Development of a lesson on literature "M.M. Zoshchenko

state budgetary educational institution of the Samara region

secondary school with. Understeps

municipal district of Stavropol, Samara region

Lesson objectives:

Educational: introducing students to the works of M. Zoshchenko;

familiarity with the means of creating comics

Educational: develop the ability to work independently with a book

Educational: master the culture of communication.

Equipment: computer; multimedia projector; Slide presentation “Biography of M.M. Zoshchenko”; printed stories “Meeting”, “Galoshes”, video “Cat. A. Filippenko; presentation “Lesson Dictionary”

DURING THE CLASSES

1. Organizational part.
2. Message of the topic and setting the purpose of the lesson:

 Today in the lesson we will get acquainted with the creative biography of the writer, analyze his stories “Meeting” and “Galosh”, find out by what means M. Zoshchenko creates the funny in his works.

Pay attention to the epigraph to the topic of our lesson:

"Try to laugh,

(After all, it’s not a sin to laugh)

Laughing, get to the bottom of it,

Why do we find it so funny?

Tell me what it means, what is its meaning? ( Don’t be afraid to laugh at funny things, know the reason for laughter)
IV. Introduction to the creative biography of the writer. (using Presentation)

1 student Mikhail Mikhailovich Zoshchenko was born in 1895 (according to other sources - 1894) in the family of a poor artist - itinerant Mikhail Ivanovich Zoshchenko and Elena Iosifovna Surina. There were 8 children in the family, Misha was the third.

The rare surname Zoshchenko came from his great-grandfather. He was an architect and built houses. In the old days, architects were called architects. This is where this surname came from: Zodchenko, and to make it easier to pronounce, it turned into Zoshchenko.

Misha knew from childhood that he would become a writer. In addition, one touring hypnotist, a great skill at telling fortunes on cards, predicted: “You will become a great writer. It’s true, you’ll end badly.”

2 student At the matriculation exam, Zoshchenko received a unit in essay. Then, in a fit of despair, he swallowed a poison crystal. Fortunately, he was pumped out, but he no longer dreamed of writing.

In 1914, the First World War began. At nineteen he was already a lieutenant. At the age of twenty he had five orders and was promoted to captain. Participated in many battles. Was injured. Gas poisoned.

1 student After the war, Zoshchenko changed twelve cities and ten professions. He was a policeman, a shoemaker, an accountant, a poultry instructor, a border guard telegraph operator, and a criminal investigation agent. Clerk of the court.

By the mid-1920s, Zoshchenko became one of the most popular writers. His humor was appreciated by readers. Books began to sell out instantly, as soon as they appeared on the book counter.

2 student Zoshchenko began to write about very serious things and human shortcomings in a funny and fun way. People, reading his stories, seemed to be cured, with difficulty, gradually they parted with unworthy habits.

Slava followed Zoshchenko’s heels. The postman brought him bundles of letters. They called him on the phone and did not allow him to pass on the streets. Leaving Leningrad. He was forced to hide under someone else's name.

V. Introduction to the exhibition of books by M. Zoshchenko VI. View the presentation (from the slide “Cover of M. Zoshchenko’s books) VII. Working with the concepts of HUMOR and SATIRE - Before we move on to working with works, let's remember what HUMOR and SATIRE are. HUMOR is a depiction of something or someone in a funny, comic form. (good laughter) SATIRE - exposure of human vices and shortcomings of life, negative phenomena of reality. (evil laugh)
VIII. Working with the text of the story “Meeting” 1. Reading the story “Meeting” to a well-prepared student. Remind about correct posture and book position!

2. Dramatization of a fragment from the story “Galoshes”.

Physical exercise: Pronunciation of sounds [a], [o], [i], [o-i];

“Catching a mosquito.”

- We listened to two stories by M. Zoshchenko, but which of them contains humor, and which contains satire?

What is the writer making fun of in the story “Galosh”? (Introduce the concepts of red tape and bureaucracy)

Let's find out by what means a writer manages to create something funny? Let's start with what caused the laughter?

