Filonina Evgeniya

Educational and research work "Journey into the world of foreign words" presents interesting material about the penetration of foreign words into the Russian language. The topic is unique and gives an answer to the question: why are the French and Russian languages ​​so different, and many of the words in them are almost the same?

While working on the topic, significant theoretical material was researched and studied.

The theoretical part provides information about the process of borrowing words by one language from another, in particular by Russian from French.

The work presents the practical part of the study quite fully. A classification of words similar to Russian on various topics is given;

an alphabetical list of words borrowed from French has been compiled; information for thought - “Russian spelling is a helper.”

The appendix provides material confirming the research activity: proverbs, sayings, figurative comparisons, poems, puzzles, etc.

Download:

Preview:

Filonina Evgenia. French words: they are familiar to us.

Municipal educational institution

"Krajcikovskaya secondary school"

Kolosovsky municipal district of Omsk region

Journey into the world of foreign words

(based on the French textbooks “Blue Bird” for grades 5-6)

Performed:

Filonina Evgenia,

7th grade student

Supervisor:

Uraeva Alfira Asgatovna,

French teacher.

2009

1. Introduction page 3

2. Chapter 1.1. The process of borrowing words in one language from another. p.7

1.2. Classification of words similar to Russian ones by topic. p.9

1.3. Words borrowed from French. p.15

3. Chapter 2. Russian spelling is an assistant. p.22

4. Conclusion. p.23

5. List of references. p.24

6. Application. p.25

Introduction

In the 5th grade I started learning a foreign language - French. I was surprised by how many familiar words are found in it, which in sound and meaning are similar to Russian words.

Why are French and Russian languages ​​different, but many words in them are almost the same? They're just pronounced a little differently. I wanted to know: what journey did foreign words take before they entered the Russian language?

Thus, the topic of my work was determined"French words: they are familiar to us."

The purpose of my research was to find out the origin of words similar to Russian in order to better understand the meaning and learn the correct spelling of words (based on the French textbooks “Blue Bird” for grades 5-6).

To achieve the goal, several tasks must be solved.

RESEARCH OBJECTIVES:

1) Study the process of borrowing words in one language from another.

2) Classify words similar to Russian ones into separate topics.

3) Find out which words are borrowed by the Russian language from other foreign languages, including French.

4) Using a dictionary of foreign words, determine which words are of purely French origin and give a brief interpretation of them.

5) Apply the acquired knowledge in practical mastery of the French language.

Relevance of the topicForeign words are widespread in modern oral and written Russian speech. They can be heard on radio and television,

also found in newspapers and magazines, in works of Russian fiction of the 18th-19th centuries, which are studied at school in literature lessons. Borrowing words from other languages ​​is a natural and natural process characteristic of any developed language. The need for such borrowings was caused primarily by the need to designate a new object created by a given people or that came from another nation, to designate a new concept that appeared in society. The use of foreign words is characteristic of all modern languages. It is also characteristic of the Russian language. At the same time, it is important to remember that for the correct use of a foreign word, it is not enough to imagine its general meaning; it is necessary to know its exact meaning, since knowledge of foreign words broadens a person’s horizons and helps him better navigate modern life. The word, penetrating from language to language, brings together both these languages ​​and the people who speak them. Therefore, the positive side of getting to know foreign words is obvious. Whoever masters this vocabulary takes the first step on a very difficult path of learning a foreign language and culture.

As I said V.G. Belinsky, “A new word expressing a new thought is considered an acquisition, success, a step forward.”

Stages of work

The work was built in three stages. At the first stage I completed one of the tasks: I classified words similar to Russian ones into separate topics:- " Food" ;

- " Fruits and vegetables" ;

- "Animals" ;

- "Flowers" ;

- "School" ;

- "Shop" ;

- “Clothing” [Vetements];

- "Home interior" ;

- "Art" ;

- "Transport" ;

- "Street" ;

- "Relatives" ;

- “Professions”;

- "Nature" .

Separately grouped:

Adjectives;

Verbs ;

Words that are not included in any group.

During the research, I learned that in the French and Russian languages ​​there are many words that go back to the same source, as well as borrowed by one language from the other. Therefore, work began to solve another problem: using a dictionary of foreign words, I determined which words were of purely French origin, and gave them a brief interpretation.(Chapter 1.3.)

At the second stage I was faced with the task of studying in more detail the process of borrowing words in one language from another. And based on the data obtained, find out which words were borrowed by the Russian language from other foreign languages, including French.

The final stageinvolves the practical application of acquired knowledge in the process of learning French.

Chapter 1.1. The process of borrowing words by one language from another

Since ancient times, people could not sit still, and they went on trips. Some were eager to see overseas lands and get to know the lives of other people, others sought to discover new lands, and still others, who obviously felt cramped at home, went to their neighbors “on friendly terms” in order to expand their living space. One way or another, moving around the earth, people “exported” other people’s words. This enrichment of a language with words taken from another is called borrowing.

It turns out that when you borrow, you don’t always have to repay. Every language of the world has words borrowed from another language. And not a single people takes offense at another for this. On the contrary, they are even proud that another borrows words from their language - “here, they say, what a cool language we have!”

At first, borrowed terms denoted objects or phenomena unfamiliar in a given country. Let us remember Pushkin: “After all, trousers, tailcoat, vest , there are no such words in Russian.” Of course, there were no such words, since these items of clothing came to Russia along with Western fashion, the spread of which was facilitated by fashionable French shops on Kuznetsky Most in Moscow and in Gostiny Dvor in St. Petersburg.

Throughout its existence, the Russian language has come into contact with a variety of languages, borrowing the necessary words from them. Words came into the Russian language in different ways: directly through oral speech and through written sources. They came either directly from the language in which they originated, or through other languages: for example,

Many words of Latin origin were borrowed by the French language, and from the latter they found their way into Russian. Many foreign words

Gradually they lost their foreign appearance in the Russian language and became familiar, so to speak, their own. In different periods of history, lexical borrowings from language to language are carried out with different intensity. In some periods the language borrows more foreign words, in others less. This is connected with social life, with the nature of the political, economic and cultural development of a particular people, a particular society. Thus, it is known that in the Russian language the strongest influx of foreign words was in the Peter the Great era (late 17th century - early 18th century), which was caused by serious changes in the life of Russian society in connection with the reforms of Peter I.

The vocabulary of the Russian language contains about 10 percent of borrowed words, the bulk of which are nouns.

There are words:

From Greek:bed, ship, sail;

Latin language:exam, student, excursion;

In English: sports, tram;

From French:bracelet, medallion, coat, frock coat, toilet, broth, compote;

From the field of arts:play, poster, director and etc.

Borrowed words often “grow brown” and change their sound composition, obeying the laws of Russian declension. Sometimes it is impossible to distinguish them from native Russians.

From borrowed words new, now Russian, words are formed. For example,sport - sports, non-sports, highway - road.

Some borrowed nouns do not change in case or number. For example:coat, depot, cinema, radio, cafe, coffee, cocoa. A large influx of borrowings into the Russian language has also been observed in the modern era, characterized by the widespread development of international contacts.

Chapter 1.2. Classification of words similar to Russian ones according to individual topics.

1. Food. Repas.

French words	Russian words	Origin of words
Le product	Product	lat.
Le chocolat	Chocolate	German
Le café	Coffee	Goal.
Le dessert	Dessert	fr.
La soup	Soup	fr.
La puree	Puree	fr.
La crème	Cream	fr.
La saucisse	Sausage	fr.
Le yaourt	Yogurt	English
Levin	Wine	German
Le yaourt nature	Natural yogurt (no sugar)	German
Le champignon	Champignon, Mushroom	fr.
La salade	Salad	fr.
La tarte	Cake	it.
La lemonade	Lemonade	fr.
La galette	Pie (galette)	fr.
La compote	Compote	fr.
Le croissant	Bagel (croissant)	fr.
La tartine	Tartine (sandwich)	fr.
Le camembert	Camembert (type of cheese)	fr.
L´appétit	Appetite	lat.
2.Fruits. Vegetables. Fruits. Legumes.
French words	Russian words	Origin of words
La banane	Banana	Spanish
L'abricot	Apricot	fr.
La mandarine	Mandarin	Spanish
La tomate	Pomodoro (tomato)	Spanish
L´olive	Olive	lat.
3. Animals. Animaux.
French words	Russian words	Origin of words
L´hippopotame	Hippopotamus	gr.
Le kangourou	Kangaroo	English
Le tigre	Tiger	fr.
Le crocodile	Crocodile	gr.
Le zèbre	Zebra	fr.
Le zoo	Zoo	(zoo-gr.; park-eng.)
La girafe	Giraffe	fr.
4. Flowers. Fleurs.
French words	Russian words		Origin of words
L´iris	Iris		gr.
Le jasmin	Jasmine		gr.
Le narcisse	Narcissus		gr.
La rose	Rose		German
La marguerite	Daisy		fr.
La tulipe	Tulip		it.
Le bouquet	Bouquet
5. School. Ecole.
French words	Russian words		Origin of words
La carte	Map
L´alphabet	Alphabet		gr.
La geographie	Geography		gr.
La gymnastique	Gymnastics		gr.
L´histoire	Story		gr.
Le francais	French
Les mathématiques	Mathematics		gr.
La bibliotheque	Library		gr.
La dictée	Dictation		fr.
Le russe	Russian language
L`anglais	English language
Le schéma	Scheme		gr.
La parole	Word (password)		fr.
Le stade	Stadium		gr.
Le tennis	Tennis		English
Le chiffre	Numbers (cipher)		fr.
La date	date		fr.
Le papier	Paper		fr.

6. Shop. Magasin.

French words	Russian words	Origin of words
Le liter	Liter	fr.
Le kilo	Kilogram	fr.
La guirlande	Garland	it.
La raquette	Racket	fr.
La bouteille	Bottle	Polish language
La masque	Mask	fr.
La monnaie	Coin	lat.
La telecarte	Telephone card	fr.
Le loto	Lotto	fr.
Le carton	Cardboard	fr.
La cassette	Cassette	fr.

7. Clothes. Vetements

8. Interior of the house.

Interieur de la maison.

French words	Russian words	Origin of words
La lampe	Lamp	fr.
La photo	Photo
La tele	TV	gr. body and lat. visio.
Le telephone	Telephone	gr.
Le portrait	Portrait	fr.
Le magnetophone	Tape recorder	fr.
La vase	Vase	lat.
Le gas	Gas	fr.
La padio	Radio	lat.
Le piano	Piano	it.

9. Transport. Transport.

French words	Russian words	Origin of words
L'autobus	Bus	gr. - auto + lat. beads
Le vélo	Bike	fr.
Le garage	Garage	fr.
Le wagon	Railway carriage	fr.
Le metro	Metro	fr.
Le tunnel	Tunnel	English
La station	Station	lat.

10. Art. Beaux-arts

French words	Russian words	Origin of words
Le musée	Museum	lat.
Le theater	Theater	gr.
La session	Session	fr.
Le cirque	Circus	lat.
Le film	Movie	English
Le spectacle	Play	fr.
La collection	Collection	lat.
Le décor	Decoration	fr.
L'exposition	Exhibition (exposition)	lat.
La guitare	Guitar
La music	Music	gr.
La fée	Fairy	fr.

11. Street. Rue.

French words.	Russian words.	Origin of words.
Le boulevard	Boulevard	fr.
Le bassin	Pool (fountain)	fr.
Le center	Center	lat.
L'avenue	Prospect (Avenue)	fr.
L'adresse	Address	fr.
Le restauraut	Restaurant	fr.

12. Relatives. Parents.

French words	Russian words	Origin of words
Maman	Mother	fr.
Papa	Dad	lat.
La cousine	Cousin (cousin)	fr.
Le cousin	Cousin	fr.
La personne	Person (person)	lat.

13. Professions. Professions.

French words	Russian words	Origin of words
Le chauffeur	Chauffeur	fr.
Le capitaine	Captain	fr.
Le fermier	Farmer	English
Le clown	Clown	English
Le pianiste	Pianist	fr.
Le professeur	Teacher	lat.
Le programmeur	Programmer	gr.
Le garagiste	Garage owner	fr.
L'electronicien	Electronics engineer	gr.

14. Nature. Nature.

French words	Russian words	Origin of words
La lune	Moon	lat.
Le paysage	Scenery	fr.
Le pique-nique	Picnic	English
Le climate	Climate	gr.
La saison	Time of year (season)	fr.

15. Verb. Verbes.

French words	Russian words	Origin of words
Telephoner	Call	fr.
Discuter	Discuss (discuss)	lat.
Galoper	Gallop	fr.
Collectionner	Collect	fr.
Decorer	Decorate (decorate)	fr.

16. Adjectives.

Adjectifs.

French words	Russian words	Origin of words
Americain(e)	American
Bresilien, bresilienne	Brazilian
Toulousain(e)	Toulouse
Camerounais(e)	Cameroonian
Espagnol(e)	Spanish
Italian, Italian	Italian
Mexico (e)	Mexican
Portugais(e)	Portuguese
Normand (e)	Norman
Historique	Historical	gr.
Beige	Beige	fr.
Orange	Orange	fr.
Interessant(e)	Interesting	lat.
Religieux,religieuse	Religious	lat.
Solide	Strong (solid)	fr.
Anglais(e)	English
Magique	Magical, magical	lat.
Romantique	Romantic	fr.
Roetique	Poetic	gr.

17. The rest. Outres.

French words	Russian words	Origin of words
Le detail	Detail	fr.
Le titre	Title (title)	fr.
Le météo	Weather report	gr.
Le rendez-vous	Meeting (rendezvous)	fr.
Le projet	Project	lat.
La visite	Visit, visiting	fr.
L`idee	Idea	gr.
Le chalet	Chalet (house in the mountains)	fr.
Le caractère	Character	gr.

Chapter 1.3. Words borrowed from French

Apricot [fr. apricot] - a genus of fruit trees and shrubs (family Rosaceae) with fleshy, usually pubescent, fruits.

Avenue [fr. avenue] - a wide street, usually lined with trees (a name adopted in France, England, the USA and some other countries).

Address [French] address] - place of residence of a certain person or location of an institution or enterprise.

Actor [French] acteur] - performer of roles in dramatic performances and films.

Alley [fr.allee] - a road (usually in a park or garden) with trees planted on both sides.

Artist [fr. artiste] - performer of a role in dramatic or musical performances, in films, participant in a variety or circus performance.

Poster [fr. affiche] - a type of advertising, an announcement about a performance or concert, posted in public places.

Pool [fr. bassin ] - 1) artificial reservoir;

2) a natural or artificial reservoir, specially equipped for swimming, diving, and water polo lessons and competitions;

3) the area of ​​land from which underground and surface water flows into a given river, lake or sea;

4) b. drainless - areas of inland flow, deprived of communication through river systems with the ocean;

5) geol. closed region of continuous propagation of something. minerals (for example, coal waste, oil and gas waste, iron ore waste, etc.)

Beige - borrowed in the 20th century from fr. language, where beige or< итал. вigio «серо-коричневый < «цвета натуральной шерсти»,того же корня, что и bambagia «хлопок» или < лат. вeaticus из провинции Беатика» (в Испании), где изготовлялась шерсть данного сорта.

Boulevard [fr. boulevard] - an alley in the middle of the street, a wide street lined with trees.

Railway carriage [French wagon, from English waggon - carriage] - railway, distinguish between passenger and cargo, self-propelled and non-self-propelled, public and industrial transport, general purpose and special. The main types of freight cars: covered cars, gondola cars, platforms, tanks, hoppers, isothermal, etc.

Bicycle [fr. velocipede] - a machine for driving, the wheels of which are driven by the feet using pedals.

Visit [fr. visite ] - visit, mostly official.

Voyage [fr. voyage] - mouth trip, journey.

Gas [fr. gaz] - state of aggregation of a substance.

Galette [fr. galette] - large cookies that retain their nutritional quality for a long time.

Gallop [fr. galop] - galloping asymmetrical gait (a type of horse movement); 2) paired ballroom dance, which became widespread in Europe in the 19th century; It is performed quickly and dynamically, the nature of the movements is spasmodic.

