarrel between a boy and an uncle, which occurred because of the boy's desire to find out the numbers as quickly as possible and the uncle's unwillingness to show them on that particular day. Both heroes were faced with a choice: the nephew had to wait until tomorrow, and the uncle should not be guided by the wise rule: "it's harmful, it's not supposed to spoil children." The immediacy of the childish nature led the boy to "invent a great game: jump up and down, kick the floor with all his might and at the same time scream so loudly that our eardrums almost burst."
4) Characteristics of the heroes of the story.
What was the boy's cherished dream? (see numbers)
What caused the quarrel between uncle and nephew? (The boy wanted to fulfill his desire as quickly as possible: to see the numbers, and the uncle decided to endure the character and show the numbers to his nephew the next day.)
What was the uncle's motivation for deciding not to show the numbers to his nephew that day? (a wise rule: “it’s harmful, it’s not supposed to spoil children”)
How did the boy behave when he learned about his uncle's decision not to show the figures that day? (nephew started naughty)
Why did the uncle yell at his nephew, which pissed him off? (nephew impudently misspoke uncle)
Who is to blame for the quarrel between the boy and the uncle? (both uncle and nephew) Explain your point of view<
Whose side did mother and grandmother take? (uncle) 11 why?
How did the quarrel between the boy and the uncle end? (the boy resigned himself and asked his uncle for forgiveness)
Did the uncle forgive himself for this quarrel? Explain your point of view. (Uncle did not forgive himself, otherwise he would not have remembered the quarrel.)
5) Features of the author's position in the story. The author tries to objectively assess the situation, without blaming anyone. Everyone (both the boy and the uncle) is to blame for the quarrel in his own way, but nevertheless, an adult should be wiser and try to find a way out of the situation.
6) The meaning of the title of the story.
The story of I.A. Bunin is called “Numbers”, since the numbers are a boy’s dream, an object that caused a quarrel between a nephew and an uncle.