1) FUNNY SITUATION, into which Zoshchenko’s heroes find themselves;

2) M. Zoshchenko creates a new “ZOSCHENKO LANGUAGE”, ugly, funny, those who speak it are people of very low culture and morality. Let's look for such examples in the speech of the heroes of the story “Meeting”;

3) To create something funny, the author uses COMIC INCONSISTENCES. I will help you identify them: “I love people, but I’m afraid of them” (“Meeting”), and in the story “Galosh” the entire plot is built on this discrepancy: how much effort and time does the hero spend searching for an old galosh, how many documents need to be collected in order get it back, lose another galosh during the search, and also leave the galosh as a memory!

IX. Summarizing:

So by what means does M. Zoshchenko manage to create something funny in his stories?

X. Watch the video “One-man theater. A. Filippenko. Cat."

XI. Guess game

M. Zoshchenko sometimes played this game with his readers: he gave several typical examples taken from the speech of uncultured people. And also from school notebooks. And he offered to guess what phrases he took from life. Which of his stories. So you try to guess now. What phrases did I take from Zoshchenko’s stories? And which of your works?

1) He continued to slap me in the face. Then I thought: why do I need such options? (Zoshchenko)

2) Hearing her name, the dachshund-noblewoman cross came out from under the workbench where she was sleeping. (composition)

3) In the fairy tale, Ivan Tsarevich played the role of the king’s son, who had a frog as his bride. (composition)

4) When we entered the room, he was sitting on the pieces of furniture and was obscenely surprised at our appearance. (Zoshchenko)

5) Summer has come. It was time to plant the crops. (composition)

6) Great atmosphere, you can smell it, the atmosphere in my house stinks worse. (Zoshchenko)

7) I love the forest for its wild silence, where only birds sing and grasshoppers chirp. (composition)

The day before, children receive homework to read the stories “Galosh” and “Meeting,” and the lesson begins with the question: “Which writers’ works and how are these stories similar?” Children remember "The Horse's Name" by Chekhov and "The Night Before Christmas" by Gogol. They, according to the students, are just as funny. Agreeing with this guess, I cite the opinion of Sergei Yesenin, who said about Zoshchenko: “There is something from Chekhov and Gogol in him.” I ask how “Galoshes” and “Meeting” differ, for example, from the story “The Horse's Name”. ... Students suggest that Zoshchenko’s laughter is not as simple-minded as that of the early Chekhov; the stories concern the shortcomings not of an individual person, but of relationships between people and the life of society.

I tell sixth-graders that such features of a literary work give it a satirical character, I provide basic theoretical information about the satire... Then I ask them to think about what qualities a writer who creates satirical works should have. At the same time, we use the facts of Zoshchenko’s biography...

The main part of the two-hour lesson is search work, the purpose of which is to establish the features of satire in the stories “Galosh” and “Meeting”. To do this, the class is divided into groups of three to five, each receiving a task.

1st task: Who is the main character in the story "Galosh"? How do you imagine it? Why are we laughing at this person?

2nd task (for artists): Three boys are preparing in advance a performance of “In the storage room and in the house management.” This work does not require special decorations and can be presented in a classroom without difficulty.

3rd task: How does the writer make fun of red tape and bureaucracy in the story “Galoshes”? Find them in a dictionary and write down the meanings of these words.

4th task: Card with a question about the story "Meeting".

"Literary critic A.N. Starkov wrote: “The heroes of Zoshchenkov’s stories have very definite and firm views on life. Confident in the infallibility of his own views and actions, he, getting into trouble, is perplexed and surprised every time. But at the same time, he never allows himself to be openly indignant and indignant...” Do you agree with this? Try to explain the reasons for this behavior of the characters".

5th task: Find in the speech of the heroes of the story “Meeting” examples of inappropriate mixing of words of different styles, which produces a comic effect.

6th task: Try to give a diagram of the composition of the story "Galosh". What events are at the heart of the story? What is its plot?

7th task: How is the story “Meeting” divided into paragraphs? What types of sentences does the author use?

8th task: Is there an author’s voice in these stories by Zoshchenko? What is the narrator's face like? What is the significance of this author's technique?

After ten to fifteen minutes we begin discussing completed tasks. Groups 3, 5 and 6 make appropriate notes on the board, the teacher summarizes the students’ answers, indicates what conclusions and new words need to be written down in their notebooks.

I tell sixth-graders that most often the hero of Zoshchenko’s stories becomes the “average” person, the so-called layman. I explain the peculiarities of the meaning of this word in different historical eras...
After the dramatization, students receive a visual understanding of the meaning of the words “red tape” and “bureaucracy.” ... The guys note that even today there are plenty of such phenomena in life, they are written about in the press, reported on radio and television, and told by elders at home. All this testifies to the relevance of Zoshchenko’s stories...

Zoshchenko used the skaz form (it is already familiar to sixth-graders from the works of N. Leskov and P. Bazhov). He said: “I distort almost nothing. I write in the language that the street now speaks and thinks.” And the guys found in the speech of the heroes vocabulary of different layers: clerical stamps, words of high style... The writer himself called his style “chopped”. The guys should write down the signs of this style: fractional division into small paragraphs; short, usually declarative sentences. Then consider the examples from the text that the 7th group selected.

The composition of the story is familiar to children from speech development lessons. The plot, the development of the action, the climax, the denouement - they find these elements of composition in the story "Galosh". The peculiarity of Zoshchenko’s stories is that the development of the plot is often slow, the actions of the characters are devoid of dynamism...

After the performance of the last group, students will note in their notebooks another feature of Zoshchenko’s stories. All events are shown from the point of view of the narrator; he is not only a witness, but also a participant in the events. This achieves the effect of greater authenticity of events; such a narration allows one to convey the language and character of the hero, even if the person’s true face contradicts who he presents himself to be, as in the story “Meeting.”

Summing up the results of two lessons on Zoshchenko, schoolchildren name the group that coped with the task best, note the main thing achieved after the collective study of Zoshchenko’s stories: new words and literary terms, features of the writer’s creative handwriting, connections between literary works (Leskov, Chekhov, Zoshchenko) ...

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Open literature lesson in 6th grade. Topic: “M.M. Zoshchenko. The story "Galosh".

Open lesson provided by: Khodakovskaya Irina Gratsianovna, teacher of Russian language and literature, gymnasium No. 2 in Krasnogorsk, Moscow region, [email protected]

The purpose of the lesson :

• introduce students to the biography of M.M. Zoshchenko;
• give the concept of satire;
• show the connection between the narrative style and the life material and image of the author;
• continue vocabulary work on unclear words;
• teach to analyze;
• highlight the main thing in the text;
• work independently;
• show the significance and relevance of Zoshchenko’s works.

Lesson type: combined with the use of ICT.

During the classes:

1. Statement of the topic and purpose of the lesson.

(Slide No. 1)

2.Words about Zoshchenko “Making people laugh is hard work, not fun; being a satirist or humorist does not mean being a cheerful and easy-going person” (Slide No. 2)

These are the words about Mikhail Zoshchenko. Let's get acquainted with some facts of the writer's biography.

3. Messages from students about Zoshchenko.

1 student

Zoshchenko was born in St. Petersburg, in the family of a poor itinerant artist, Mikhail Ivanovich Zoshchenko and Elena Osipovna Surina... From an early age, and especially after the death of his father (the boy was 12 years old), when Elena Osipovna, suffering from humiliation, knocked on the thresholds of public places asking for benefits for his eight children, the future writer already well understood that the world in which he happened to be born was unfair, and at the first opportunity he set out to study this unjust world. Even as a high school student, he dreamed of writing - and so he was expelled from the University for failure to pay fees; Do you need a more compelling excuse for leaving home - to go to “people”?

...Train controller on the Kislovodsk - Mineralnye Vody railway line; in the trenches of 1914 - a platoon commander, a warrant officer, and on the eve of the February Revolution - a battalion commander, wounded, gassed, holder of four military orders, staff captain; under the Provisional Government - chief of post and telegraph, commandant of the Main Post Office in Petrograd, adjutant of the squad and secretary of the regimental court in Arkhangelsk; after the October Revolution - border guard in Strelna, Kronstadt, then volunteered for the Red Army - commander of a machine gun team and regimental adjutant near Narva and Yamburg; after demobilization (heart disease, a defect acquired as a result of gas poisoning) - a criminal investigation agent in Petrograd, an instructor in rabbit breeding and chicken breeding at the Mankovo ​​state farm in the Smolensk province, a policeman in Ligov, again in the capital - a shoemaker, clerk and assistant accountant in the Petrograd port „ New Holland". Here is a list of who Zoshchenko was and what he did, where life took him before he sat down at the writing table.”

2 student.

The writer talks about himself like this in the autobiographical chapters of the book.

"Before Sunrise":

“At the beginning of the revolution I returned to Petrograd.

I didn't feel any nostalgia for the past. On the contrary, I wanted to see a new Russia, not as sad as I knew. I wanted healthy, thriving people around me, and not people like myself, prone to melancholy, melancholy and sadness. I did not experience any so-called “social stratification.” In three years I changed twelve cities and ten professions. I was: a policeman, an accountant, a shoemaker, a poultry instructor, a border guard telephone operator, a criminal investigation agent, a court secretary, a clerk. It was not a steady march through life, it was confusion. I again spent six months at the front in the Red Army - near Narva and Yamburg. But my heart was spoiled by gases, and I had to think about a new profession. In 1921 I began writing stories."

Within 3-4 years, M. Zoshchenko became widely known as a master of satirical stories, and ten years after the start of his literary activity, a six-volume collection of the writer’s “funny and amusing works” was published, enjoying “insatiable reader demand.”

(Slide No. 4)

At home you read L. Utesov’s memoirs about Zoshchenko. Why is the article called “Big Man”?

4.The teacher's word. The hero of Zoshchenko’s stories is a simple man in the street, a person devoid of public interests and a broad outlook on life. The works are written in the form of a tale. Today we will get acquainted with the story “Galosh”. I suggest listening to this story performed by the master of words I. Ilyinsky.

5. Listen to the story performed by Ilyinsky.

6. Conversation on what you read.

What writers' works did the story remind you of? (Funny, reminiscent of N.V. Gogol and A.P. Chekhov. But the laughter is different, the author laughs at the hero not so carefree.)

We have already given the definition of humor and satire.

(Slide No. 5)

• What is the story before us? Prove it.
• Role-based reading of the passage “In the Storage Luggage.”
• How do you imagine the hero of the story?
• Why are we laughing at this person?

7. Working with a dictionary.

Red tape– unfair delay in a case or resolution of any issue, as well as the slow progress of a case, complicated by the completion of minor formalities and unnecessary correspondence.

Bureaucrat– 1) a major official; 2) a person committed to bureaucracy.

Remember the beginning of the works we studied. Name the works and the author.

“In one of the remote streets of Moscow, in a gray house with large columns, a mezzanine and a crooked balcony, there once lived a lady, a widow, surrounded by numerous servants.”

(Slide No. 7)

“The last day before Christmas has passed. A clear winter night has arrived. The stars looked out. The month majestically rose into the sky to shine on good people and the whole world, so that everyone would have fun doing magic and glorifying Christ.”

(Slide No. 8)

“The king said goodbye to the queen, // He got ready for the journey, // And

The queen is at the window // She sat down to wait for him alone.”

(Slide No. 9)

Question for the class:

How does the beginning of Zoshchenko’s story differ from the opening lines of works you are already familiar with?

Student comment:

The story begins unusually - with an introductory word, of course. Introductory words express the speaker's attitude to what is being communicated. But, in fact, nothing has been said yet, but of course it has already been said. The word, of course, in its meaning should sum up what was said, but it anticipates the situation and gives it a certain comic effect. At the same time, the unusual introductory word at the beginning of the story emphasizes the degree of ordinaryness of what is being reported - “it’s not difficult to lose a galosh on a tram.”

Turning to the text of the story, students will find in it a large number of introductory words (of course, the main thing is maybe) and short introductory sentences (I look, I think, they say, imagine) and note their semantic meaning in the speech intonation of the story.

The gradual weakening of the signs characterizing the object makes the reader smile in the story “Galosh”: the lost galosh is first characterized as “ordinary”, “number twelve”, then new signs appear (“the back, of course, is frayed, there is no bike inside, the bike has been demolished”) , and then “special signs” (“the toe seemed to be completely torn off, it was barely holding on. And the heel... was almost gone. The heel was worn off. And the sides... still nothing, nothing, they were holding on").

An unexpected collision of words of different stylistic and semantic connotations (“the rest of the galoshes”, “terribly happy”, “lost the rightful one”, “the galoshes are dying”, “they are giving them back”), and the use of phraseological units (“in no time”, “I didn’t have time to gasp” , “a mountain off your shoulders”, “thank you to death”, etc.)

The repetition of the intensifying particle directly (“just trifles”, “just reassured”, “was just touched”), which gives the narration the character of lively colloquial speech.

Repetition of the word speak, acting as a remark that accompanies the statements of the characters.

Individual assignment prepared by the student. (From the episode “Gerasim and the Mongrel,” write down all the synonyms for the word “talk”)

“Gerasim looked at him, grinned contemptuously, hit himself in the chest again and slammed the door. Everyone looked at each other silently.

What does this mean? - Gavrila began. - Has he locked himself?

Leave him, Gavrila Andreich,” said Stepan, “he will do what he promised.” That's how he is... If he promises, it's certain. He's not like our brother. What's true is true. Yes.

Yes,” they all repeated and shook their heads. This is true. Yes.

Uncle Tail opened the window and also said: “Yes.”

Well, perhaps we’ll see,” Gavrila objected, “but we still won’t remove the guard.” Hey you, Eroshka! - he added, turning to some pale man..."

So, Turgenev said, said, objected, added... And Zoshchenko - I say, they say, he says... Turgenev uses synonyms, and Zoshchenko seems to deliberately “forget” about it.

Why does the writer use this technique?

The use of professionalism (“consumer goods”, “receipt not to leave until clarification”, “uniform certificate”, etc.),

(Slide number 10)

9.How does the story end? What is the meaning of this ending to the story?

10. The teacher's word. Guys, you did a good job, you showed how attentive you were when reading M. Zoshchenko’s stories. Please answer a few more questions:

• If you had a chance to personally meet M. Zoshchenko, what would you ask him?
• Are M. Zoshchenko's stories satirical or humorous? Give reasons.
• Did you like them or not? If yes, then with what? (Slide No. 11)

11. Lesson grades, homework : read the story “Meeting”, compose your own humorous or satirical story.

Lesson topic. M. M. Zoshchenko. The author and his hero. The story "Galosh".

Lesson form: analytical conversation with elements of independent work of students.

Goals and objectives of the lesson.

Cognitive:

introduce students to the facts of the life and work of M. M. Zoshchenko, the story “Galosh”.

Tasks:

give definitions to unknown words found in the story;

define the concepts of “humor” and “satire” and differentiate between these concepts.

Educational:

draw students’ attention to the features of M. M. Zoshchenko’s artistic style; develop the aesthetic abilities of schoolchildren.

Tasks:

work with a portrait of the writer;

pay attention to the features of the writer’s style;

develop skills in reading and analyzing prose works.

Educational:

develop interest and love for the life and work of M. M. Zoshchenko;

to form students’ rejection of bureaucratic behavior.

Tasks:

reveal the nature of the relationship towards a person by employees of the storage room and house management;

work with the epigraph for the lesson, connecting it with the main theme of the work.

Teaching methods and techniques: the teacher’s word, working with a portrait, commented reading of the story, definition of the concepts of “humor”, “satire”, analysis of artistic details and episodes of the story, questions from the teacher and students, answers and reasoning from students.

Means of education: portrait of Zoshchenko M. M., epigraph to the lesson.

Lesson time plan:

– organizational moment (1 min.)

– teacher's story about the writer's biography (7 min.)

– reading L. Utesov’s memoirs about M. M. Zoshchenko (3 min.)

– working with a portrait of a writer (4 min.)

– reading the story “Galosh” (6 min.)

– vocabulary work (4 min.)

– determining the character of the main character (3 min.)

– compiling a comparative description of the concepts “humor” and “satire” and reflecting it in a table (4 min.)

– reading analysis (7 min.)

– work with an epigraph for the lesson (3 min.)

– final word from the teacher (2 min.)

– setting homework (1 min.)

During the classes:

Teacher: Hello guys, sit down.

Today in class we will get acquainted with the work of Mikhail Mikhailovich Zoshchenko. Open your notebooks, write down the date and topic of our lesson “M. M. Zoshchenko. The story "Galosh". The epigraph to the lesson is the words of Zoshchenko himself: For almost twenty years, adults believed that I wrote for their amusement. But I never wrote for fun.

To understand the meaning of these words, you need to turn to the writer’s works and his biography.

Mikhail Mikhailovich was born in 1895 in St. Petersburg, in the family of a poor artist Mikhail Ivanovich Zoshchenko and Elena Osipovna Surina. There were eight children in their family. Even as a high school student, Mikhail dreamed of writing. For failure to pay fees, he was expelled from the university. He worked as a train controller, participated in the events of the February Revolution and the October Revolution. He volunteered for the Red Army. After demobilization, he worked as a criminal investigation agent in Petrograd, as a rabbit breeding instructor at the Mankovo ​​state farm in Smolensk province, as a policeman in Ligov, and again in the capital as a shoemaker, clerk, and assistant accountant at the Petrograd trade “New Holland.” Here is a list of who Zoshchenko was and what he did, where life threw him before he sat down at the writing table. Began publishing in 1922. In the 1920s–1930s, Zoshchenko’s books were published and reprinted in huge numbers, the writer traveled around the country to give speeches, and his success was incredible. In 1944–1946 he worked a lot for theaters. In subsequent years, he was engaged in translation activities. The writer spent the last years of his life at his dacha in Sestroretsk. In the spring of 1958, he began to feel worse; his speech became more difficult, and he stopped recognizing those around him.

On July 22, 1958, Zoshchenko died of acute heart failure. Zoshchenko was buried in Sestroretsk. According to an eyewitness, in real life the gloomy Zoshchenko smiled in his coffin.

Now let's turn to the memoirs of Leonid Utesov (page 22 of the textbook).

1 student: He was short, with a very slender figure. And his face... His face, in my opinion, was extraordinary.

Dark-skinned, dark-haired, it seemed to me that he looked somewhat like an Indian. His eyes were sad, with highly raised eyebrows.

I have met many humorous writers, but I must say that few of them were funny.

Teacher: In the textbook we are given a portrait of Mikhail Zoshchenko and we can be convinced of the veracity of L. Utesov’s words.

What kind of person looks at us from the portrait?

2nd student: A thoughtful, serious man is looking at us.

Teacher: Look, guys, what a paradox it turns out to be: on the one hand, he is a humorist writer, whose stories are sometimes uncontrollably funny to read.

On the other hand, we see a person who looks at people attentively and compassionately. Zoshchenko doesn’t laugh with us at all. His face is thoughtful.

What is he thinking about? We can understand this by reading his works.

We turn to the story "Galosh". (Read by students. The scene “In the storage room and in the house management” is read by role.)

While reading, did you come across words that made it difficult to understand the meaning of the work?

1 student: Yes. Red tape, bureaucracy.

2nd student: Bureaucrat, Arkharovite, office.

Teacher: Arkharovets is a mischief maker, a brawler.

An office is a division of an organization or under an official that is in charge of office work, official correspondence, paperwork, and in a narrower sense, the name of a number of government agencies.

Bureaucrat - 1) a high-ranking official; 2) a person committed to bureaucracy.

Bureaucracy is the excessive complication of office procedures, leading to a large expenditure of time.

Red tape is an unfair delay in a case or the resolution of an issue, as well as the slow progress of a case, complicated by the completion of minor formalities and unnecessary correspondence.

Teacher: Who is the main character in the story?

1 student: The narrator himself.

Teacher: How do you imagine it?

2nd student: Distracted, confused, funny.

Teacher: Why are we laughing at this man?

1 student: In pursuit of the first galosh, he lost the second, but still rejoices.

2nd student: He spends a long time looking for an old galosh, although he could buy a new pair.

Teacher: The author laughs at the hero, but not as carefree and cheerfully as, for example, A. did. P. Chekhov. This is satirical laughter. In order to understand the difference between humor and satire, let’s draw a small tablet.

Satire

Teacher: Let's think, should we call this story humorous or satirical?

1 student: Satirical, because the author ridicules the vices of society (bureaucracy).

Teacher: Can we say that the speech of the characters also reflects the satirical mood of the author? (Yes we can.)

Let's look at the beginning of the story. What's special about it?

2nd student: It begins with the introductory word “of course.”

Teacher: Nothing has been said yet, but of course it has already been said. The word “of course,” in its meaning, should sum up what has been said, but it anticipates the situation and gives it a certain comic effect.

At the same time, the unusual introductory word at the beginning of the story emphasizes the degree of ordinaryness of what is being reported - it is a common thing to lose a galosh on a tram, this can happen to anyone.

The word “of course” is not the only word in the story.

Find introductory words in the text.

1 student: Maybe I'm watching.

2nd student: I think, they say.

Teacher: A large number of introductory words and short introductory sentences is another feature of M. Zoshchenko’s stories. (Students write in notebooks).

Guys, in a fairy tale, the narrator is a person with a special character and way of speaking. The author is imbued with the peculiarities of this person’s speech so that the reader has no doubts about the truth of the fictional narrator. (Students write in notebooks).

Teacher: Is it possible to characterize heroes by their speech?

1 student: Yes, uncultured.

Teacher: Find colloquialisms and non-literary forms of words in the text of the story.

1 student: Theirs, from the tram depot.

2nd student: That is, I was terribly happy, let it go, business.

Teacher: Yes, Zoshchenko’s characters often speak incorrectly and sometimes use rude language. Didn't the writer know good words?

1 student: Knew.

Teacher: And again you are right. This is another literary device - reduced, incorrect speech - causing us to laugh at ignorance and lack of culture. Zoshchenko explained: “They usually think that I distort the “beautiful Russian language”, that for the sake of laughter I take words in a meaning that is not given to them in life, that I deliberately write in broken language in order to make the most respectable audience laugh.

This is not true. I distort almost nothing. I write in the language that the street now speaks and thinks”...

Pay attention to the uniqueness of the phrase. What sentences, simple or complex, does M. Zoshchenko use?

2nd student: Simple.

Teacher: “I write very concisely. My sentence is short... Maybe that’s why I have a lot of readers.” (M. Zoshchenko)

Guys, why is the story called “Galosha”?

1 student: She is one of the “actors”.

Teacher: If they are looking for her, then she must be new, beautiful?

2nd student: No, she's already old.

Teacher: Read her description. What do we see?

A technique characteristic only of Zoshchenko’s stories, which the writer Sergei Antonov calls “reverse”. (Students write in notebooks).

So why was this story written?

Teacher: Guys, I want to draw your attention to the epigraph for today's lesson.

“For almost 20 years, adults thought I wrote for their amusement. But I never wrote for fun.”

But if not for fun, then why did M. M. Zoshchenko write his stories?

1 student: In order to show the evils of society. He wants us to notice them, not to admire them, like the hero of the story.

Teacher: Yes guys, you are right. We can write down the conclusion: The hero is an everyman; he is pathetic in his affection for the indifference of his responsible comrades to the person. The objects of satire are red tape and bureaucracy, which have not become obsolete today.

Thanks for your work in class.