The first association that arises when we hear the name Pushkin is "poet". However, Alexander Sergeevich's prose is no less beautiful. The writer's stories amaze with colorful images, intricate plots with interesting twists and conflicts. A vivid example of the prose of A. S. Pushkin is the story "The Young Lady-Peasant Woman". Pupils study it in the 6th grade. We suggest that you familiarize yourself with the analysis of the work, which will greatly facilitate the preparation for the lesson. For convenience, the publication presents two analyzes - a brief and a complete one.

Brief analysis

Year of writing - 1830.

History of creation- Autumn 1830 A.S. Pushkin spent in Boldino due to an outbreak of cholera. This period is one of the most productive in the writer's work. In three months, a cycle of prose works was written, published in 1831 as a separate book, The Tales of the Late Ivan Petrovich Belkin, published by A.P.

Subject- The main themes of the work are love and deceit.

Composition- The organization of the story cannot be called complicated. The plot develops linearly from exposition to denouement. The exposition is quite voluminous, as in it the author not only introduces the characters, but also talks about the reasons for their hostility.

Genre- The story.

Direction- Realism.

History of creation

The history of the creation of the work is connected with the trip of Alexander Sergeevich to Boldino. The writer was forced to stay there due to an outbreak of cholera. In Boldino, he spent 3 autumn months, during which he worked in the literary field. The Boldin period turned out to be very productive. From the pen of A. S. Pushkin came out both poetic and prose masterpieces.

Particular attention is drawn to the cycle of works "Tales of the late Ivan Petrovich Belkin, published by A.P." . It also included "The Young Lady-Peasant Woman". The story was written in 1830. Already in 1831 it became known to a wide range of writers.

When publishing the work, Alexander Sergeevich was very worried about how readers and critics would perceive him. The fact is that the basis of the plot, as well as the artistic technique of masks or disguise, was borrowed by Pushkin from his domestic and foreign colleagues in the pen.

Subject

In The Young Lady Peasant Woman, the analysis should begin with a description of the main motives. Parsing them will also help to understand the essence of the story.

The story is based on the traditional literature love theme. In the context of this motive, issues which reflected both moral and social aspects of life. The following can be distinguished Problems: borrowing a foreign culture, deceit, the situation of peasants and representatives of the upper class, friendship.

The Young Lady-Peasant Woman begins with a story about the families of Ivan Petrovich Berestov and Grigory Ivanovich Muromsky. The landlords do not get along with each other because of the difference in views. Berestov's son Alexei comes to the village. The young man is good-looking, educated and educated. Rumors of his arrival quickly spread throughout the village. Lisa, Daughter of Murom, expresses a desire to meet Alexei. The girl doesn't know how to do it. Nastya, a young lady's maid, teaches her how to do it right. Thus begins the main adventure of the story.

Liza disguises herself as a peasant woman and arranges a "random" meeting with Alexei, introducing herself as the daughter of a local blacksmith. By the way, the young lady's peasant dress is very fitting. Gradually young people fall in love with each other. Lisa is afraid that the young man will find out the truth and then their relationship will end. After a series of funny situations with dressing up, the truth nevertheless emerges. Nevertheless, the story ends happily, as the fathers of Liza and Alexei manage to make peace before that time.

After reading the work, it becomes clear the meaning of the name story. The title reflects the dressing up of the main character.

story idea- to show that sooner or later any deception is discovered, therefore it is impossible to resort to lies, even harmless ones.

The basic idea- true love is stronger than lies and quarrels. To be frank, honest with loved ones, that's what the author teaches readers.

Composition

Characteristics of the composition is an obligatory item in the plan for analyzing a work of art. The organization of the analyzed story is simple, however, there are some features of the composition. The plot develops linearly from exposition to denouement. The exposition is quite voluminous, as the author describes in detail the life, habits of two landowners and their families. There is no disconnect in the usual sense. The author hints at how the story ends, but leaves the reader the right to draw their own conclusions.

Genre

The genre of the work is a story, since it is of medium volume, the system of images, the problems are quite branched. The story develops several storylines. The story of A. S. Pushkin "The Young Lady-Peasant Woman" is written in the spirit of realism.

Artwork test

Analysis Rating

Average rating: 3.9. Total ratings received: 453.

The main character of the story "The Young Lady-Peasant Woman" is the daughter of the landowner Muromsky, seventeen-year-old Liza. The father loved his daughter and did not refuse her anything, which is why Lisa's character was mischievous and cheerful.

Berestov, a retired military man, was Muromsky's neighbor. For various reasons, hostile relations developed between the two neighbors, and they did not communicate with each other. Berestov's son, Alexei, after graduating from the university, came to his father's estate. With his youth and beautiful appearance, he won the favor of all the local young ladies.

Lisa also wanted to meet the young Berestov, but because of the enmity of their parents, such an acquaintance was not possible. Then she came up with the idea of ​​dressing up as a peasant woman and in this way, as if by chance, meeting a young man who went hunting every morning.

With the help of her faithful maid, Liza sewed a peasant dress and secretly left the house early in the morning, taking with her a basket for mushrooms. In the forest, she really met Alexei Berestov and introduced herself to him as the daughter of the blacksmith Akulina. A friendship began between the young people, which eventually grew into a deeper feeling, love.

Once the elder Berestov helped Lisa's father, who fell off his horse in the forest, and good relations between the neighbors were gradually restored. Berestov and his son Alexei were invited to dinner at the Muromskys. Lisa, afraid of being recognized by Alexei, appeared at the dinner with a very whitened face and spoke only French. Alexey did not recognize in her the peasant woman Akulina, whom he met, and as the daughter of Murom, she left an unpleasant impression in his soul because of her appearance.

Over time, the fathers of young people came to the general opinion that their children should get married. Berestov informed his son Alexei about this and insisted on marriage. But Alexei's daughter Muromsky was unpleasant, and he loved the peasant woman Akulina, not suspecting that this was one and the same person.

Young Berestov decided to go to the Muromskys to explain himself. But the head of the family was not at home. Then Alexei without a report went into the house and met Liza, in whom he immediately recognized the peasant woman Akulina. His joy knew no bounds, and Muromsky, who returned soon, realized that the wedding would definitely take place.

This is the summary of the story.

The main meaning of the story "The Young Lady-Peasant Woman" is that the fate of a person and his happiness largely depend on himself. Liza, unable to officially meet the young Berestov, found an original way to meet him, disguised as a peasant woman. And, being in the form of a peasant girl, she managed to engender a deep, noble feeling in the soul of a young man from a wealthy estate. The story teaches to be prudent in dealing with people around. Sometimes completely trifling reasons make people hostile and hostile towards each other. Only an accidental fall from the horse of Lisa's father led to the reconciliation of two neighbors who had not spoken for years.

In the story, I liked Alexei Berestov, who, having fallen in love, as he believed, with a girl from the peasant class, behaved nobly and decently towards her. He was ready to marry Akulina against the will of his father, and even at the cost of losing his father's disposition and material wealth.

What proverbs are suitable for the story "The Young Lady-Peasant Woman"?

Cunning and ingenuity are sisters.
There would be no happiness, but misfortune helped.
Which have not be avoided.

The lesson uses the technique of developing the creative abilities of the individual - with the help of a mask. Mask as a bright, materially tangible element of disguise, transforming the appearance of a person, contributes to the knowledge of his world. The mask is strong in its visibility, obvious materiality and form, which evokes a certain emotional response in the wearer of the mask. The mask is complex in its multifunctional orientation. It can be both a work of art, a cultural sign, a playing instrument, part of a ritual. Children easily perceive and play masked heroes of myths, fairy tales, films, cartoons. Adults associate pranks, childishness, humor with playing in a mask, but they take derivatives of the mask - psychological masks - images seriously. The image is characterized by elements of disguise - hairstyle, makeup, costume, details of the toilet, not to mention body language - plasticity, demeanor and style of behavior. Disguise is diverse and universal as one of the ways of knowing the world. The lesson uses elements of working with a mask as a stimulation of the creative activity of students.

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Lesson topic: A.S. Pushkin "Young Lady - Peasant Woman". (2 hours)

Goals:

1. Introduce students to the work of A.S. Pushkin "The Young Lady - a Peasant Woman", its plot and characters. Identify the role of antithesis in the story.

2. To form the ability to analyze a literary text.

3. To educate the emotional perception of the artistic text, attention to the artistic word; cultivate respect for human feelings.

Equipment: texts of the story "The Young Lady - a Peasant Woman", pencils, paper.

Methodological techniques: student's message; teacher's story with elements of conversation; vocabulary work; commented reading; drawing up masks of characters; comparative analysis of characters.

During the classes

1. teacher's word

Guys, today we begin our acquaintance with a cycle of stories called "Belkin's Tales". They were written in Boldino, in the autumn of 1830. (Student's message about the role of Boldin autumn in the life of A.S. Pushkin.)

In today's lesson, we are working on Pushkin's story "The Young Lady-Peasant Woman".

1. Conversation

"Young Lady - Peasant Woman" is parody on the romantic and sentimental works of the time. (Dictionary work - what is a parody?)So, we will read not quite a serious work of Pushkin. Nevertheless, in it Pushkin talks about very serious problems, but with humor.

At home, you read the story. Starting reading, you probably noticed its title and epigraph. How can you explain the title? What is the lexical meaning of the words young lady and peasant woman? (The young lady is a girl from the upper class; the peasant woman is from the lower.)

- What is the combination of these words? (Combining opposite concepts, Pushkin intrigues the reader with the title of the work. Reception antitheses Pushkin uses throughout the work.)

Explain the meaning of the epigraph. (The epigraph is taken from I. Bogdanovich's poem "Darling" and is, as it were, a moral characteristic of the heroine, who is "good" in both noble and peasant appearance.)

CONCLUSION: Judging by the title and epigraph, the main character will be a girl shown in a contradictory situation and retaining her high moral qualities.

1. Discussion of the characters of the story (comparative analysis)

Let's start with the analysis of the characters in the story.older generation(differences):

We note the irony of Pushkin in the description of the relationship between Berestov - the elder and Muromsky. In their depiction, Pushkin uses the technique of antithesis.

However, despite their differences, they have a lot in common:

Thanks to the common life, Berestov Sr. and Muromsky were able to eventually find a common language and reconcile.

younger generation

Alexei wears the mask of a suffering lover, cold towards all the young ladies, because it is fashionable in society, and with simple peasant women he is cheerful, sweet, plays with burners. You don't have to wear a mask with them, you can be yourself. So Alexey is more interesting to Lisa.

- Why did Alexei and Liza fall in love with each other?

1. Group work

Students draw masks of the characters in the story and verbally describe them.

Berestov - the elder - a bear (Muromsky called him "... a bear and a provincial").

Muromsky - dandy - Englishman (English manner of speech, monocle on his eye).

Aleksey is the mask of a suffering lover (reminiscent of Pierrot's mask) and a "good master".

Liza - two masks: a funny painted Frenchwoman and a peasant Akulina.

The heroes of the story hide their true face, their real spiritual qualities under masks. However, some masks, on the contrary, emphasize the beauty of the soul of the characters.

1. Work on the composition and plot of the story

How did the last explanation of Alexei and Lisa happen? (By chance, Alexei wanted to explain himself to Lisa, to talk about his love for Akulina, and found Lisa in her true form.)

What is the role of chance in the story? Let's list the accidents that move the story. Are they random? Consider composition. Recall how the composition is built:

On the desk:

Exposition - plot - climax - denouement - and - epilogue (optional).

E .: A story about the heroes of the older generation, characteristics of the younger generation.

W .: Nastya, Liza's maid, meets A. Berestov and tells Liza about it. Accidental acquaintance of Nastya with A. Berestov entails a well-planned "accidental" acquaintance of Lisa with Alexei.

To .: Chance meeting with Lisa - Akulina in her house. The climax is preceded by another accident: the fall of Muromsky from the horse and his rescue by Berestov, the elder.

R. : Missing: "The reader will spare me the unnecessary obligation to describe the denouement..."

Are coincidences in the story so random? Reflect on this question Houses .

1. Homework

1. Composition - miniature “The role of chance in the story of A.S. Pushkin "Young Lady - Peasant Woman".
2. Read the story "Shot".

The seventeen-year-old young lady Lizaveta Muromskaya, brought up by her father and spoiled by him, having read sentimental and romantic stories, came up with the ideal of her lover: certainly pale, sad and mysterious. But in fact, the subject of her sighs turns out to be a ruddy and cheerful young man Alexei Berestov, who is able not only to captivate the hearts of representatives of high society, but also to play with the yard girls in the burners. Lisa understood: young Berestov, about whom there were rumors that he was suffering from unrequited love, is therefore cold to all young ladies (after all, it is fashionable in society), cheerful and sweet only with ordinary peasant women. And the heroine has no choice but to dress up as a simple peasant woman in order to get acquainted with the young master she is interested in.

