III. vocabulary work
Each of us has a person who entered our hearts from childhood, whose love and care warms our lives. Such a person for A. S. Pushkin was his nanny Arina Rodionovna. As a child, I fell asleep to her songs and fairy tales. She aroused in him an interest in oral folk art. When Pushkin was in exile in the village of Mikhailovsky, he lived in complete solitude, in the wilderness of the countryside. And next to him was his old nanny. Now no longer a child, but a famous poet, he again experienced her natural warmth.
The image of Arina Rodionovna appears in the lines of Pushkin's poems "Winter Evening" and "Nanny". They express a feeling of love, tenderness, anxiety, care for their old nanny, who forever entered the heart of the poet. “Good friend of my poor youth”, “Friend of my harsh days, my decrepit dove!” - the poet addresses the nanny. She is for him the closest person, a friend who shared with him the difficult years of exile. In Pushkin's words one can feel a touching filial love for the nanny.
The words “for a long time” speak of the duration of the wait, the figurative comparison “as if on a clock” reflects the constant anxiety and expectation of the nanny, the colloquial verb “grieving” conveys the warmth, pain of the poet from the consciousness of the loneliness of the nanny, her constant anxiety, worries, vain waiting and what - the blame before her. In the final lines of the poem, Pushkin directly names the feelings of the nanny: material from the site
Anguish, forebodings, worries Cramping your chest all the time.
The image of Arina Rodionovna embodies all the best features inherent in the common people. The poet's nanny died in St. Petersburg on June 25, 1828. And after her death, A. S. Pushkin often remembered her with filial love and gratitude.
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A.S. PUSHKIN "Nanny"
Analyze the poem. What is the image of the lyrical hero in this poem?
This is a poem by A.S. Pushkin dedicated to Arina Rodionovna Yakovleva, his kind and caring nanny, who protects the poet in difficult moments of life. It was written in 1826, during separation from her after two years of living together in Mikhailovsky.
The lyrical hero of this poem is sincere, tender, loving, keeping in his soul the image of his own person - his nanny. She is infinitely dear to him, because she was always there. The reader feels the sincere love of the poet already in the first stanza. His appeal to the nanny is characteristic: “The friend of my harsh days, my dove is decrepit!”. He is attentive to her, sensitive to her feelings, understands that she is worried about the difficult fate of the poet:
You, under the window of your room, are grieving, as if on a clock,
And the needles linger minute by minute In your wrinkled hands.
Just as a lyrical hero yearns in separation from his nanny, so she, imbued with maternal feeling, dreams of seeing her pupil:
You look through the forgotten gates At the black distant path:
Anguish, forebodings, worries Cramping your chest all the time.
Here, the motif of the prodigal son, separated from his home and loved ones, gradually arises. Sad, disturbing notes sound in the voice of the lyrical hero.
The poet uses various means of artistic expression: epithets (“Friend of my harsh days, my decrepit dove!”), comparison (“you grieve as if on a clock”), lexical repetition (“for a long, long time you have been waiting for me”). At the phonetic level, we find alliteration and assonance (“Melancholy, forebodings, worries Crush your chest all the time. It seems to you ...”).
Thus, the lyrical hero of Pushkin reveals his inner world through his attitude towards a person close to him.
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Test work No. 2
2 Short story genre.
3. short story genre.
Literature: textbook - reader "Literature 7 cells" Author V.Ya. Korovin M "Enlightenment"
In doing this, students should:
Know: 1. Genres of epic works and the genre of poems in prose.
Be able to: 1. Determine the theme and idea of epic works.
2. Retell individual episodes of the work.
Exercise 1. Read the text by I.S. Turgenev "Biryuk" answer the questions: How did the peasants of the nearby villages treat Biryuk? Why did Biryuk let the guilty man go, and is the man guilty? How did Foma become a "biryuk"? What caused his harsh and unsociable character? How does the author feel about the characters in the story?
Task number 2 Learn by heart a poem in prose by I.S. Turgenev "Russian language" by heart.
Task number 3 Read the chapter "Natalya Savishna" by L.N. Tolstoy Answer the questions: how does the author show the main character trait of Savishyn's nanny? How does the main character feel about his nanny? When did the hero appreciate his nanny? What event in childhood made him look at the nanny in a new way? Why was the boy embarrassed?
Task number 4. Read the story of A.P. Chekhov "Chameleon" answer the questions: How many times does Ochumelov change his decision regarding the dog? What does it depend on? Who looks more ridiculous in this story: Ochumelov or Khryukin? The word "Chameleon" is not in the story. Why did this title come about?
Task number 5. Read the story of I.S. Bunin "Lapti"
Answer the questions:
What impression did this story make on you?
How would you characterize Nefed?
Task number 6. Read M. Gorky's story "Danko"
Answer the questions:
What impression did the story about Danko make on you?
How would you describe the main character?
What do you think, were those people whom Danko brought to light worth Danko's heart torn from his chest? Write a long essay about it.
Task number 7 Read the story of L.N. Andreeva "Kusaka"
Answer the questions:
What feelings did the story evoke in you?
Who is to blame for Kusaki's loneliness?
If the dog lived in different conditions, would it have the same nickname?
Task number 8 Read the story of A.P. Platonov "Yushka"
Answer the questions:
Why does Yushka believe that the children love him? How does the author say about it?
And Yushka himself knew how to love? What did he do for love?
Write a mini-essay on the topic: “A case from my life. How my (or someone else’s) love helped another person”
Task number 9 Read the story of F.A. Abramov "What horses cry about" Answer the questions:
How can you name the genre of the work?
Why did the hero feel guilty about the horses?
Why didn't the groom Mikola take care of the horses?
Why did the hero look away? Why didn't you answer the question the horse asked?
Task number 10 Read the story of Yu.P. Kazakov "Quiet morning" Answer the questions:
What is the relationship between the boys at the beginning of the story?
Why do they quarrel, what is it connected with?
Tell about each of the boys using the text of the story?
How did Volodya drown and escape?
Literature Grade 7
Test work No. 1
In doing this, students should:
Know: 1 Definition of lyrical epic genre.
2. Definition of the genre of the poem, drama, tragedy.
Be able to: 1 Distinguish between lyrical, lyrical-epic and dramatic works.
2. Make an artistic story of passages.
3. Highlight the topic, the main idea of the read works.
Literature: Textbook Literature 7th grade, author Korovina V.Ya. Textbook reader "Literature 7 cells" author Kurdyumova T.F.
Exercise 1. Read the poem by A.S. Pushkin "Song of the prophetic Oleg", explain the meaning of the words "magicians", "priest", "prophetic", "inspiration", "sling".
Answer the questions: Why does the poet praise the prince?
What surprised you about the final episode?
Why did Oleg die?
Task number 2 Read an excerpt from the drama "Boris Godunov" (Scene in the Miracle Monastery)
Answer the questions: By what means does the author draw the image of the chronicler?
Is Gregory right when he compares Pimen with a deacon who "knows neither pity nor anger"?
What traits do you notice in Gregory? Could, in your opinion, the author sympathize with them? Can Gregory's dream be called prophetic? How does Gregory's dream reveal his ambitious plans?
Task number 3 Give a definition of literary concepts: story, collection, fictional author.
Task number 4 Read the story of A.S. Pushkin "The Stationmaster" Answer the questions:
How does the main character change throughout the story?
What happened to Vyrin? Who is responsible for such changes in the main character?
How does Vyrin feel about what happened to his daughter?
Did Vyrin try to fight Minsky, to return Dunya?
Why did his attempts fail?
Why is Samson Vyrin not happy with his daughter's happiness?
Why did he get drunk and die?
What is the main theme in the story?
Task number 5. Read Lermontov's poem "Song about Tsar Ivan Vasilyevich, a young guardsman and a daring merchant Kalashnikov."
Answer the questions:
Why did Kalashnikov refuse to give the reason why he killed the guardsman?
Why did the king order the execution of the winner in a fair fistfight?
How to explain the words with which Alena's husband meets7? What do you remember about the house-building?
Does Alena Dmitrievna love her husband?
What does Stepan Kalashnikov defend in the battle with Kiribeevich?
What works of oral folk art are similar to the individual parts of the poem?
Autobiographical work.
Today we will get acquainted with another genre of literary work - an autobiography. Look up the definition of this genre in a dictionary.
What do you think is the difference between a literary biography and an ordinary biography?
(In a literary autobiography, the names and actual events of the author's life do not have to coincide. The main thing that is conveyed in an artistic autobiography is the stages of the hero's inner life, the main features of his character and the characters of the people around him.)
IV. Commented reading.
1. Reading the chapter "Maman".
Preliminary explanation. Nikolenka - the main character, narrator; Volodya is his brother; Karl Ivanovich - German, home teacher; Nikolay is a servant in the Irtenevs' house.
The students read aloud.
What is the atmosphere like in the house where Nikolenka lives? How can we understand this?
What relationship exists between all the participants in the episode?
Through whose eyes do we see all this?
Reread the lyrical digressions that talk about the mother. How do you understand the words: “If in difficult moments of my life I could even catch a glimpse of this smile, I would not know what grief is”?
Can we understand what was the mood of the hero's mother in this episode? How does Nikolenka react to this? Why, despite the fact that he did not go unnoticed by his mother's sadness, did he not react to her?
2. Reading the chapter "What kind of man was my father."
Are there any words in this passage that speak about the relationship of the hero to his father?
On whose behalf is the story about the character of the father: on behalf of Nikolenka Irtenyev or an adult who remembers his childhood?
3. Reading the chapter "Classes".
Children must study at the gymnasium, the poem comes to an end to home schooling and the children must go to the city, where they will live with relatives and study. Karl Ivanovich is forced to be fired. He is offended by the fact that he is fired, despite 12 years of work and life with children in the estate, and by how impolitely and unceremoniously Nikolenka's father did it.
What feelings did the news of Karl Ivanovich's departure to Nikolenka evoke?
Why do you think Karl Ivanovich put Nikolenka on his knees? Did he understand why Nikolenka behaved this way?
Why do you think Nikolenka said that he "almost equally" loves both his father and Karl Ivanovich? Who do you think he loves more and what are the forms of this love?
Homework.
1. Read the chapters from "Childhood" in the textbook.
2. Plan an article about Tolstoy.
3. Prepare a retelling of one of the chapters.
4. Prepare a story about one of the heroes of the work (You can use any other chapter not provided for by the reader)
Lesson 33
I. Checking homework.
Retelling of the chapters "Maman", "What kind of man was my father."
II. Conversation on the chapter "Natalya Savishna".
(“She not only never spoke, but also did not seem to think about herself: her whole life was love and self-sacrifice.”)
How did the main character treat his nanny? Confirm with text.
(Took her love for granted).
When did the hero appreciate his nanny?
(As an adult.)
What event in childhood made him look at the nanny in a new way?
(The case with the tablecloth.)
The teacher reads: “... She took out from under the scarf a cornet made of red paper, in which there were two caramels and one wine berry, and with a trembling hand gave it to me. I did not have the strength to look the good old woman in the face; I, turning away, accepted the gift, and tears flowed even more profusely, but not from anger, but from love and shame.
Why was the boy embarrassed?
(Because he behaved with a woman who gave him her whole life, behaved like an ordinary serf.)
A comment .
If this work is of interest to the guys, in no case should you check with them whether it is done. This may be the beginning of regular work on yourself, or it may not. It is necessary to make it clear to children that in their life there will be things that they should do only for themselves, for their development. And this work, which no one will check, and for which no one will put marks, should eventually become a kind of need.
II. Reading an article about Tolstoy (p. 147 (I-234, NI)).
After reading, the students are given the task to compose an oral story based on the article.
III. Vocabulary work.
Autobiographical work.
Today we will get acquainted with another genre of literary work - an autobiography. Look up the definition of this genre in a dictionary.
What do you think is the difference between a literary biography and an ordinary biography?
(In a literary autobiography, the names and actual events of the author's life do not have to coincide. The main thing that is conveyed in an artistic autobiography is the stages of the hero's inner life, the main features of his character and the characters of the people around him.)
IV. Commented reading.
1. Reading the chapter "Maman".
Preliminary explanation. Nikolenka - the main character, narrator; Volodya is his brother; Karl Ivanovich - German, home teacher; Nikolay is a servant in the Irtenevs' house.
The students read aloud.
What is the atmosphere like in the house where Nikolenka lives? How can we understand this?
What relationship exists between all the participants in the episode?
Through whose eyes do we see all this?
Reread the lyrical digressions that talk about the mother. How do you understand the words: “If in difficult moments of my life I could even catch a glimpse of this smile, I would not know what grief is”?
Can we understand what was the mood of the hero's mother in this episode? How does Nikolenka react to this? Why, despite the fact that he did not go unnoticed by his mother's sadness, did he not react to her?
2. Reading the chapter "What kind of man was my father."
Are there any words in this passage that speak about the relationship of the hero to his father?
On whose behalf is the story about the character of the father: on behalf of Nikolenka Irtenyev or an adult who remembers his childhood?
3. Reading the chapter "Classes".
Children must study at the gymnasium, the poem comes to an end to home schooling and the children must go to the city, where they will live with relatives and study. Karl Ivanovich is forced to be fired. He is offended by the fact that he is fired, despite 12 years of work and life with children in the estate, and by how impolitely and unceremoniously Nikolenka's father did it.
What feelings did the news of Karl Ivanovich's departure to Nikolenka evoke?
Why do you think Karl Ivanovich put Nikolenka on his knees? Did he understand why Nikolenka behaved this way?
Why do you think Nikolenka said that he "almost equally" loves both his father and Karl Ivanovich? Who do you think he loves more and what are the forms of this love?
Homework.
1. Read the chapters from "Childhood" in the textbook.
2. Plan an article about Tolstoy.
3. Prepare a retelling of one of the chapters.
4. Prepare a story about one of the heroes of the work (You can use any other chapter not provided for by the reader)
Lesson 33
During the classes
I. Checking homework.
Retelling of the chapters "Maman", "What kind of man was my father."
II. Conversation on the chapter "Natalya Savishna".
(“She not only never spoke, but also did not seem to think about herself: her whole life was love and self-sacrifice.”)
How did the main character treat his nanny? Confirm with text.
(Took her love for granted).
When did the hero appreciate his nanny?
(As an adult.)
What event in childhood made him look at the nanny in a new way?
(The case with the tablecloth.)
The teacher reads: “... She took out from under the scarf a cornet made of red paper, in which there were two caramels and one wine berry, and with a trembling hand gave it to me. I did not have the strength to look the good old woman in the face; I, turning away, accepted the gift, and tears flowed even more profusely, but not from anger, but from love and shame.
Why was the boy embarrassed?
(Because he behaved with a woman who gave him her whole life, behaved like an ordinary serf.)
III. Vocabulary work.
Look up in the dictionary what the word "self-sacrifice" means
self-sacrifice
- sacrificing personal interests for the sake of others 1 .
IV. Retelling and reviewing the chapter on behalf of one of the characters.
Approximate plan of the oral review.
1) All the actual content of the chapter is stated.
2) Speech is constructed logically correctly and competently.
3) The vocabulary of the character and the author is correctly used.
Homework.
1. Read the article by N. Gudziy "How Tolstoy worked" and the story "Childhood" to the end.
2. Preparing for a speech development lesson and a final test:
Teacher Information 1
In the Caucasus, Tolstoy wrote his first work, Childhood, and on July 4, 1852, sent the story to the best literary magazine of that time, Sovremennik. Using his editorial right, Nekrasov replaced the Tolstoy title of the story "Childhood" with "The Story of My Childhood". Nekrasov's decision outraged the young author, but these were by no means the ambitions of a novice writer. “The title “Childhood” and a few words of the preface explained the idea of the essay; the title “The Story of My Childhood”, on the contrary, contradicts it,” he wrote to Nekrasov. Tolstoy did not set himself the task of writing an autobiography. He was not thinking about his childhood, but it was in this vein that the Nekrasov title interpreted his story. But if the twenty-four-year-old Junker did not write about his childhood, then about what?