Garage [fr. garage] - premises for parking, refueling and maintenance of cars, tractors and other self-propelled machines.

Garnish [fr. garnish] - vegetables, pasta, cereals added to meat and fish dishes.

Date [fr. date] - calendar time of an event.

Decoration [ fr.decoration<лат.decor are украшать ] -

1) artistic design of the performance through the means of painting, architecture, graphics, lighting, staging equipment, cinema, etc.;

2) sth. ostentatious, outwardly attractive, serving to cover up shortcomings, the unattractive essence of something.

Decorate - [fr. decorator] - decorate, give a beautiful appearance, decoration.

Dessert[fr. dessert]- fruit or sweet dishes served at the end of lunch.

Detail[fr. detail]- 1) small detail, particularity, trifle;

2) part of a mechanism, machine, device.

Dictation- original suf. derivative (suf.-ant.) from French dicte “dictation” (from Latin dicnare “prescribe”).

Giraffe[French girafe]- ruminant animal. The giraffe family of the artiodactyl order has a very long neck and high legs.

Zebra[fr. zèbre]- a group of species of equine animals with black stripes on a light background of the body.

Interior[fr.interieur]- architecturally and artistically designed interior of the building.

Captain[fr. capitaine]- military rank or rank.

Caramel[fr.caramel]- candies made from sugar syrup with the addition of various coloring and aromatic substances.

Cardboard[ fr.carton]- thick, dense and hard paper used as packaging material.

Helmet[fr.casque]- a headdress of a standard type in the form of a helmet, usually metal, for military personnel, firefighters, etc.

Cassette[French cassette box]- a device for storing and transporting objects, parts, materials. (N., photographic or tape recorder.)

Cafe[fr.café]- a small restaurant serving coffee, tea, soft drinks, snacks, etc.

Kilogram[ fr. kilo+gram]- the basic unit of mass in the metric system of measures.

Compote[French compote]-1) a dessert dish of fresh, freshly frozen or dried fruits and berries, boiled in water with added sugar;

-2) canned fruits, suitably prepared and filled with sugar syrup, fruits or berries (peaches, plums, cherries, etc.) in tin or glass jars, sterilized and hermetically sealed;

-3) a mixture of dried fruits ((apples, raisins, apricots, dried apricots, pears, prunes, cherries).

Cream[fr. crème]- 1) a sweet dish (usually whipped cream) with the addition of fruit juices, coffee, etc.

Cousin[fr.cousin]- cousin.

Cousin[fr.cousine]- cousin.

Lamp[fr. lampe, German Lampe, Polish lampa]- lighting or heating device of various devices and shapes.

Liter[ French litre]- a unit of volume and capacity (capacity) in the metric system of measures.

Lotto[fr.loto< ит.lotto] - a game in which players must use special cards with rows of numbers (pictures) printed on them to cover the called numbers (pictures); The winner is the one who is the first to cover the agreed number of numbers (pictures) on his card.

Record player[fr.fond]device for magnetic recording and playback of sound.

Madam[French madame]- a polite address to a married woman in France.

Mayonnaise[fr. mayonnaise]- sauce made from egg yolk, vegetable oil, vinegar and various seasonings.

Marinade[French marinade]- liquid sauce with vinegar, spices, etc.

Mask[fr.masque]- a special overlay with a cutout for the eyes, hiding the face; 2) an image of a human face, an animal muzzle, etc., worn on the face by participants in folk games.

Menu[fr.menu]- selection of dishes for breakfast, lunch, etc., a sheet with a list of dishes (in a restaurant, canteen, etc.)

Meter[fr.mètre]- the basic unit of length in the International System of Units.

Metro[French metropolitain underground]- urban underground electric road for passenger transportation.

Orange[fr.orange orange]- orange, reddish-yellow.

Trousers- borrowed in the XVIII from French. lang., where pantalons - proper. hero's name in Italian comedy of masks by Pantalone, who wore wide trousers.Parachute[French parachute]- a device for slowing down the speed of the bodies to which it is attached; when opened, it has the shape of an umbrella and is used primarily for jumping from airplanes and for launching spaceships.

Password[French parole word, speech]- a secret word or phrase used to identify one’s own people (in military service or in conditions of secrecy).

Scenery[fr.paysage locality, country]- 1) a real view of any area; - 2) in art - the image of nature.

Pianist[ French pianiste<ит pianista.] - музыкант, играющий на фортепияно.

Beach[fr.plage]- sloping alluvial shore of the sea, lake, river.

Portrait[ French portrait]- 1) the image of a specific person or group of people in painting, sculpture, graphics or photography; 2) description of a character’s appearance in literature.

Puree[ French purée]- borrowed in the middle of the 19th century from fr. language, where purée is a derivative of purer “to cleanse”< лат.purare тж., суф. образованный от purus «чистый».

Rocket[fr.raquette]- sports equipment in the form of an oval wooden, plywood or paddle with a stretched mesh for hitting the ball when playing tennis, badminton, etc.

Rendezvous[fr.rendez-vous]- 1) date; 2) destination for the meeting; 3) meeting.

Restaurant[fr.restaurant]- borrowed in the 19th century from fr. lang., where restaurant-suf. education from restaurer "to restore". The restaurant is literally “a place where hungry people recuperate.”

Romantic[fr. romantic]- 1 ) emotionally upbeat, dreamy; - 2) related to romanticism (French romantisme) - an attitude characterized by idealization of reality, daydreaming.

Salad[fr.salade]- borrowed in the 18th century from French, where salade< итал. Salata «солёная» (зелень), суф. производного от salare «солить».

Soup[fr.soupe]- borrowed in the 18th century from French. language, where soupe probably goes back to the corresponding word from German. tongue (cf. Gothic, supon “season”). Soup literally means “soup flavored with spices.”

Sausage[French saucissee]- borrowed in the 20th century from French. language in which saucisse “sausage” Middle Latin. salsicia, suf. derivation from salsus "salty".

Session[fr.séance]- an action (showing a film in a cinema, a medical procedure) performed without interruption.

Season[fr.saison]- one of the four seasons.

Play[fr.spectacle]- theatrical performance.

Taxi[fr.taxi]- a car or truck for transporting passengers or goods with payment by taximeter.

Tartine [ French tartine] - a thin slice of bread spread with butter, jam, etc., a small sandwich.

Titer[fr.titre]- introductory caption or explanatory text in a film.

Fairy[fr.fee]- a supernatural female creature capable of performing miracles, doing good and evil to people; in fairy tales - a sorceress.

Chalet[fr.chalée]- in the mountains of Switzerland - a rural house; 2) in some foreign countries - a small country house, dacha.

Champignon[French champignon mushroom]- an edible cap mushroom grown in greenhouses; wild species are known.

Cipher[fr.chiffre figure< ар] - 1) conventional signs for a secret letter;

2) a conventional registration number on books, manuscripts, etc., determining their place when stored in libraries and archives;

3) mouth same as monogram.

Chauffeur[French chauffeur - lit. stoker, fireman]- car driver.

Stage[ fr. estrade]- elevation, stage area for performances by artists and theater groups.

Chapter 2. Russian spelling is an assistant.

The most common words of the modern Russian language, the origin of which is of great interest to native speakers, expands linguistic horizons, improves the general culture of speech, allows you to better understand the meaning and learn the correct spelling of words.

In the French and Russian languages ​​there are many words that go back to the same source, as well as those borrowed by one language from the other. These connections between the two languages ​​also affect spelling.

The Russian language often helps us determine which letter or letter combination should be written in a French word. So many words that in Russian begin with av... - author, bus, automatic, Australia, are written in French withau: auteur,auto, etc.

Sometimes the Russian language is guided by which letter:Withorsmust be chosen when writing a French word. If the Russian language contains the letterts, then in the corresponding French word you need to write with (cirque, center).[Appendix No. 2].

The Russian language helps determine whether a given word should be writtengorj; if the Russian word - relative contains the letterG, in French you should writeg.

