Literary reading in7th gradee

PO»

Target:

• Collection of associations;
• Reading and analysis of text;

Forms of work: Group work.

Lesson type: a lesson in learning new knowledge.

Equipment:

During the classes:

I. Organizing time

1 І . Addressing the topic of the lesson

1. Brief student message

1st group image of Momun

Group II image of Orozkul

Group III image of a boy.

2. Analytical conversation.

.

III. INconclusionteachers:

IV

V. Lesson summary.

-

Teacher's conclusion.

?І

Reflection.

• What did you have to think about?

View document contents
“Chingiz Aitmatova “White Steamer””

Republic of Kazakhstan, Karaganda region,

Aktogay district, secondary school named after K. Baiseitova

teacher of Russian language and literature

Satmaganbetova Zhanar Amanzholovna

Literary reading in7th gradee

POChingiz Aitmatov's story “The White Steamship”»

Target:

Together with the children, comprehend the read work of Ch. Aitmatov, continue learning to characterize literary heroes through their relationships and attitude to the natural world.

Tasks:

Collection of associations;

Reading and analysis of text;

Independent creative work of students.

Forms of work: Group work.

Lesson type: a lesson in learning new knowledge.

Equipment: portrait of the writer, statement by Ch. Aitmatov, illustrations by artists for the story, computer, additional handouts on the topic.

During the classes:

I. Organizing time

1 І . Addressing the topic of the lesson

What do you consider the most important thing in human life?

1. Brief student message(individual homework) about the life and work of Ch. Aitmatov

Now let's see how the heroes of the story understand this.

II. Comparative characteristics

1st group image of Momun

Group II image of Orozkul

Group III image of a boy.

Presentation of works and brief retellings of the content of the story

2. Analytical conversation. (Identify its main parts)

“Many-wise” people call Momun the Efficient. What does this word mean?

Is there some kind of mockery in this nickname? Is this fair to Momun?

Why do people perceive the kindness of an old man as eccentricity, and maybe even stupidity?

Did you have a moment while reading the story when you sympathized with even such a hero as Orozkul, saw a glimpse of something human in him?

How does a boy live among adults?

Why does he so often want to “go somewhere or fly away”?

What questions worry the boy? What is he trying to understand?

What is the essence of the boy's dream about the White Steamship? .

What definitions would you choose to characterize this hero?

What made the boy become a fish and swim away?

III. INconclusionteachers:

This means that the boy, at the age of 7, understood, felt in his heart, what is most important in human life. He was completely true to himself, his ideal, his fairy tale.

IV. Understanding the final words of the story.

Why, despite the tragic end of the story, does a bright feeling arise in our soul?

Make a drawing to go with the text. Presentation of works. Assessment.

V. Lesson summary.

- At the beginning of the lesson, you answered the question what is most important in human life. Could you now expand on your answer?

Teacher's conclusion.

Every person is familiar with his inner voice, which either reproaches him or pleases him. This feeling is called conscience. He who follows the voice of conscience will not regret his actions. Conscience unites goodness, cordiality, faith and hope in a person.

ҮІ . Commenting and grading students.

Reflection.

What do you remember about our lesson today?

What was important in today's meeting?

What did you have to think about?

1 of 8

Presentation on the topic:

Slide no. 1

Slide description:

Slide no. 2

Slide description:

Biography Born in 1928 in the village of Sheker, now Talas region of Kyrgyzstan. His father Torekul Aitmatov was a prominent statesman of the Kirghiz SSR, but was arrested in 1937 and executed in 1938. His mother, Nagima Khamzievna Abdulvalieva, a Tatar by nationality, was an actress in the local theater. After graduating from eight classes, he entered the Dzhambul Zootechnic School, which he graduated with honors. In 1948, Aitmatov entered the Agricultural Institute in Frunze, from which he graduated in 1953. In 1952, he began publishing stories in the Kyrgyz language in periodicals. After graduating from the institute, he worked for three years at the Cattle Breeding Research Institute, while continuing to write and publish stories. In 1956 he entered the Higher Literary Courses in Moscow (graduated in 1958). In the year of completion of the course, his story “Face to Face” (translated from Kyrgyz) was published in the magazine “October”. In the same year, his stories were published in the magazine “New World”, and the story “Djamilya” was also published, which brought Aitmatov world fame. In 1990-1994 he worked as the ambassador of the USSR and Russia to the Benelux countries. Until March 2000, he was Ambassador of Kyrgyzstan to France, Belgium, Luxembourg and the Netherlands. Retired since January 6, 1994. In 2006, he participated in the release of the book “Autograph of the Century.” Deputy of the Supreme Soviet of the USSR, People's Deputy of the USSR, member of the Presidential Council of the USSR, member of the Central Committee of the Communist Party of Kyrgyzstan, member of the secretariat of the Writers' Union and the Union of Cinematographers, one of the leaders Soviet Committee of Solidarity with Asian and African Countries, editor-in-chief of the journal “Foreign Literature”, initiator of the international intellectual movement “Issyk-Kul Forum”.

Slide no. 3

Slide description:

MemoryThe name of Aitmatov was given to a city park in Bishkek, the Russian Drama Theater and Manas University. In the future, there is the creation of the Aitmatov Museum in the Kyrgyz capital. In October 2008, a monument to Chingiz Aitmatov was unveiled in Cholpon-Ata on the northern shore of Issyk-Kul. An international competition was announced for the design of a monument to Aitmatov in the Ata-Beyit memorial complex. At the Lithuanian mint , an agreement with which the Kyrgyz National Bank signed, a series of six collectible silver coins was minted - “Chingiz Aitmatov”, “Dzhamilya”, “First Teacher”, “Mother’s Field”, “Farewell, Gyulsary!” and “The White Steamship.” An eight-volume edition in Russian and Aitmatov’s latest book, “When the Mountains Fall, or the Eternal Bride,” are being prepared for publication.

Slide no. 4

Slide description:

State awards and prizes: (46 in total): USSR: Hero of Socialist Labor (1978) Two Orders of LeninOrder of the October Revolution Two Orders of the Red Banner of LaborOrder of Friendship of Peoples of Kyrgyzstan: Hero of the Kyrgyz Republic (1997) Order of "Manas" 1st degree of Russia: Order of Friendship (1998) Kazakhstan: Order of Otan (2000) Uzbekistan: Order of "Dustlik" Other countries: Officer's Cross of the Order of Merit (2006, Hungary) Departmental: Medal of N. K. Krupskaya of the Ministry of Culture of the USSR Public: Children's Order of Smile (Poland) Honorary medal "For outstanding contribution to development of culture and art for the benefit of peace and prosperity on earth" Tokyo Institute of Oriental Philosophy

Slide no. 5

Slide description:

Works At a meeting with readers in St. Petersburg (2007) “Face to face” (1957) “Djamilya” (1958) “My poplar in a red scarf” (1961) “The first teacher” (1962) “Farewell, Gyulsary!” (1966) “White Steamer” (1970) “Ascent to Fuji” (play, co-authored with K. