Shklovsky's thoughts are calling for the road. Calling on the road. Questions and tasks

Lesson topic: Working on the text “Calling for the Road”

The purpose of the lesson is to improve the ability to identify a topic and

the main idea of ​​the text,

Strengthening lexical and grammatical skills

text analysis,

Developing the ability to analyze text from a point

view of linguistic means,

Preparation for the Unified State Exam.

Equipment texts, dictionaries, cards to fill out, folders

“To prepare for the Unified State Exam”

Form of work in the lesson Text analysis.

1. Checking homework

IN 1. Among sentences 18-22, find a sentence that is related to the previous one using the pronoun.

AT 2. From sentence 12, write down a phrase with the connection adjacency??

2. Working on the topic and main idea of ​​the text

Read each paragraph and highlight key points:

1. A library is not a sum of books, but a system of books

2. The book should be examined as carefully as a watchmaker watches...

3. ...books will walk with you and talk to you.

4. The book teaches you to look at things.

Define a topic (personal library)

Which sentence reveals or corresponds to the main idea of ​​the text (that is, how to collect a library - systematically, the necessary books...) 1 sentence

3. Describe the text in terms of style and text type.

4.Which sentence of the text does not contain a comparison?

5.What is the meaning of the word projected in sentence 9?

A) a project is being drawn up

B) depicted, transmitted

B) is planned

D) is assumed

6.What means of expression does the author not use in his text?

A) parcellation

B) metaphors

B) oxymoron

D) comparisons

Give the concept of oxymoron and parcellation and work on small texts or sentences to find the above means of expression in them.

On the back of the board

Please find the oxymoron in the sentences

A sad time, the charm of the eyes!

The fox cubs fussed around the hole for a long time. They played with rowan branches, ransacked the stump, and yelped subtly. Zakhar Ivanovich came up and began to caress his pets, cute rogues in orange fur.

Please find the parcellation in the sentences

Homework: write a short essay-argument, taking as a basis the main idea of ​​the text “Calling for the Road”

1. Sad Prora, Charm of the eyes!

I am pleased with your farewell beauty.

I love the lush decay of nature.

Forests dressed in scarlet and gold.

The joy of knowing the truth is in human nature. Otherwise you can’t explain why we take bitter pleasure from Mozart’s Requiem or the scene of the death of Hadji Murad.

2. Egor enjoyed the sea. I swam. Played with the waves. He grabbed their combs with his hands.

Flerov can do everything. And uncle Grisha Dunaev. And the doctor too.

An ant drags a berry. Big one. Heavy. Red

Sad Prora, the charm of the eyes!

I am pleased with your farewell beauty.

I love the lush decay of nature.

Forests dressed in scarlet and gold.

The fox cubs fussed around the hole for a long time. They played with rowan branches, ransacked the stump, and yelped subtly. Zakhar Ivanovich approached and began to caress his pets, cute rogues in orange fur.

The joy of knowing the truth is in human nature. Otherwise you can’t explain why we take bitter pleasure from Mozart’s “Requiem” or the scene of the death of Hadji Murad

Egor enjoyed the sea. I swam. Played with the waves. He grabbed their combs with his hands.

Flerov can do everything. And uncle Grisha Dunaev. And the doctor too.

An ant drags a berry. Big one. Heavy. Red

Sad Prora, the charm of the eyes!

I am pleased with your farewell beauty.

I love the lush decay of nature.

Forests dressed in scarlet and gold.

The fox cubs fussed around the hole for a long time. They played with rowan branches, ransacked the stump, and yelped subtly. Zakhar Ivanovich approached and began to caress his pets, cute rogues in orange fur.

The joy of knowing the truth is in human nature. Otherwise you can’t explain why we take bitter pleasure from Mozart’s “Requiem” or the scene of the death of Hadji Murad

Egor enjoyed the sea. I swam. Played with the waves. He grabbed their combs with his hands.

Flerov can do everything. And uncle Grisha Dunaev. And the doctor too.

An ant drags a berry. Big one. Heavy. Red

Calling for the road

Calling for the road

1. A library is not a sum of books, but a system of books. 2. You don’t need to collect rare books, you need to collect the books you need. 3. Books must be selected the same way as jewelers in the old days selected jewelry.