The acquaintance of Liza Muromskaya, who introduces herself as the daughter of the blacksmith Akulina, develops into a romantic relationship. Alexei is shocked by the reasonableness and education "ordinary peasant woman"(he is not even surprised that she learned to write in just three days), he is attracted not only by the absence of any coquetry in her, but also by the beauty of a dark-skinned woman, because girls from high society kept their skin white so as not to look like dark-skinned peasant women who became so from long hours of work in the field in the sun.

In addition, relations with a girl from the common people had the charm of novelty for Alexei: Akulina interested him in her originality and integrity. Gradually, the young man became so attached to Akulina that he thought about marrying her. He was well aware that they were divided by class inequality. And when the father insists on his son's marriage to the cutesy grimacing Lisa, whom Alexei saw visiting the Muromskys (the reader knows that Lisa again changed her appearance beyond recognition), at some point he is ready to surrender "the romantic idea of ​​marrying a peasant woman and living by one's labors". He is not even affected by his father's threat to make him a beggar if he does not marry, that is, in fact, does not fulfill the will of his father.

It is not known how these events would have ended for the main characters, if not for an accident: having decided to rely on the prudence not of his father, but of Lizin, Alexey goes to Muromsky, and meets with his kind Akulina. The author does not even consider it necessary to describe the outcome of events - the finale is already clear to the reader: he does not put the heroes to the test, but simply allows them to stay together.

So the story, which began very sadly, turns into a funny joke, and the naughty, naughty Lizaveta at the right moment turns into a young lady, then into a peasant woman. Fortunately for him, the hero learns that the cutesy young lady and the peasant woman dear to his heart are one and the same person.

• "The Young Lady-Peasant Woman", a summary of Pushkin's story
• "The Captain's Daughter", a summary of the chapters of Pushkin's story
• "Boris Godunov", analysis of the tragedy by Alexander Pushkin

Final work.

Methodological development of lessons (2 paired) based on the story by A.S. Pushkin "Young Lady-Peasant Woman" from the cycle "Taleslate Ivan Petrovich Belkin.

Lesson Objectives :

1. Acquaintance with the story of A.S. Pushkin "The young lady-peasant".

2. Identification of genre and compositional features of the story "The Young Lady-Peasant Woman".

3. Formation of the ability to analyze a literary text, including with the help of other types of art.

4. Identification of the role of the episode in the text.

Lesson objectives:

Developing - to develop the ability to think independently, solve problematic issues, find the best way out of a problem situation.

Educational - to develop the ability to analyze the work, to see its relationships and patterns.

Educational - to educate respect for Pushkin's work, moral qualities in students on the example of Pushkin's works, their problems and ideological sound, to educate the emotional perception of a literary text, works of fine art, musical works, attention to the artistic word.

Lesson equipment :

computer, slide presentation, portrait of Alexander Sergeevich Pushkin, texts of the work, reproductions by V. D. Polenov, L. Serebrennikova, A. K. Savrasov, I. I. Shishkin, K. Ya. Kryzhitsky, S. Basov, musical works by A Shirochenko, A. Arkhipovsky, G. Shenderev, scenery elements for staging excerpts of the work.

Preliminary work: task in groups - 1) prepare a small test of 6-8 questions on knowledge of the plot of the story; 2) dramatization of episodes of the story (Nastya's story about her acquaintance with the young Berestov and Lisa-Akulina's "accidental" acquaintance with Alexei).

vocabulary work over literary concepts: a cycle of stories, plot, landscape, composition, plot, climax, denouement.

During the classes.

Organizing time. (I would suggest silently greeting the students and inviting them to take their seats, and at this time turn on the music - such a beginning will allow you to plunge into the atmosphere of the lesson)

Lesson introduction.

Anna Shirochenko’s song “My Quiet Homeland” (1 verse) sounds, as if helping students to plunge into the era under study, taking them away from the bustle of the city to rural life. At the presentation - a slide with a reproduction of Sergei Basov's painting "Beyond the outskirts".

Today we will turn to the story of Alexander Sergeevich Pushkin “The Young Lady-Peasant Woman”, re-read the pages of this work with you. Let's live for a while with the heroes of the story in the era, which is sometimes called Pushkin's. It should be noted that "The Young Lady-Peasant Woman" is the last story from the cycle of stories"Tales late Ivan Petrovich Belkin. (a short story about the cycle of Belkin's stories)

What do you know about the first half of the 19th century?

(Children's answers sound, the teacher should give them the idea that at that time there was serfdom, there were class differences: the nobility and the peasants)

There was nobility of the capital and local. Most of the nobility preferred life in secluded corners of Russia to noisy cities. Pushkin himself preferred Mikhailovskoye and Boldino to Moscow and St. Petersburg. He wrote better among the rural landscape. So the families of the Berestovs and Muromskys preferred rural tranquility to the bustling life of the capital. (In the course of the teacher's story, using a slide presentation, we demonstrate reproductions of paintings:

K.Ya. Kryzhitsky "Farm in Little Russia",

V. D. Polenov "Pond in Abramtsevo",

"Grandma's Garden"

I.I. Shishkin "Mill in the field"

A.K. Savrasov "House in the province")

Many people spoke and wrote about the artists whose reproductions we presented, because their works evoke the deepest bright feelings. Here, for example, students are offered a poem to get acquaintedMarina Malkhasyan about Konstantin YakovlevichKryzhitsky.

Harmony is alive in a moment of inspiration...

Feather among the stones, and the slope of the high mountain,The transparency of the blue caressing skies,And flocks of clouds carrying thought to the originsThe birth of a dream, and the quiet splashing of the sea...

Harmony is alive in momentary inspirationNatural warmth and strict beauty.So life, giving us all the interweaving of feelings,Calls to know yourself, avoiding the void.

(This poem is appropriate to read in a lesson with a voiced topic - firstly, it contains plot elements that are consonant with the plot of the presented reproductions of paintings and the description of nature in A.S. Pushkin's story. In the first quatrain we see a description of nature, it, as in the studied text and reproductions, helps to present the image of the heroes, conveys the necessary atmosphere, as if dipping the reader - or the viewer - into the work. The second quatrain shows us the appearance of a work of art - through inspiration, not allowing us to live life in vain, exciting and intertwining all feelings. And the like the description of the birth of a work of art is equally suitable for a literary work, and for a work of fine art, and for music, and for the art of acting. metaphors, personifications, comparisons, etc.)

After the words of the teacher and the presentation, it is worth asking the students to answer the questions: Why do you think the local nobility preferred the life of the county to metropolitan life? Did they like it there and why? How can the presented reproductions help us in answering this question?

3. Conversation on the perception of a work with elements of analysis (Student answers must be supported by the text).

Where do the events of this story take place? (In the estates of Tugilovo and Priluchino)

What can you say about the life of the local nobility, their way of life, habits? (dinners, hunting, meetings, trips to visit neighbors, etc.)

The main characters of the story. Who are they? How does Pushkin introduce readers to them? (the initial conversation - a portrait, character traits, behavior - about Grigory Ivanovich Muromsky, Ivan Petrovich Berestov, Alexei, Lisa. Making notes in a workbook - a table with a brief description of the characters). Which character in the story did you like the most and why?

Which episode did you like the most and why?

You can complete the work on knowledge of the plotchecking homework - conducting by students a pre-prepared test for knowledge of the text (work in pairs).

Features of the composition of the story. (the teacher demonstrates slides, the children build a composition scheme in a notebook).

First, we recall with the students the structure of the composition:exposition - plot - climax - denouement - and - epilogue (not required). We reflect with the students on the elements of the composition, highlight its parts.

E exposure : The story about the heroes of the older generation, the characteristics of the younger generation.

W binding : Nastya, Liza's maid, meets A. Berestov and tells Liza about it. Accidental acquaintance of Nastya with A. Berestov entails a well-planned "accidental" acquaintance of Lisa with Alexei.

to culmination : A chance meeting with Lisa - Akulina in her house.

denouement : Absent: “The reader will spare me the unnecessary obligation to describe the denouement…” We think of the denouement ourselves and rejoice for the main characters of Pushkin's story.

Artistic features of the work, analysis of episodes.

We turn to the analysis of the episodes of the story, where it is important for the teacher to emphasize the role of the landscape, the description of nature (at these moments of the lesson we will try to enhance the impression of Pushkin's mastery of the word with the help of reproductions of famous artists and musical works, the teacher should also focus on the use of these types of art in the lesson, together with students to answer questions about whether painting, music, theater are close to Pushkin’s word, whether they help us understand the writer’s intention).

Episode one. The role of chance in the development of the plot of this story plays a big role. From Nastya, Liza, and after her, the readers, will learn about her acquaintance with the young Berestov.

The students stage an episode where Nastya talks about a meeting with a young master (in the course of the staging on the slide - a picture from the film with the image of Nastya and Lisa, the music of the Moscow Balalaika quartet in the background "Will I go out to the river" - to the episode when Nastya tells, like a servant in the Berestovs' house with the guests playing burners). After the staging by the students, you can introduce the students to the poem about the balalaika.

Galina KUKUSHKINA.

Play, suffer Symbol of Russian antiquity, Balalaika, balalaika - Simple three strings! Razudela, reckless, She doesn't let you get bored. It's not scary with a balalaika Woe-bitter to meet. Wide and incomprehensible Like a Russian soul. It's nice with a balalaika Rejoice, crush sadness. With a balalaika is not ashamed And perform in concerts. And sometimes she's so offended "Foreigners" yield! ... Here again he laughs, cries, Busting the soul tears, In the distance hides the torment, And how it takes the heart! ... The crooked moon shines, Troika rushes, the distance is pale.

three strings - like three roads And fate - one for all.

(This poem should be read to schoolchildren when analyzing this episode. It emphasizes the atmosphere of that era, reveals the Russian character. The balalaika symbolizes the Russian soul: “reckless”, “reckless”, “wide”, “incomprehensible.” In the poem, as in the story, the heroes who are so close to Pushkin are shown.These are heroes who know how to deal with grief - "it's not scary to meet grief-bitter" -, sincerely have fun - "it's nice to rejoice with a balalaika ..." - who know how to sympathize - "brute force tears the soul ...", "takes for the soul", etc. This poem creates the image of that Russian person, whom Pushkin sincerely admired, whom he showed in the story "The Young Lady-Peasant Woman". Be sure to pay attention to the tropes in the analysis: metaphors, comparisons, epithets, etc. .d And it is worth paying the attention of schoolchildren to how this poem helps in the analysis of the story of A. S. Pushkin)

Next, the teacher asks questions about the impression of the episode, about how Alexei characterizes games with servants (easy to communicate, cheerful, laid-back, etc.), how Liza characterizes her interest in what is happening, her decision to dress as a peasant woman (easy to communicate, curious, interesting, bright, etc.) What atmosphere reigned at the holiday for servants in the Berestovs' house? (live, friendly, relaxed, joyful, etc.) All students' answers must be confirmed with quotations from the text. How does the music influence our perception of this episode? (helps listeners plunge into the atmosphere of a “village holiday”,

Episode two. Meeting of Liza-Akulina with young Berestov. The student dramatization of this episode. (In the course of the staging, we show a slide - an image from the film of the meeting of Lisa and Alexei, as well as musical accompaniment - first the sound of the shepherd's horn (the moment - according to the text), then Alexei Arkhipovsky "Cinderella"). After the dramatization, the teacher offers work on the text - to find a description of the morning, nature on the day Lisa and Alexei met. What colors does the author use in this description? Why do you think these are?

What does this description add to the story? What is the role of nature? a) Creates a lyrical background for a romantic date scene; b) the author describes spring, morning, spring forest - this is associated with the emerging feeling of the characters; c) helps to convey the mood of the heroine, the mood of "infant gaiety"; d) create an image of the heroine.

A.K. Savrasov "Road in the forest".

I.I. Shishkin "Forest distances"

"Pinery"

S. Basov “deciduous forest. Fog"

"Birch Grove"

V.D. Polenov "Autumn in Abramtsevo"

L. Serebrennikova "Swampy road"

"Copse"

After the slide show, the teacher can ask questions: “What artist’s painting do you think is close to Pushkin’s description of the forest?” The students answer, the teacher should invite the students to prove their point of view. What colors would you paint the picture if you painted the landscape this morning? What do you think, do these paintings help us understand the description of Pushkin's landscape?