GGeography -géographie

Gimnastics -gymnastique

Using the Russian language, you can often check which consonant is written at the end of a French word; this is especially valuable because in many cases final consonants are silent. So, let's check:

concours- show jumpingWithalphabet- alphabetT

portrait- portraitTfruit- fruitT

monumentt- monumentalTsport- disputeT

Conclusion

Borrowing is a completely natural process of language enrichment. New words denoting new objects, phenomena and concepts, emerging in one language, quickly become the property of other languages, penetrating not only oral and written speech, but also newspapers, magazines, the language of radio and television and becoming known to a wide range of people.

This work helped me expand my linguistic horizons, improve my general speech culture, as well as better understand the meaning and learn the correct spelling of French words.[Appendix No. 3].

Bibliography

1.Beregovskaya E.M. French textbook for grade 5. - Moscow, “Enlightenment”, 2007.

2. Newspaper “French Language”, - Publishing House “First of September”, No. 17, 2006.

3. Komlev N.T. School dictionary of foreign words, - Moscow, 2002.

4. Shansky N.M., Bobrova T.A. School etymological dictionary of the Russian language. - Bustard, Moscow, 2001.

5. School dictionary of foreign words edited by V.V. Ivanova. - Moscow, “Enlightenment”, 2006.

6. Selivanova N.A., Shashurina A.Yu. French textbook for 6th grade. - Moscow, “Enlightenment”, 2007.

7. Dictionary of foreign words, - Moscow, “Russian language”, 1989.

Application

Appendix No. 1

Un paysage de Gauguin

Une nature morte de Cézanne

Appendix No. 2

Russian words - helpers

Appendix No. 3

Comparisons:

Comparisons:

1. Rouge commeune tomate.

Red like a tomato.

2.Blanc commeun papier.

White as paper.

(papier - French paper)

3. Jaune commeun citron.

Yellow like lemon.

(citron-lat. citron, lemon)

Figurative comparisons:

Comparisons:

1.Avoirun caractèrede chien.

Have a disgusting character.

2. Avoirunappetitd'oiseau.

Eat (peck) like a bird.

3.Verser des larmes decrocodile.

Shedding crocodile tears.

Proverbs:

Proverbes.

1. L'appétitest le meilleur cuisinier.

Hunger is the best cook.

2. De la main a la bouche se perd souventla soup.

It flowed down my mustache, but didn’t get into my mouth.

3. Du pain etdes spectacles.

Meal'n'Real.

Poetry:

Poesies.

1. J'aime beaucoup les contesmagics.

C'est fameux, c'estromantic

C'est charmant, c'estpoetiques

J'aime beaucoup les contesmagics.

2.Elletelephonesouvent

Elle dit qu’ elle n’a pas le temps.

Elle dit qu’ elle est très préssée.

Alors, a quoi bontelephoner?

Datkulova Irina Pavlovna, French teacher

Municipal Autonomous Educational Institution of Novosibirsk Gymnasium No. 12

Nomination "Organization of research and project activities of schoolchildren"

The paper presents the project method and its advantages over modern pedagogical methods. Within the framework of the competition material, the functional features and feasibility of using information technologies in design and research activities are considered. Using examples of school projects developed using ICT, the specifics of working with middle-level students (grades 5-6) and the features of organizing research for high school students are shown.

The method of research projects in the practice of teaching French as a second foreign language

Activity-based learning technologies

The rapid development of science, the high demands of modern society on people in the conditions of the formation of a unified world market economy, inspired the process of modernization of education, capable of replacing the outdated traditions of the Russian school.

Thanks to the policy of renewal and innovation in the field of pedagogy, a modern school is open to new ideas, active methods of work and developing technologies. However, the priority turned out to be methods that develop the flexibility of students' thinking and their ability to improve the acquired knowledge and experience - that is, activity-based learning technologies, among which the palm belongs to research and project activities.

The founders of the project method, the American philosopher and teacher John Dewey and his student and follower W. Kilpatrick, proposed linking the process of acquiring knowledge with action and with its application in practice. Such an active position in acquiring knowledge by solving a specific problem presupposes the student’s expedient activity and his personal interest in obtaining it. The starting point in solving such a problem is the knowledge previously acquired by the student, since he will have to acquire new ones through independent search. The trajectory of the development of cognitive activity from a pressing issue or problem to their resolution through joint actions and independent efforts of students represents, in general, a model of project technology and practical acquisition of knowledge.

In modern pedagogy, the project method has been developed in detail, tested, integrated into the educational process and recommended by the state standard as a priority, since it is a set of effective teaching technologies. Project activities have a number of advantages over modern pedagogical methods, as they teach:

Project activities and the active use of new information technologies “revive” the pedagogical practice of a foreign language teacher with a series of educational and cognitive techniques and methods: research, search, problem-based and creative.

The feasibility of using information and communication technologies in educational activities

Current pedagogical technologies are unthinkable without qualitatively new resource support, and therefore without the use of information and computer technologies. Their widespread use in the educational process, namely in teaching a foreign language, in educational and research practice is associated with the functional features of global network resources:

· Multilingualism and multiculturalism Internet information resources help students become acquainted with world culture and the specifics of a multinational society.

· Multi-level Internet information stimulates the search for necessary materials for educational activities, encourages students to navigate information materials of varying complexity.

· Multimedia and diversity functional types of Internet resources: text, graphic, audiovisual materials of various styles allows students to develop the ability to work with various types of Internet sources and significantly enrich their linguistic and cultural practice, bringing them as close as possible to the linguistic and sociocultural environment of the country of the language being studied.

Managing motivation in teaching French as a second foreign language

French in high schools is increasingly being studied as a second foreign language after English, which means fewer teaching hours allocated to it and the intensity of its study in a short time. Working in these conditions, the teacher needs to develop his own system of motivating means and strategies to maintain students’ interest in learning French.

The first step to getting students interested is to target educational material and teaching methods to their needs, hobbies and passions according to age characteristics. In the study of a foreign language, the function of enriching the subject-content plan of educational activities is performed by linguistic and cultural material, or, as many scientists and linguists suggest calling it (E.M. Vereshchagina, V.G. Kostomarov, G.D. Tomakhin, I.A. Salanovich) , cultural studies. Students are always interested in remarkable events in history, outstanding personalities of culture and art, and are interested in the traditions and way of everyday life of the people, and the hobbies of their peers. The concentration of regional studies material in the content of foreign language teaching makes a significant contribution to increasing motivation, upbringing, education and personal development of schoolchildren, and contributes to the modernization of the lexical base for successful communication.

At the same time, the huge potential of the linguistic and cultural aspect of training cannot be effectively used without active forms of work - research and design activities and modern information technologies. In this case, cultural educational material, coupled with productive teaching methods and modern resource support, complement each other and lead to the achievement of the main practical goal - increasing the overall level of student development by means of a foreign language and revealing his creative potential.

Strategies for organizing research activities

Given the regional focus of the project activity, its topics are extensive and always combine language teaching and obtaining information about the country of the language being studied. Thanks to these components of work in project technology in a foreign language, students develop sociocultural, communicative and linguistic competencies.

The stage of choosing a project topic sometimes requires a creative approach, discussion of possible options, proposals, and communication between teacher and student. Often the topic of the project is dictated by the realities of life, and students propose a subject of research, focusing on their own interests. An example is the situation when sixth grade students, after traveling with their parents around the country of the language they are learning, decide to expand the information about the sights of the capital received during excursions. At the same time, students, by being exposed to the rich culture and stunning historical and architectural monuments that they saw in photographs in the textbook, become aware of the problem, which will subsequently help formulate the topic of the project and research, and also determine the shape of the project product. We are talking about the problem of real and full acquaintance of their classmates with the sights, traditions and capital of the country of the language being studied.

What factors in this case contributed to the transformation of the usual travel pattern of students with their parents: “rest - passive perception of information - shopping - buying souvenirs” into conscious preparation for research activities? In a specific situation, this metamorphosis occurred as a result of established communication: teacher - students - parents.

The students shared information with the teacher about the upcoming trip; he, in turn, suggested observing the life of the country’s capital and its features, then writing in their travel notes about what they liked most about the trip and making a computer presentation-report for classmates. The students told their parents about their plans to do some research during the family trip. And, as a result, parents interested in the success of their children helped them, paying special attention to interesting moments of the trip, discussing interesting facts, offering ideas. In particular, having bought a small souvenir - a funny rabbit, the parents invited the children to come up with his legend, the story of his life in the capital of France. Thus was born the idea of ​​a project for a board game excursion around Paris on behalf of a character from a French cartoon. In fact, this pleasant and educational trip became the beginning of the development of a game product teaching regional studies.

Stages of work on the project of a board game-excursion to the sights “Dylan the Rabbit's Walk in Paris”

Pre-project stage

Students discuss with the teacher their upcoming trip to the capital of France and consider options for a productive acquaintance with the country and its culture. At the very beginning of the work, preparation for the research takes place, the formation of possible topics and problems of the project. As a result, students independently formulate the topic of the upcoming research.

Project topic

Sights of Paris

Problematization

So, the students, having assessed the situation and circumstances, formulated a problem close to their interests, which primarily motivated their activity: how to introduce students learning French to the capital of France and the variety of its attractions, how to attract schoolchildren, and even their parents, to study Paris and its unique monuments of architecture, history and masterpieces of art?

Goal setting

In turn, the personal meaning of the problem initiates movement towards its solution through definition and formulation goals activities and forms of the project product: development of a game product teaching regional studies.

Planning

The presence of a problem requiring decisive action and awareness of ways to overcome it led to planning further steps, deadlines and progressive movement towards achieving the goal by identifying and solving problems of project work.

Implementation

The implementation of the drawn up work plan represents the basis and content of the project activity, which also includes the following stages of research:

· Studying the degree of relevance of the project topic and the possibility of practical application of the project product.

· Collecting and studying information on the topic of the project and developing a board game to introduce high school students to the sights of Paris, its architectural and historical monuments.

· Searching for information and studying various literature, Internet sources for preparing the necessary components of the game, instructions for its use, addressing the players of the game character Dylan the Rabbit.

· Studying the results of using the game in lessons and in families to study regional information.

· Preparation, together with the teacher, of the written part of the project in the form of a full report on the progress of the work, its stages and results in accordance with the rules for structuring research work.

Application of computer technology

At the main stage of the project - the stage of creating the project product - information technologies serve as the main resource and software base:

· To conduct research, search for information, analyze it, compare and select it, students learned to navigate a variety of sources, choosing concise and necessary information to compile information cards for the game.

· Using graphic editors Photoshop and Paint.net allowed students to create a playing field based on a map of Paris.

· The results of the work and a report on the creation of the project product - a board game - were presented by students in the form of two electronic presentations developed in the Power Point program.

Presentation of the work result

An obligatory component of the project is its defense and presentation of the results. The students talked about the project and its results to their classmates, played the game in French class, during club classes and in their families.

Reflection

Thinking about whether the result of the work corresponds to the main idea is the final stage of the project, assessing its effectiveness. If research is part of a project related to students obtaining new knowledge about the capital of France and the creative development of a game product, then its main goal is to solve a problem, achieve a goal and obtain a certain result. In this case, a specific problem was solved by creating a board game to familiarize students with Paris, its architectural and historical monuments. After conducting a presentation of the project, a game and then a survey among schoolchildren, students sum up the results. Thus, the board game created during the work on the project:

· Serves as a visual aid for the teacher;

· used in French lessons;

· used in club classes to introduce schoolchildren to Paris and its attractions;

· interested parents of students and is used in their families;

accepted for publication on the website of the publishing house "First of September", available for public use.

The project work "Excursions to the sights of Dylan the Rabbit's Walks in Paris" participates in the all-Russian festival of research and creative works "Student's Portfolio" for the 2013-2014 academic year.

So, in the course of project and research work, such skills and abilities of students as reflection, vision of the problem were formed and developed; goal setting; planning your activities; initiative in finding a way to solve problems; ability to interact during work with project participants.

Features of organizing project activities in high school

At the senior level of teaching a foreign language, the choice of a project topic is also preceded by individual work with students, communication, and exchange of opinions about interesting events or news from the country of the language being studied. The age characteristics of high school students allow us to consider sociocultural, personal and psychological problems as possible topics. Well-established communication between the teacher and students helps to find the subject of upcoming research and creative work. Thus, when discussing cultural news, it turns out that recently an international piano competition named after the French pianist Vera Lothar-Shevchenko, who lived in Novosibirsk in the late eighties, has been taking place in our city. The unusual coincidence of such facts as an interesting cultural event associated with a person representing French culture, the well-deserved recognition by our country of her talent and selfless fate after death, raised many questions, and, therefore, a problem became obvious that was interesting to work on.

The basis for the creation of this project work was the student’s interest in the life story of an outstanding person, a “carrier” of French culture. Its events make one think about the spiritual and moral values ​​of man and society, the coverage of which may be in demand from the point of view of educational significance for the younger generation. The relevance of the topic lies in the need for examples that instill in young people such basic concepts as family, friendship, kindness, empathy, love, respect and attentiveness to people, tolerance towards other peoples. The result of the research for this project was an article for a youth audience. At the city scientific and practical conference of schoolchildren in 2014, the author of the project work was awarded a laureate diploma.

The main components of the research project “France - Russia, an invisible connection” dedicated to the French pianist Vera Carmen Adelaide Lothar-Shevchenko

Project problem	How the life line of the French pianist Vera Lothar-Shevchenko connected different generations and two countries with her work.
Subject	The history of cultural exchange and cooperation between Russia and France at the end of the 19th and beginning of the 20th centuries, mutual interest and emotional response of the two peoples, brought together in a single cultural space.
Target	To trace the connection of generations in a single space of human life and culture using the example of the difficult life path of Vera Lothar-Shevchenko to explore the facets of human individuality, which left its mark on the history of the country.
Tasks	Consider the history of the development of contacts and cultural cooperation between Russia and France, which contributes to the emergence of mutual interest between the peoples of these countries; Determine the intersection points of society, creativity and external circumstances, their influence on the formation of a person’s personality using the example of the life and work of a French pianist; Identify factors that contribute to the relationship between different generations through creativity and art.
Project product	Relying on the research of this work, create an article to introduce a wide audience to the fate and work of the French pianist.

Within the framework of the project, a basic action plan was formed:

· study of literature and sources on this topic;

· research of problematic and controversial issues;

· compiling a report on the work done in the form of an essay;

· creation of a project product - articles for the city magazine "Lyceist".

At the stage of practical implementation of planned actions, information and communication technologies become the main tool for students in the search, research and educational activities of the project. Thanks to these modern technologies, the author of the project, an 11th grade student, is actively implementing its objectives:

· in the huge flow of information on the World Wide Web, unique articles were found from newspapers of the mid-20th century and from the books of the author Yuri Danilin, dedicated to Vera Lothar-Shevchenko;

· Internet resources provided access to such important audiovisual materials as documentaries and feature films about the French pianist.

· on the desired topic, the necessary facts and arguments were selected in online publications by analyzing and comparing them;

· information sources and technologies were used in preparing the electronic presentation and processing the results of the work with their subsequent publication.

The peculiarity of project activities in high school is the responsibility that participants take on, taking on complex problems and tasks, the solution of which can benefit society.

The senior stage of training is also characterized by the student’s almost independent work at all stages of the project, with the joint nature of decisions made and discussions with the teacher of ideas, controversial issues and preliminary results. This is due to the fact that students already have certain skills and abilities of educational activities in order to formulate a problem and research topic, plan the progress of work and its results. Students are equally active and successful in working in the field of information and computer technologies, using their priority capabilities (multilingualism and multiculturalism, multi-level, multimedia and diversity) for research work. High school students are participants in educational and social design, in which project activities are organized outside the educational content and have a certain social context.

The mission of project activity is unequal for its participants, because for the student it is a type of independent creative work, and for the teacher it is a means of teaching and developing their students.

So, students, possessing certain knowledge, skills and abilities, use them in research activities, acquire educational competencies in independent active search and find a way to solve a problem by creating a project product.

In the practice of teaching French, the method of research projects promotes strong motivation to study it, affects the personal growth of students, as it helps to acquire design and critical thinking skills, and forms a communicative culture.

Bibliography

1. Federal state educational standard of basic general education;

2.M.A.Stupnitskaya. What is a learning project? - Moscow “First of September”, 2010.

3.E.S.Chambers. New pedagogical and information technologies in the education system. - Moscow “Academia”, 1999-2005.

4. Bukharkina M.Yu. Development of an educational project. - M., 2003.

Presentation

prepared

9th grade student

Chukhlomina Daria

Teacher

Kalaberdina O.Yu.

• Paris capitale de la France est situ ė sur les deux rives de la Seine. Paris compte plus de 5 mille boulevards, avenus, places, rues, passages, allées.

VOYAGE A TRAVERS PARIS

Les curiosit ées de Paris

L "ÎLE DE LA CITĖ

L"île de la Cité est la plus ancienne partie de la ville. On l' appelle "berceau de Paris". Les premiers habitants de Paris construisaient leurs maisons dans la Cité. Ici commençait la ville.

L 'ile de la Cité

Plusieurs ponts relient l"île à la rive droite et à la rive gauche de la Seine. Dans la Cité il y a beaucoup de monuments historiques.Ici se trouve la célèbre cathèdrale Notre-Dame de Paris

La cathédrale Notre-Dame de Paris

La cathèdrale Notre Dame de Paris, chef-d'oevre de l'architecture gothique, a été consnruite au douzième siècle. L'ensemble a une lonqueur de 130 m. Il est large de 48 m et haut de 35 m. Les tours de la cathèdrale s"élèvent à 69 m. A l'intérieur de la cathèdrale il y a beaucoup de sculptures, de tableaux, de fresques. Le grand écrivain Victor Hugo a décrit la célèbre cathédrale dans son roman „Notre - Dame de Paris ”

• La Tour Eiffel, symbole de Paris, a été construite sur la rive gauche de la Seine par l'ingéneur Gustave Eiffel pour l'exposition Universelle de 1889.

H Hotel des Invalides

C'est le center militaire de Paris qui abrite non seulement le tombeau de Napoléon et le Musée de l'Armée, mais le Conseil Superieur de la Guerre.

Le Sacr é-Coeur

Le but de Montmartre est domin é par le célèbre cathédrale, Sa silhouette blanche fait partie du paysage parisien.

La colonne de juillet

Cette colonne se trouve sur la Place de la Bastille. Elle est élevée à la mémoire des Parisiens tués lors de la Révolution de 1830.

L'Arc de Triomphe

L'Arc de Triomphe, place Charles de Gaulle, se trouvent au croisement de douze avenues parmi lesquelles il y a les Champs-Elysées, la plus célèbre et la plus belle avenue de Paris.

Aujourd'hui c'est un lieu de divertissement et un center de commerce de luxe avec ses cinémas, ses cafés, ses bureaux.

Le Louvre Le Louvre est le plus c Elèbre musée dans le monde entier, est l'ancienne résidence royale. Sa collection est la plus riche au monde : antiquities, sculptures, objets d'art, peintures de toutes les époques at sont réunis.

La D éfence c'est

un ensemble résidenciel en même temps qu‘un grand quartier d‘affaire.

Lapr ojet "La mode français e »

Le project a ete p repare par l es éleves de la classe 11e

Anakhkin Sacha et Nekras s ov Dima

Le prof de francais Swetlitchnaya L.A

Ramenskoye 2016

• L'histoire de la mode
• Le s grand s couturier s.
• Les ressources utilities:

L'histoire de la mode

Pendant des siècles, la France est le pays de la mode et dicte ses propres règles en ce qui concerne les vetements et les tendances d u style. Et nous sommes tellement amour eux a la mode française, consciemment ou non, suiv ons toutes ses instructions. Mais qu` est -ce qu`il y a tel extraordinaire? Combien de temps la mode française domine au monde de la mode et de l"industrie? Ces questions que nous allons regarder.

L'histoire de la mode

• On considèr e la France comme le pionnier de la mode. Dans les temps anciens, le monde de l"art a eu un grand influence sur les gens.
• La mode française a paru a l"Europe sous le règne du roi Louis XIV. Tout l e monde a été enchanté par les couleurs et les costumes royaux.
• L e style "baroque" apporté l "introduction de la soie et de la dentelle. Les tissus et les décorations ont fait des robes chics.

L'histoire de la mode

La mode française du 20e siècle est célèbre par l "introduction de la garde-robe pour les hommes et les femmes: des pantalons, des vestes et des chemises avec des cravates strictes. Mais qui a commencé le passage du romantisme au modernisme? La réponse est connue de tous - la couturière française Coco Chanel! Chaque femme moderne a dans son garde-robe une petite robe noire. Aussi, il ne faut pas oublier les bijoux en métal et un sac à main sur une chaîne.

La Maison de couture française - charme et élégance.

• Q u i ne sait pas des marques du monde que la mode française symbolise! Christian Dior, Yves Saint Laurent, Roger Vivier, J e an P a ul Gautier, Coco Chanel, Givenchy – on peut continue r la liste.
• Les spectacles de la mode française sont toujours chics et sophistiqués! Les couturiers aiment à surprendre le public avec des silhouettes originales, des couleurs riches et un décor extraordinaire.
• La Semaine de la mode française est considérée comme la plus importante dans le monde entier. Elle apporte beaucoup de tendances inoubliables, des estampes exotiques d` Emanuel Ungaro, des robes longues magnifiques, décorées avec des ailes d "oiseaux de Valentino, les combinaisons de couleurs contrastées de Kenzo, les détails féminins de Nina Ricci.
• Les couturiers identifient chaque année la couleur principale de l"année - lavande, bleu pâle, crème et rose, vert et bleu, d`or.

La mode f rançais e de la rue.

• A Paris la mode de la rue en 2016 se compose de robes- chemises à rayures, dans un grand carré, des jeans avec des perforations et, bien sûr, des images de style noir total (tout noir). La combinaison populaire contrastée est de noir et blanc. Les Français aiment le design e simple et des tons neutres, mais l "amour de la superposition et l" abondance des accessoires restent pourtant. Les femmes françaises se combinent le pull lâche avec des jupes courtes.

Le s grand s couturier s.

• Yves Saint Laurent est né en 1936 dans une famille aristocratique, riche, dans la ville algérienne d'Oran. un av ocat.
• Probablement le monde n "aurait pas vu les œuvres du grand maître, si un jour n` était pas intervenu sa mère, Lucien St-Laurent. Elle a remarqué dans un garçon fragile l`aspiration vers la profession et elle a fait tous ses efforts à ce que son fils est devenu ce qu"il est devenu. Elle est devenue son fidèle compagnon, elle a toujours accompagné Yves dans tous ses voyages et tous ses spectacles.
• Il a déménagé avec sa mère après avoir terminé l"école à Paris.A l"âge de 19 ans Yves a participé au concours de jeunes créateurs, et a gagné le premier prix au même temps avec le jeune Lagerfeld.

• Gabrielle Chanel est née en 1883 dans une famille pauvre, s a mère et ait malade, et s on père a permis souvent lui – même de “marcher”. Lorsque sa mère a mo uru, s on père ne voulait pas elever ses enfants et Gabriel avec ses soeurs et ses freres ont été envoyés dans un asile. A l'age de 18 ans avant Gabriel était un choix: rester ou l"ayant quitté, à poursuivre leurs études dans une autre institution. Elle a quitté l'asile. Chanel a décidé de ne pas revenir au passé. Un mariage de convenance n` était pas pour elle, parce qu"elle essayait de gagner de l"argent. son indépendance et la liberté. Gabriel a travaillé avec une aiguille dans sa main, et le soir, elle a chanté sur la scène d`un café . Le surnom de "Coco" elle a obtenu grâce à l "une des chansons de son répertoire. Ensuite elle a ouvert son atelier propre.

Hubert de Givenchy

On appelait Hubert de Givenchy le dernier aristocrate dans le monde de mode. La simplicité et l"élégance, une finesse, le charme et le style intellectuel de Givenchy l`ont fait le fondateur de la mode classique. Sa muse a été la légendaire Audrey Hepbern, l"incarnation de raffinement et de bon goût. C"est Hubert de Givenchy que l"un des premiers a inclus dans sa collection une ligne de pret-a-porter - les vetements simples et raffinés n"étaient pas seulement des œuvre d"art. La garniture extravagante, la coupe complexe, des combinaisons de couleurs inhabituelles ont été étrangers à l "artiste: "La Mode est un vêtement dans lequel vous pourrez passer inaperçue dans la rue."

Les ressources utilities:

• http://womanadvice.ru/francuzskaya-moda
• http://modagid.ru/tag/%D1%83%D0%BB%D0%B8%D1%87%D0%BD%D0%B0%D1%8F%20%D0%BC%D0%BE%D0 %B4%D0%B0%20%D0%BF%D0%B0%D1%80%D0%B8%D0%B6%D0%B0

Project on the theme “French
kitchen:
tasty or beautiful?

Description of the project work.
Project type - group,
informational, short-term
Stages of work on the project:
1. Problematization
2. Goal setting
3. Planning
4. Implementation
5. Reflection

changed
sociocultural
aspect
Brief summary of the project
 To date, in the Russian language education system
significantly
studying
foreign languages. Language acts as a means of cognition
pictures of the world, familiarization with values ​​created by others
peoples, is the key to unlocking historical achievements
and the national identity of other peoples. Project "French
kitchen" is intended for studying the regional geography of France. Kitchen -
one of the aspects of culture that preserves national characteristics.
The famous French cuisine includes dishes that are simple in...
cooking. Its features to some extent reflect
uniqueness
People Study
French cuisine is one of the ways to study the culture of France.
It allows you to organize the process of in-depth study
French language and regional studies using project
methods and information technologies. This organization
learning develops cognitive initiative and creativity
student thinking, forms independence, develops
ability to work in a group. At the same time, the skill is improved
students work with large amounts of information, acquire
skills
solutions
research tasks, students’ knowledge in the field of
regional studies
language,
students' interest in the subject increases. The student receives
French culture
use
French
studying
Internet-
resources
For
aspect

1. Problematization.
Questions guiding the project:
Fundamental question:
 What to serve from French cuisine?
Problematic issues:
 What is the peculiarity and attractiveness of French cuisine?
 What do you know about French food culture?
Study questions:
What is the history of the development of French cuisine?
 What are the territorial features of French cuisine?
 What dishes are traditional in France?
 What drinks do the French prefer?
 What are the recipes for a typical French breakfast,
lunch and dinner?
 What are the recipes for the holiday menu?

2. Goal setting
 a) formulation of the project goal:
 Get acquainted with the history and French culinary
traditions, learn the names of some traditional
dishes and products. Show. that the kitchen is an element
national culture. Create a menu in French
language, prepare some desserts.

 b) creating an image of the expected result - project
product
 Intended product of the project:
 Menu in French:
 Breakfast group
 Lunch group
 Group "Dinner"
 Group “Holiday Lunch”

3. Planning
The time required to implement the project is 4 lessons.
 Stage 1 (1 lesson)) Communication of the project topic, discussion of the plan
work, determining the composition of creative groups.
 Stage 2 (2 lessons)
Studying the necessary lexical units and grammar
structures on the project topic, writing a written statement
(recipe) in French.
Extracurricular activities - finding and collecting material in Russian
language about the history of French cuisine; about traditional French
dishes. (connecting to the Internet, using media, etc.
Creating a menu: breakfast, lunch, dinner; holiday menu.
Cooking a dish (in a technology lesson with the help of a teacher
technologies and masters), filming the process of preparing a dish on
camera. Preparing a presentation.
 Stage 3 (1 lesson) Defense of presentations. Tasting of dishes. Assessment
performance results.

Selecting work methods (technologies)
 Information training
Students must navigate
in a large number of sources (written, oral,
figurative), select those information, events, facts that
will help them to best reveal the subject of their
research The student must have the ability to analyze
material, generalize, draw conclusions, and also present it orally or
in writing using foreign languages. At this stage, the search for information
carried out not only by the students themselves, but also with the help
teacher who acts as a consultant

Sources of information on this topic:
http://Wikipedia.org
http://www.gotovim.ru
http://www.tdpir.ru
http://history.rin.ru
http://francevine.ru
 At this stage the teacher helps
students process information:
transform texts; use
reference material; materials
interviews, surveys. Helps develop
search reading skill.

 Students decided to solve this project
drawn up in the form of a portfolio with the most
popular French dishes.

Registration of results and presentation.
Presentation is a presentation using a foreign language
progress of the study and the results obtained.
During the discussion, the degree of

improvement
student,
use
additional sources of information
A clear picture is presented of what
the student learned while working on
project. As a rule, the student's dictionary
enriched with new vocabulary and terminology.
practices
language
skill

History of French cuisine
The French are more sensitive to
gastronomic values ​​that form part of their
civilization and with which they cannot part.
That is why they were puzzled by the creation of an Academy in their country
cuisine, Academy of Gastronomy and Academy of Wine. In France for a long time
there are gastronomic clubs, magazines and books on
gastronomy. Even political newspapers often have their own
culinary section! Works of outstanding masters of gastronomy,
their memoirs and theoretical treatises are sold by hundreds of thousands
copies, far ahead of the circulation of fiction.
Major culinary experts and owners of famous restaurants - famous and
respected persons in the country. Newspapers write about them and support them
acquaintance with the most prominent figures in science, art, politics.
There are three main types found in gastronomic literature
French cuisine: folk cuisine, bourgeois cuisine and “high
cooking."
For many centuries, folk cuisine was very simple, and sometimes
completely primitive, as a result of which the level of nutrition of the masses
was extremely low. Workers and peasants often ate soup and black bread, and
Corned beef and cheese could only be afforded on holidays. Fresh meat,
The majority of the population did not consume butter or white bread.

History of French cuisine
 “Higher culinary”, on the contrary, was formed during
courts of kings, among the highest aristocracy and
clergy. White bread was served at their table,
many varieties of meat, fish, game, cheese, fruit,
guilt. A description of one of the royal
dinners at the end of the 14th century. It consisted of dozens of different
dishes, including pheasants, peacocks, swans,
partridges, capons, pigeons, roasts, salads,
cream, almonds, nuts and fruits. In history
an interesting fact has been preserved regarding
royal feast. At the court of Louis XIV
Marmalade was considered a special delicacy! At the end
lunch, the king was brought a piece of marmalade for
silver platter.
 In the 18th century. thanks to France's leading role in Europe
and luxury of the royal court French cuisine
began to spread throughout Europe
aristocracy. French chefs and cooks
worked at the courts of other countries and
specialized in “higher cooking”, which
was distinguished by its lush decorativeness, luxurious
table setting, great complexity and
desire to change beyond recognition
the natural taste of the product is unusual
combinations of different ingredients.

History of French cuisine
“Bourgeois cuisine” is, so to speak, the middle between two poles
folk cuisine and “higher culinary”. Bourgeois cuisine appeared
during the Renaissance. According to one of the writers of the 16th century,
the bourgeois dinner consisted of three parts: “introduction” (appetizers and first
dishes), the main part – meat and fish dishes, and the “end” –
cheese and fruit.
The fame of French cuisine was strengthened and expanded by first-class
Parisian restaurants whose clients were the cream of the crop
French society, rich and noble foreigners. In the 17th century
The restaurants “Rich Plowman” and “Serebryannaya” were especially famous
tower” (“Tour d’argent”), which has survived to this day. At the end of the 18th and
beginning of the 19th century The restaurants “Beauvillier” and “Meo” became famous, then -
“La Perouse”, and even later – the still existing “Maxim”.
At the end of the 19th century. advances in science and technology have made it possible to significantly
increase agricultural production. Meat, fruit, wine,
vegetables, including widely used potatoes,
began to appear not only on the table of the rich, but also among the middle strata
population, workers and peasants.
Relatively inexpensive but good restaurants have emerged that are accessible
for the general public. The French have such inexpensive restaurants
(the average between a real restaurant and a cafe) are simply called -
"resto".