4. Books cannot be removed from their shelves, just as forests cannot be cut down entirely; they must grow on you. 5. A book once read is even more precious than a book unread. 6. Books gather in flocks, libraries. like birds; books are collected like forests - from trees, herbs and mushrooms: they live in the human mind. 7. And for a big man there is no book read for free. 8. She finds a place in his mind. 9. The library is a laboratory in which the world is designed. 10. Literature opens up the world!

11. We often read hastily and inattentively. 12. There are few good books that you definitely need to read. 13. And we read them hastily, and therefore we have the erroneous feeling that we already know them. 14. We spoil our reading by doing this. 15. The book should be examined as carefully as a watchmaker examines a watch and a driver examines a car.

16. Don’t be afraid that so many books have already been written. 17. All the same, they say, you won’t read it. 18. If you believe in yourself, the number of things you remember will be recalled to you repeatedly. 19. You will go further and further through life, and books will go with you and talk to you. 20. Therefore, we need to stock up on books for this trip.

21. A book should be treated like life. 22. You have to read it with your own eyes. 23. Incredulous. 24. Consider. 25. Look for accurate knowledge in it. 26. And go from book to book. 27. After all, a book is only a road.

28. One must be able to see things in their essence. 29. Not as they are laid out, but as they are in the world. 30. The book teaches you to look at things. 31. All literature is the ability to see, the ability to know

(V. Shklovsky)

We find answers from the text and enter them into the table

AT 3. Among the sentences, find a simple, one-part, impersonal sentence.

AT 4. From sentences 4-10, write down the comparative adjective.

AT 5. Among sentences 17 – 26, find a sentence with a compound nominal predicate

AT 6. Among sentences 14-18, find an IPP with an explanatory clause

AT 7. Among sentences 8 – 14, find SPP with a subordinate clause

AT 8. Among sentences 15-19, find the SSP with an adversative conjunction

We find answers from the text and enter them into the table

IN 1. Among sentences 18-22, find a sentence that is related to the previous one using a pronoun.

AT 2. From sentence 13, write down a phrase with the connection adjacency

AT 3. Among the sentences, find a simple, one-part, impersonal sentence.

AT 4. From sentences 4-10, write down the comparative adjective.

AT 5. Among sentences 17 – 26, find a sentence with a compound nominal predicate

AT 6. Among sentences 14-18, find an IPP with an explanatory clause

AT 7. Among sentences 8 – 14, find SPP with a subordinate clause

AT 8. Among sentences 15-19, find the SSP with an adversative conjunction

We find answers from the text and enter them into the table

IN 1. Among sentences 18-22, find a sentence that is related to the previous one using a pronoun.

AT 2. From sentence 13, write down a phrase with the connection adjacency

AT 3. Among the sentences, find a simple, one-part, impersonal sentence.

AT 4. From sentences 4-10, write down the comparative adjective.

AT 5. Among sentences 17 – 26, find a sentence with a compound nominal predicate

AT 6. Among sentences 14-18, find an IPP with an explanatory clause

AT 7. Among sentences 8 – 14, find SPP with a subordinate clause

AT 8. Among sentences 15-19, find the SSP with an adversative conjunction

Calling for the road

A book should be treated like life. You have to read it with your own eyes. Incredulously. Consider. Look for accurate knowledge in it. And go from book to book. After all, a book is just a road.

Here you are walking along a path, but if you want to count the trees, find out what kind of forest it is, then you need to leave the path. And this transition is deepening your knowledge, making notes, checking.

There are few good books, ones that definitely need to be read, and we read them hastily, and therefore we have the erroneous feeling that we already know them. We spoil our reading by doing this.

A book should be examined as carefully as a watchmaker examines a watch or a driver examines a car.

Don’t be afraid that so many books have already been written. All the same, they say, you won’t read it. If you believe in yourself, the number of things you will remember will be recalled to you repeatedly. You will go further and further through life, and books will go with you and talk to you.

Therefore, we need to stock up on books for this trip.

Pushkin died young. But he read a lot and changed all the time. And when you find yourself in the world of Pushkin, you are surprised at the large number of things that he knows. The breadth of his interests. It seemed like he had a strange curiosity sometimes. And precisely the ability to read. Taking reading seriously.

When you build something, sew something, you need to have material, threads. If you knock something together, you need tools, nails, wood. In order to live and develop, you need to know an extraordinary number of books.

Gogol has amazing notes. He read and compiled his own dictionaries. For example, he wrote down the dishes that were available in Russia.

Literature opens up the world! The Kazakh writer Nurpeisov told me: “Well, what did I know before? Your own village and two days of horse racing around it. And books opened up the world to me.”

There is a reference apparatus for the collected works of Tolstoy. And looking through it, it’s hard to even imagine how many people he knew and how much he read. And kept it in mind. He reads Jules Verne for children, and ponders what gravity is, what weightlessness is in outer space. He knows how to take more from a book than is written in it. A book for Pushkin and Tolstoy is an object for thought, material for thought. They don’t stop at it, it seems to push them forward and further. And then they move away from her.

Lev Nikolaevich said that the most important person is the person who is talking to you right now. And the most important time is now. And the book you are reading now is the most important.

From the thoughts of V. B. Shklovsky

Answers on questions

1. You have read excerpts from the article “Calling for the Road” by the famous Russian critic and writer Viktor Borisovich Shklovsky.

Why does he call the book "dear"? How does he advise viewing and reading a book? What should you not be afraid of? How did Pushkin, Gogol, L. Tolstoy feel about the book?

1, 4. A book is a road that leads us through life, helping us with the knowledge that we have learned from it. The book must be examined and read carefully, like a watchmaker reading a watch or a driver reading a car. There is no need to be afraid that quite a few books have been written, there is no need to be afraid to read many different books - you will need them all.

Pushkin read a lot and therefore knew a lot. His interests were very broad, so he read a wide variety of books. And he knew how to read books correctly - seriously, intently.

Gogol compiled his dictionaries from the knowledge acquired in books.

Tolstoy knew how to take more from books than was written in them, therefore, while reading Jules Verne, he thought about gravity, weightlessness...

A book for Pushkin and Tolstoy is an object for thought, material for thought. They don’t stop at it, it seems to push them forward and further. And then they leave her

5. Which book did L. Tolstoy consider the most important??

The one you are reading at the moment, at this moment.

How to treat a book, how to read it correctly, what advice to follow. The article “Calling for the Road” will help you understand these and many other issues.

Test yourself

1. You have read excerpts from the article “Calling for the Road” by the famous Russian critic and writer Viktor Borisovich Shklovsky.

Why does he call the book dear? How does he advise viewing and reading a book?

The writer compares a book to a road because it only provides material for thought. In order to delve deeper into the feelings, images and experiences that the writer wanted to convey, you need to stop, reflect on the book, as if to “step off the paved road to the side, look around.”

Shklovsky advises reading and viewing the book with disbelief, carefully examining every line. A book should be studied with the same attention as a watchmaker studies a watch.

What should you not be afraid of? How did Pushkin, Gogol, L. Tolstoy feel about the book?

There is no need to be afraid that there are already so many books on the entire planet. Whatever book a person reads, it will remain in his memory and will always help him cope with his problems and find the right answers to life’s questions.

Pushkin read a lot. One can only envy his curiosity and inquisitive mind. It was constantly changing - its interests were constantly expanding and multiplying. And all this thanks to books. And also a serious attitude towards reading.

Gogol compiled dictionaries based on what he read. For example, he wrote down descriptions of dishes that are available in Russia. This helped him very well when creating images of the life of the heroes of his books.

For Tolstoy, a book was an object for thought, material for reflection. The book pushed him to future achievements.

2-3. Read what great writers have to say about the book. Do you agree with the authors of these lines?

I agree with each of these authors. For example, Andre Maurois says that good books are worth re-reading, writing down deep thoughts or good passages. This helps me understand books more.

Somerset Maugham loved to read criticism. He was interested to know the critic's opinion about the author. He said that it was always interesting to mentally argue or agree with him. It's like talking to another person, but it's happening inside yourself. I completely agree with the English writer. Such “internal dialogue” helps to gain a deeper understanding not only of the work, but also of oneself.

Try to support the ideas in these statements with examples from books you have previously read.

To the statement of Andre Maurois:

For example, while reading Harry Potter, you can notice new details each time and experience many events differently. Or, for example, opening “The Mistress of the Copper Mountain” again, you can only remember at the end of the next story that you read it - a word can be so exciting.

To Somerset Maugham's statement:

It is very interesting to read epigraphs to the works of, for example, Pushkin. In his time, the ability to correctly select these few lines and place them at the beginning of the novel was a sign of the author’s broad interests and erudition.

Remember the article about the book from the 5th grade textbook. Use the materials in this article to prepare your own statement about books and reading.

An article from a 5th grade textbook said that a good book is a best friend and “teacher.”

Pushkin argued this when he said: “Reading is the best teaching.” Humanity owes a lot to writing and literature. Books, first of all, preserve history. By opening a book, you can learn about the past of your country and other peoples.

One of the most valuable books is a textbook. On its pages you can find accurate answers about the world around you and yourself. Fiction teaches us lessons about morality and spirituality and helps us form our own views.

Reading can be called creativity, since to understand the author’s thoughts you need to work hard and spend a lot of energy. A person’s spiritual development directly depends on how carefully and thoughtfully he reads.

4. Which of Shklovsky’s thoughts seemed especially important to you for every reader?

Prepare a detailed answer, including words and phrases from the critic's article.

Particularly important advice from Shklovsky:

1. Read carefully. To obtain exact knowledge, you need to carefully read the book and check what is written. Each book should be “considered” with your own eyes, without trusting someone else’s statements or critics’ assessments.
2. Write down thoughts. To understand the author, you need to understand what is written. To do this you need to create notes, write down the thoughts you like and discuss them with friends. This is how it happens deepening knowledge.
3. Read a lot. Pushkin read a lot. So it increased breadth of his interests. During his short life, he learned a lot from books.
4. Choose the best. Reading ability is formed during the reading process. After several dozen books, you can form a fairly large reference apparatus interesting words and concepts. For example, Gogol had one - he wrote down the names of the dishes.
5. reflect. A book is a subject for thought. Any spiritually developed person will confirm this.

Such tips will help you learn to read correctly, as well as better understand yourself and others.

5. Which book did Tolstoy consider the most important?

Tolstoy argued that the most important book is the one you are holding in your hands right now. This means that from any book you can gain important and useful knowledge and gain aesthetic pleasure through reading.

The great writer drew attention to the fact that it is necessary to pay attention to the present moment, to consider the most valuable interlocutor to be the person who is in front of you right now.

Topic: Getting to know the textbook. “Calling for the road.” The work of art and the author.

Target:to prepare students for the perception of a new course in literature, to give an idea of ​​fiction as a special form of knowledge of reality.
During the classes.
I. Introduction to the textbook “Literature. 6th grade. Textbook for general education institutions. In 2 parts." Authors and compilers: V. P. Polukhina, V. Ya. Korovina, V. P. Zhuravlev, V. I. Korovin. Edited by V. Ya. Korovina / 15th edition, revised. M.: “Enlightenment”, 2008.
Continuing the work begun in 5th grade, we will name the author, editor, graphic designers and authors of illustrations, and consider the reproductions on the cover and endpapers of the textbook.
We invite schoolchildren to remember what it is cover, flyleaf, title page, imprint, and show this using a textbook example.
— What is the difference between a 6th grade textbook and a 5th grade textbook?
Let us pay attention to what applications are in the book, what has changed compared to the 5th grade textbook, and what remains the same.
Let's ask the children to name the names of authors whose works they have already studied at school.
—What works were these?
Let's ask if among the names of authors there are those whose works children read on their own.
Let us highlight the boundaries of the sections: “Oral folk art”, “Old Russian literature”, “Works of Russian writers of the 18th century”, “Works of Russian writers of the 19th century”, “Works of Russian writers of the 20th century”. The new section will be “From the literature of the peoples of Russia”. At the end of the second part there is a large section “From Foreign Literature”, which includes “Myths of Ancient Greece”.
— Which sections will be new compared to the previous year? What authors' works would you like to read?
II. "Calling for the Road"
Reading the textbook article “Calling for the Road” (pp. 3-4). Conversation on questions 1, 4-5 (p. 5 of the textbook).
III. Artwork and author
Let us turn to the theoretical issue: the work of art and the author. We will reflect the main content of the conversation in literature notebooks.
Let's ask students to think about what a work of art is.
Piece of art — this is a work of art, a “word about peace” spoken by a writer or poet (M. M. Bakhtin).
To give children an idea of ​​the unity of the objective and subjective in a work, of the reflection in it of both reality and the author’s understanding of this reality, we invite them to look at the binding of a textbook with a fragment of a reproduction of I. I. Levitan’s painting “After the Rain. Ples" (you can use a large reproduction of any other landscape).
— If you stood in the very place where the artist stood, with a camera in your hands, and photographed the Volga and the city of Ples, what would the photograph turn out to be? Would it look like a painting? What would distinguish a photograph from a painting by I. I. Levitan?
The children answer that with the help of photography we will be able to more accurately and in detail convey the landscape we saw, but we will not be able to reflect our impression and the mood that this picture evokes in us.
—What can a work of art be compared to? Is it a photograph that accurately reflects the world, or a painting that expresses the author’s moods and thoughts?
To the definition of a work of art (see above), we will add the entry that the work of art reflects the surrounding reality and the personality of the author.
— Who is the author?
Author — is the creator of a literary work. In the work, the author expresses his thoughts and feelings, gives his assessment of reality.
— Why does the author create his works? What is the role of the reader of a work of fiction? If you were an author, what kind of readers would you like to write for?
In answering these questions, it is important to lead students to think about the active role of the reader. If the reader experiences together with the heroes of the work, quotes phrases from it, identifies himself with one of the heroes, this means that not only the personality of the author, but also the personality of the reader is expressed in the work. The function of self-expression in contact with art is especially clearly visible when it seems to us that the author of the work said something that we have long thought and felt, but could not explain.
Let's invite students to connect this thesis with their reading experience:
—Have you ever had the feeling that you were already thinking and feeling what the author was writing, but couldn’t find the words to say it? When reading what works did you have this feeling?
Material for teachers
When studying specific works of art, students already in the 6th grade will encounter different meanings of the word author, connected to each other, but at the same time relatively independent. In some cases we will talk about the author as a real person, in other cases we will mean the author as the bearer of the ideological concept of a work of art. A work of art does not embody the entirety of the author’s personality, but only some of its facets, and these two meanings of the word author are not identical to each other. A real person, a writer, may differ from the author of a work of art, i.e., the bearer of an ideological concept.
Green, for example, appears before sixth-graders as a man who unshakably dreams of bright things, although his whole life has been one of the most difficult trials.
When working with 6th grade program works, we encounter two more concepts: epic narrator And author's image.
Narrator — This is a special artistic image created by the author to guide the narrative. In some cases, it can express the author’s position, in others - completely different thoughts and emotions.
A vivid image of the narrator is created in Pushkin’s “Tales of Belkin”, in “Lefty” by N. S. Leskov, in the stories of A. P. Platonov, in “The Pantry of the Sun” by M. M. Prishvin and in other works.
Author's image — This is a special aesthetic category, the image of the creator of a given work. This is a specific artistic technique that reveals the originality of a given work.
This theoretical material, of course, should not be given to children in the first lesson, but in the future, when analyzing specific works, the teacher himself needs to be aware of the difference between these concepts and offer students the correct terminology.
Author — this is a person who has a first and last name, we can name the years of his life and the places in which he lived.
But there are works about which it is impossible to name the author. What kind of works are these?
Students name fairy tales, riddles, myths, and other works of oral folk art.
In the “Concise Dictionary of Literary Terms” (Part 2, p. 306) we will find the word epigraph And Let's read his definition.
Homework.
Prepare the performance of several ritual songs (for children who study in folklore ensembles, or for those in whose families folklore traditions are still alive).

You have read excerpts from the article Calling for the road famous Russian critic, writer Viktor Borisovich Shklovsky.

Why does he call the book "dear"? How does he advise viewing and reading a book? What should you not be afraid of? How did Pushkin, Gogol, L. Tolstoy feel about the book?

Answer

A book is a road that leads us through life, helping us with the knowledge that we have learned from it. The book needs to be viewed and read carefully, like a watchmaker - a watch or a driver - a car. There is no need to be afraid that so many books have been written, there is no need to be afraid to read many different books - they will all be useful.

Pushkin read a lot and therefore knew a lot. His interests were very wide, so he read a wide variety of books. And he knew how to read books correctly—seriously, carefully.

Gogol compiled his dictionaries from the knowledge gained in books.

Tolstoy knew how to take from books more than what was written in them, therefore, while reading Jules Verne, he thought about gravity, weightlessness...

“A book for Pushkin and Tolstoy is an object for thought, material for thought. They don’t stop at it, it seems to push them forward and further. And they move on from her.”