His book is about childhood - a time that is given to each of us, people living on earth, childhood as a whole temporary era, released to a person, which, like many other things in our life, is not allowed to repeat itself, but which you continue to remember throughout your adult life. life. Moreover, and what is especially important, the concept of childhood in Tolstoy generalized.
By "generalization" the writer understood the generalization, isolation and comprehension of certain timeless laws, the truths of life, which become "support points" for a person. In this case, childhood is perceived not as quite specific years allotted to a person, but as a moral guide against which, voluntarily or involuntarily, consciously or unconsciously, we compare our entire subsequent presence on earth.
All his life Tolstoy was looking for "support points", moral "landmarks", in conjunction with which he built his own being. This search did not leave him for a minute, it was a heavy burden in his already spiritually tense existence. And the first "landmark" - childhood - was found, and what is remarkable, at the very beginning of creativity.
It does not often happen that a writer, at the end of his literary career, recalls his first work. And Tolstoy, two years before his death, recalled "Childhood", and, of course, not because it was surprisingly talentedly written - at that time there were other criteria for the value of this or that phenomenon for him. In the story, he continued to be touched by the "poetry of childhood", a child's worldview, the very presence of a child in the world. A child's view of the world of roads and adult Irteniev, the protagonist of the story.
But what makes childhood what it is? Tolstoy was not the first to address the theme of childhood. It was bequeathed to literature by sentimentalist and romantic writers. Tolstoy went from Rousseau. His perception of the child as the embodiment of perfection turned out to be close to him: “a person will be born perfect” - there is a great word spoken by Rousseau, and this word, like a stone, will remain solid and true. Tolstoy's conviction that a child is a prototype of harmony, "magnifying glasses of evil", remains unchanged until the end of his days: "... a healthy child will be born in the world, fully satisfying those requirements of unconditional harmony in relation to truth, beauty and goodness, which we carry within ourselves…” In this “unconditional harmony” of a child lies the reason why a person so often turns his thoughts, memory to his childhood, his spiritual homeland. Consciously or unconsciously, but he is looking for a way there for the rest of his life, striving to return to that world that has been lost for him forever, but which endlessly beckons and torments with its primordial purity, irretrievable in the present.
In Tolstoy's "Childhood" everything is immersed in a sea of love spilled around Nikolenka: everyone loves him and he loves everyone. The child's being in a state of love for everything that is next to him stems from the absolute consent of the little person with himself and the world around him. Thus, the image of the “wonderful kingdom” was born in the writer, in which the “omnipotent master” turned out to be a child.
The children's world in Tolstoy's story consists entirely of material details and trifles. This happens solely because everything around is seen through the eyes of a child who discovers a huge, unknown space of objects, sounds, smells. Moreover, this space is extremely intensively lived. Nikolenka's consciousness at the same time absorbs, absorbs and color, and light, and sound.
In the hunting scene, before the eyes of the boy, a “brilliant yellow field” of rye, “dotted with cornflowers”, and a “blue forest”, moreover, saturated with “thousands of different colors and shadows that the scorching sun spilled”, froze. The child draws in "the smell of wormwood and straw", hears "the clatter of horses and carts, the cheerful whistle of quails, the buzzing of insects." And he is also able to follow with delight the "white-purple clouds" and "white cobwebs that rushed in the air or lay down in the stubble."
So on the pages of the story, the world of childhood grows and multiplies with various and unexpected facets, full of bright, rich colors, warm, radiant light, inexhaustible kindness and love coming from mom, nanny, home teacher, clouds and butterflies, and most importantly - primordial pure and direct view of life around.
This world is a constant and morally perfect value, a world like a piece of heaven that has fallen to earth and continues to live on earth according to its heavenly laws. That is why each of us so wants to regain it, even being sure that our dream is unrealizable. As an absolute moral value, the aged Irtenyev reaches out to him from his adult present, believing today's life and himself today in the distant past, that distant boy, who looked at the world with extraordinary enthusiasm, delight and surprise.
In addition to the concept of “generalization” developed in Tolstoy’s “Childhood”, this story reveals a second, very important property that has become a characteristic feature of the writer’s artistic method, which he himself will call “pettiness”.
By “pettiness” Tolstoy understood everything momentary, otherwise, flowing at this very moment; that which has an exact attachment to time; private; a certain everyday and psychological series of momentary manifestations of life. Predominantly in Tolstoy's work, "pettiness" turns out to be a form of psychological analysis - penetration "inside".
In "Childhood" through the moving facts of the external world (material materiality), the internal state, the movements of the child's soul are conveyed. Somewhat later N. G. Chernyshevsky would call this artistic law of Tolstoy “the dialectics of the soul”.
Not a word is said about Nikolenka's internal state. Refined spirituality in the story is expressed by condensed materiality. In the Irtenevs' house, in the classroom, to the left of the blackboard, there was a corner in which they put the offender on their knees. From this sad place, Nikolenka, who is serving a sentence, reaches out with his eyes to the objects that filled the classroom. Here is a table whose edges are cut with penknives. There are stools around it. Wall, three windows. The boy's gaze picks out a road in one of them, "on which every pothole, every pebble, every rut is familiar and sweet." And further, behind the road, - “a clipped linden alley ... a meadow is visible through the alley”, a threshing floor, a forest ... In the other window - part of the terrace, from where you can hear talking and laughter and where you can see mom while away the time until lunch.
Why did Tolstoy need all this string of successive household items and country estate views, so unremarkable and everyday visible? Probably, to convey to us the idea that everything familiar, constantly being next to us, does not cease to excite and touch us. Like Nikolenka " familiar and nice» «every pebble, every rut» on the road leading to the estate, so we are tied in our hearts to our everyday life. And a person, whether he is an adult or still small, always reaches out to this familiar and sweet person in his not the most joyful moments of his life.
Surviving punishment, Nikolenka now most of all needs complicity, compassion, and at this very moment - in indispensable confirmation of love for him, for the children's world is fragile, defenseless and lives only by love. Otherwise, this world is doomed. Nikolenka cannot allow the thought that it could be otherwise.
But in Tolstoy, the adult Irteniev also looks at the events. Hence the main idea of the writer about childhood, as the World of harmony and all-consuming love, becomes much more complicated. Irteniev, from the height of his life experience, is endowed with knowledge of what destruction and irreparable losses childhood is subject to. The child has not yet experienced this, but the tragedy of loss is already fully realized by an adult.
The author shows how death comes to the children's world. Nikolenka's mother dies. This event seems incredible to the boy, since the world for him is a place where everything lives and is filled with joy. Therefore, Nikolenka's consciousness refuses to correlate the mother's face with that "pale yellowish transparent object" that he sees in the place where the face was: "I could not believe that it was her face." And when “familiar, cute features” begin to appear in the visible “object”, the boy experiences a state of horror. His mind does not want to give in to the thought of death. That is why Nikolenka, standing at the coffin, imagines her mother “in that other position: alive, cheerful, smiling,” because in the world in which little Irtenyev lives, there is no irrevocable departure. The death of the mother, parting with Natalya Savishna and Karl Ivanovich become the threshold separating childhood from adolescence.
Lesson 34
During the classes
I. Test for the assimilation of the previous material.
The cut-card test is at the end of the manual.
II. Literary KVN.
In a lesson on the development of speech, the following types of work can be offered to the children: two (or more) teams prepare tasks in advance and in class and perform them. Based on the materials of the lessons dedicated to Nekrasov, Tolstoy, Saltykov-Shchedrin, Turgenev.