History of French cuisine
After the Second World War, French cuisine
simplified and democratized. Wide
the spread of canned food and semi-finished products made it easier
cooking food, although it is unlikely to improve its quality
In addition, it has become fashionable to limit oneself in every possible way
food to maintain a slim figure. As a result
the modern “average Frenchman” has increasingly begun to dine at
canteen, cook lunch from canned food and limit
the simplest dishes.
However, with the passage of time and improvement
economic situation in France, old
gastronomic traditions and habits of the French
are gradually returning. Once again everywhere you can
see various cafes, small "restaurants" and real
chic restaurants. At home the French strive
revive family traditions and characteristics
culinary traditions of their provinces and cities.

First of all, the fact that all dishes are prepared exclusively from
fresh products. It would seem, at first glance, nothing
amazing, every restaurant respecting its reputation
adheres to this rule, but in reality, everything is much
more difficult. Chefs of French restaurants or cafes,
purchase products only from their suppliers. As in
other issues, procurement of products, in this case
strikingly different from the generally accepted order. While
as chefs, they perfected their skills in
preparing the dishes themselves, agricultural
enterprises honed their professionalism in
preparing raw materials for the kitchen. Through numerous
experiments, key features were identified that
when and how to raise lambs, calves, piglets, etc.
living creatures.
Attentive French chefs and suppliers
restaurants, we noticed that the best rack of lamb
it will work if you cook it before he turns
two month. While the Passover lamb falls on
table exactly 100 days after his birth.

How is French cuisine different?
from other national cuisines of the world?
 Calves on farms are raised in special conditions with
using a special diet, mainly
the component of which is milk mixed with eggs and
flour in a certain proportion. Even for
a dish that is gaining popularity around the world
foie gras, special breed of geese raised, liver
which is the basis of this delicacy. Exactly
For these reasons, you don't want to cook deep-fried meat.
you will see in no restaurant in France a chef
they just don’t understand how the most tender meat can be
fry until “sole” condition.
 On agricultural land, peasants
patiently grew vegetables and fruits,
carefully analyzing how the climate of a particular
regions of France and cultivation conditions influence
taste of the dish. Even greenhouses used in Italy
for growing exotic plants,
became practical French chefs
used to produce vegetables for the table.

How is French cuisine different?
from other national cuisines of the world?
 The next difference is the incredible variety of sauces available
any, the most demanding taste and which sometimes
form the main component of the dish. Not surprising,
that French chefs to this day, zealously
keep the secrets of preparing this delicacy. Costs
It should be noted that currently in France
there are about 3,000 types of sauce.
 At home, the sauce served in a restaurant
almost impossible to cook due to
complexity of the technological process and variety
constituent ingredients. In a restaurant, as a rule,
The sauce is prepared early in the morning for the whole working day.

How is French cuisine different?
from other national cuisines of the world?
A piquant difference is also the widespread use in cooking.
dishes of wine, cognac, armagnac, calvados.
We cannot forget the huge assortment of different types of French cheese.
There are about 300 of them in total. Moreover, every Frenchman from childhood
learns to accurately understand and easily navigate this impressive
product line.
An important difference is the sophistication and aesthetics in the design of dishes.

Culinary techniques.
 French masters have developed over many centuries
many cooking techniques. Certainly,
most are secrets of professionals, but
some have won worldwide recognition. Very characteristic
marinating meat and poultry before cooking. French people
attach great importance to little things: for example, they don’t
squeezed out and squeezed out.
 Refinement, the ability to extract imaginable and
unimaginable flavor combinations remain the basis to this day
French cuisine.
 The French were the first to learn how to finely chop and puree
meat and vegetables, producing minced meats, pates and purees. This skill
adopted by the Germans for the production of sausages and sausages. Russians
borrowed ways of combining products, so
vinaigrette, salads and complex side dishes appeared. French
cooks also introduced the fashion for cookbooks and invented
a bunch of kitchen utensils: skimmers, meat grinders, stewpans,
colanders, etc.
 Of course, exclusive dishes are not cheap, but
French restaurants are some of the most expensive in the world.

Meal order.
 The French adhere to a strict order when it comes to food. In the morning -
small breakfast - "le petit dejeuner". French breakfast
housewives often prepare omelettes with mushrooms, ham, cheese and large
amount of greenery. Also, the majority of the country's residents
prefer orange juice, fresh baguette, croissants in the morning,
butter, jam, cereal, yoghurt, hot chocolate and of course...
coffee/
 The basis of any French breakfast is delicious and fresh bread.
Very fresh bread. Whether it's a baguette, brioche or your favorite croissant,
If it's not baked this morning, it has no place at a Gallic breakfast!
Children especially love pancakes with chocolate or raisins. But it is not
means that others cannot try them either.
The French know a lot about coffee. In the morning they usually leave strong
varieties for later and drink a large cup of latte or espresso for breakfast with
milk. It is very convenient to dip croissants in it.
The French baguette is delicious on its own. But in France they approach
breakfast with love. Most of all they like a baguette with butter and
strawberry or apricot jam. Croissants are simply eaten with
jam, or dipped into a large saucer with warm morning coffee.

Meal order.
 Another variant of French
breakfast - French toast with
fruits. For this you will need
slices of white bread, as well as eggs,
cream, cinnamon, a little sugar, which
we actively beat, and then in
Dip the bread into the mixture.
Place in a heated frying pan and
fry in butter. Toasts
they turn out tender and very fragrant,
decorate them with fruit and serve with
an inseparable companion -
freshly brewed coffee. French by
rightfully considered the best in the world
gastronomy. However, when it comes
before breakfast, they prefer simplicity.
Coffee, bread and something to spread
for sandwiches - that's almost all that
they need. However, although breakfast is
simple doesn't mean its easy

Dinner and supper.
 The French usually have lunch at noon. "le dejeuner"
Lunch includes three courses. Soup is served first,
whose recipes are countless. For example, cheese or fish
soup, cream soup or just broth is a good start
French lunch. Traditionally served as a main dish
Meat or fish are served, and vegetables are a must as a side dish.
In addition, salads are always on the table for lunch.
vegetables, cheese soufflé, and omelet.
 A classic French lunch consists of the following menu:
Aperitif
Soup
Snacks
Dish after snack
Main course
fried dish
Light dish
Dessert
Cheese
Coffee

Dinner and supper.
 Lunch and dinner may include aspic from
pork head, pate or bouaibes fish soup, followed by
main course, for example, veal stew. For dessert often
Cheese (several types) or a piece of apple pie are served.
Before eating, they usually drink an aperitif, for example, kir (a mixture
white wine and blackcurrant liqueur), nutmeg, port, while
as a "digestif" (cognac or Armagnac brandy) served at the end for
improves digestion. They also drink wine during meals, as
France is rightfully considered the largest wine “power”.
 Among soups, the French prefer puree soups” (they call them
“cream”) or clear broths. Especially popular are the soups made from
leeks with potatoes and onion soup dressed with cheese.
The Provençal fish soup “bouillabaisse” is also widely known.
for the preparation of which, according to all the rules, you need not only
fresh fish, but also the smell of sea grass and algae. By the way, no
be surprised if soup at lunch is served to you before the appetizer - in
In France, this is the order of serving dishes.

Dinner and supper.
 The French often go to restaurants for lunch and almost never invite
guests into the house - only to the restaurant. The menu depends on the establishment. If it's simple
brassrie is something between a cafe and a restaurant - then lunch can be quite
modest. If we are talking about a so-called “gastronomic” restaurant,
then you should prepare for various miracles of French cuisine.
 An example of a menu for one of these lunches. Sea food is offered as snacks
hedgehog pureed with cream and served in its own shell, as well as
scallop with fresh truffle. Hot dish - roast young
partridge according to an old recipe. Dessert - chocolate cookies with honey
ice cream.
 Cost of lunch in a middle-class restaurant: 30-60 euros. Tipping in restaurants
and cafes make up 10% of the order price. The invoice below says included
does this 10% affect the prices?
 A Frenchman’s dinner includes salads and cheese, and you can add a slice of pie
with cheese and mushrooms. Dinner in France is between 7 and 9 o'clock

Holiday menu.
 The French holiday menu is even more sophisticated.
For example, Christmas is the biggest family
holiday. All generations gather for one big
table near the decorated Christmas tree. Dishes on this day too
special: duck liver, caviar, smoked salmon,
frog legs, turkey with chestnuts. Dessert too
traditional is a Christmas log.