Next, the teacher offers a brief retellingfurther events of the story . How did it happen that the enemies Muromsky and Berestov suddenly became friends and, moreover, decided to intermarry? (pupils, using quotes from the text, retell the episode of Muromsky's fall from a horse). Why was Liza not happy about this unexpected truce, what did it threaten her with? How did she get out of the situation when the Berestovs decided to come with an unexpected visit for her? (pupils retell the episode of the Berestovs' visit). Next, the teacher offers to characterize the behavior of the characters in the story in this episode. (students characterize the heroes and continue to fill out the table with the characteristics of the heroes)

Plot development . Berestov insists on the wedding, forcing his son to agree with the decision of the fathers of the family. The teacher suggests reading this passage, reflecting on how the behavior of the characters characterizes them. (Alexey is used to not arguing with his father, but in this case he cannot agree with him). What options for a way out of this situation could you offer, but at the same time, students should remember that the character traits of the characters in the story cannot contradict their actions. (students fantasize). The stage of the lesson, when there is a discussion of Aleksey's mental turmoil, I propose to conduct to the music that sounds in the background (Aleksey Arkhipovsky "Rain". It will help to get closer to the experiences of the hero).

The climax of the story. (I propose to conduct this stage of the lesson to the music of Georgy Shenderev “Round dance from the suite“ Meadow Patterns ”This music is most in tune with the mood of Alexei: at first it is anxious, impetuous, and towards the end it flows calmly, it seems bright). What way out did Alexey find for himself from the situation in which he found himself? (he decided to negotiate with Muromsky or Liza, to explain to them that he could not marry Muromskaya in any way and that he loved Akulina. He hoped that Lisa would refuse to marry him, thereby Alexei would not hurt his father with his disobedience).

At this stage of the lesson, the teacher should pay attention to the end of the work. As we have already emphasized earlier, there is no denouement in the story, the author himself says: “Readersrelieve me of the unnecessary obligation to describe the denouement. But we sincerely rejoicefor the characters in the story. in a notebook wherestudents have previously writtenbrief description andcomposition scheme,need to finishthis specieswork.

The final word of the teacher.

Despite the fact that this stage of the lesson is called the "final word of the teacher", I propose to formulate the conclusions of the lesson based on a dialogue with students.

Teacher question:

How did you perceive the story, was it easy to read?

The story "The Young Lady-Peasant Woman" is easy to understand, it seems to us - there is neither special depth, nor special author's techniques, there is a feeling that we are just having a fun work with a happy ending. But is it? (the teacher asks students questions and, based on their answers, formulates conclusions on the analysis of the work)

What artistic image of the era did Pushkin create in the story “The Young Lady-Peasant Woman?” (epoch of joy, love, happiness, holiday).

Why do they deserve it?

The peasant girl Nastya and the landowner's daughter Liza are friends. The landowner Aleksey Berestov plays torches with the servants and is ready to marry the daughter of the smithy Akulina. But Pushkin did not idealize them. He wanted the life of such landowners as Berestov and Muromsky to be the norm. This is what you should strive for. After all, this story is about eternal values: love, mutual understanding, forgiveness, the beauty of nature, beautiful human relationships without deceit, without pretense. Pushkin liked such simplicity and sincerity in relationships, he called for this. Means,the depth of the story is that Pushkin proclaims simplicity, intelligence, liveliness, the ability to be true to one's feelings as the main values ​​in a person, the author “rewards” such people with happiness. And Liza, an attractive, artistic girl, who appeared both in the form of a peasant woman and in the form of a noblewoman, is a symbol of this. And the unpretentiousness of the narration is apparent: the author thought out the plot, the composition, and the poetic descriptions of nature, which makes the work light, cheerful and surprisingly harmonious. And the involvement of related art forms in the lesson helps students to understand Pushkin's intention, to be imbued with it.

Homework. Write a short essay-characteristic "My favorite hero of the story" The Young Lady-Peasant Woman ", in which it is necessary to indicate why this particular hero is beloved.

Reflection. The teacher distributes cards on which the students underline what suits them.

1. I worked at the lesson
2. With my work in the lesson, I
3. The lesson seemed to me
4. For the lesson I
5. My mood
6. The material of the lesson was

7. Homework seems to me

active / passive
happy / not happy
short / long
not tired / tired
got better / got worse
clear / not clear
useful / useless
interesting / boring
easy / difficult
interesting / uninteresting

After the students have filled out the cards, you can have a short discussion about why they are satisfied or not satisfied with their work, whether their mood has changed during the lesson, how interesting, understandable and close the material was to them, whether homework seems interesting to them.

Grading a lesson .

Exhibiting should be accompanied by obligatory comment, praise.