Example types of assignments.
Oral speech.
preliminary task: scenes from works are prepared in advance, which are then shown. Here, not only the texts of the works should be involved, but also music, illustrations, etc.
Competition "Question-Answer"
1. Guess who we are talking about (three options each): portraits of characters are read and guessed, the author and the work are called.
2. Who said it? The replicas of the characters are read and their names and works are called.
3. What do the words mean:
4. Insert a word. Students prepare excerpts from the texts, removing key words from them. Their opponents must restore the text.
5. Guess the crossword. Here you can use crossword puzzles and manuals “We read, think, argue ...”, if you did not have time to work with them in the classroom.
All these questions and assignments must be prepared by the students themselves during the lesson.
Written speech. Writers competition.
A writing competition can be structured as a short review of a work, a theatrical production of it, a description of the character of the work, etc. The main principle here is the ability to compose a small written text in a short time.
Also, at the end of this competition, you can read the most interesting written works that students did in the process of studying these authors.
Homework.
Lesson 35 A short story about the writer.
"Chameleon"
Additional reading for students: Gromov M. Chekhov. M., 1993. Chekhov A.P. Stories: “Horse surname”, “My life”, (Any edition).
Literary theory: pseudonym, speaking surnames, artistic detail (repetition of a concept).
vocabulary work: pseudonym, grocery store, wood warehouse, resolution.
Equipment: illustrations by Kukryniksy for Chekhov's stories; various editions of his works, a portrait, photographs of the Chekhov family, Melikhov.
During the classes
All my life, drop by drop, I squeezed a slave out of myself.
A. P. Chekhov
I. The word of the teacher. Brief biography of the writer.
Born on January 17 (29), 1860 in Taganrog, died in Badenweiler, in South Germany on July 2 (15), 1904.
The writer's grandfather was a serf who redeemed himself and his family to freedom. My father was the owner of a grocery store in Taganrog. The talented Chekhov family had five children: four sons and a daughter. Three brothers, Alexander, Anton and Eugene became writers, one of whom, Anton Pavlovich, became one of the greatest writers of the turn of the century. Mikhail Pavlovich Chekhov became a very talented actor, whose achievements in acting were recognized not only in Russia, but throughout the world. The very complex and contradictory character of the father combined kindness and irascibility, the desire to give his sons an education and the inability to interest them in knowledge. The father wanted to give his sons a religious upbringing, but at the same time he beat them, forcing them to sing in the church choir, and not trying to influence their souls with suggestion. Often his punishments were cruel, this developed in Chekhov intolerance for injustice, a heightened sense of self-worth. The mother, also the granddaughter of a serf who had redeemed herself, was very gentle and her kindness often protected the children from the wrath of their father. Later, Anton Pavlovich wrote: "The talent in us comes from the side of the father, and the soul - from the side of the mother." When the second son, Anton, was 16 years old, his father went bankrupt and fled from a debtor's prison to Moscow. Anton was supposed to stay in Taganrog, earn money for living, study, and send small money transfers to his family.
Already a university student, young Chekhov, who was studying to be a doctor, wrote short humorous stories and wrote them under the pseudonym "Antosha Chekhonte".
Let's write down the definition of the term "pseudonym" in the dictionary.
Nickname - (from the Greek pseudos - lie, fiction) a fictitious name under which the author publishes his works.
Chekhov always strove to make himself and the world around him better, kinder, more moral. One of the characters in his play says: "Everything in a person should be beautiful: the face, and clothes, and the soul, and thoughts." These words can be considered the conviction of Anton Pavlovich himself. All his life he helped people both as a doctor and as a person. In Melikhovo, where he had a house, he built three schools with his own money, and grew gardens all his life.
Chekhov was a doctor by profession. But his main business of his life was writing. In literature, he was also multifacetedly gifted. At the beginning of his career, he wrote small humorous stories, then there were novels, essays, and criticism. A.P. Chekhov entered Russian literature as an innovative playwright. His world-famous plays, which are constantly shown both in Russian and foreign theaters, we will study in the senior classes. Today we will meet Chekhov the comedian.
Why do you think writers use pseudonyms?
S. Baluhaty
Work on the creation of "little things" acquired great importance in the early formation of Chekhov as a writer. Developing accurate observation of current everyday and social phenomena, Chekhov was accustomed to inventively master the “small form” and concise word for their verbal fixation. A significant number of things, formally and chronologically connected with the work on "little things", the writer managed to bring closer to the short story, as can be seen from such works as "The Complaint Book", "A Lot of Paper", etc.
For the first three years, Chekhov scattered his humorous stories (by his definition, "small as smelts") in numerous weekly publications; from 1883 he became a permanent and most prolific contributor to the journal Shards. Already at that time, his comic story was distinguished by an inventive variation of the theme familiar to magazines, simplicity and naturalness of presentation, dynamic construction, and vivid characterization of the speeches of his characters.
Chekhov's jokes in stories such as "Salty" and "Horse's Name" take on a chiselled form. Chekhov mastered the virtuoso art of using the comic genre. The everyday stream of stories is clearly intensifying, the circle of everyday observations is expanding, the realistic detail is subtly played out, everyday characters are prominently presented, the skills, behavior, spiritual movement of ordinary people in everyday reality are revealed. During the "fragmentation" period, Chekhov wrote his most famous short stories in a humorous spirit; in the practice of working for this magazine, he managed to create such examples of a comic novel that were destined to become a new, artistically expressive phenomenon of literary art.
Chekhov's joke, humor, a witty, captivating anecdote, masterfully done, evoke a quick, lively reaction from the reader. But Chekhov's comedy is not self-sufficient, not formal, not reduced only to a play on words or to the effects of an ingenious combination of unexpected situations. Chekhov uses the funny in order to draw attention to the indicative and everyday, to the vitally characteristic. He humorously plays with live, real material, natural, everyday circumstance, case, character, traits that are typical for a certain sphere of people, for their way of life. Its purpose is a distinct life theme, not a comic device, no matter how fresh and witty it may be in itself.
Chekhov perfectly mastered the comic turn of the theme and the variety of effective humorous forms. He was plot inventive, endlessly varying cases related to the same theme; he made various use of compressed constructive forms, the maximum volume of which was predetermined by the size of the magazine column; he loved dynamic, fast compositions with unexpected beginnings, immediately introducing the essence of the presentation, with finals wrapped in contrast to the beginning of the story; he knew the art of a laconic, as it were, silhouette image with an expressive use of detail (“On Frailty”); he made extensive use of lively dialogue with comic turns of colloquial speech, but did not shy away from dense caricature, introducing abundantly exaggerated, hyperbolic devices, and parodic surnames.
What Chekhov stories have you read?
Why are Chekhov's stories short?
What ways of the comic did you remember from the lecture?
II. The teacher reads the story "Chameleon".
The name of the hero of the story has long become a household name, the concept of "chameleonism" has entered the Russian language. We habitually call a chameleon a person who is ready to constantly and instantly, for the sake of circumstances, change his views to the exact opposite. The story is hilariously funny, although even here, behind the funny, a sad order of things is visible. Various manifestations of humor in "Chameleon".
III. Text conversation.
How many times does Ochumelov change his mind about the dog? What does it depend on?
(Six times, from the rank of the alleged owner of the dog.)
Let's observe how the image of the dog changes in Ochumelov's remarks and in the image of the author himself.
(From the wretched, watery-eyed creature to the “sweetie” in the final scene, when the puppy is honored to be in the arms of the police officer himself.)
Who looks more ridiculous in this story: Ochumelov or Khryukin? Who is the author's satire directed at?
Count how many times in Khryukin's speech there are words with the root " law". And in the speech of Ochumelov and Eldyrin? What does it say?
The word "chameleon" is not in the story. Why did this heading come about? Is he justified?
Which of the characters in the story can be called a "chameleon"?
(All the participants in the scene on the market square are in a state of chameleonism. This makes me a little sad.)
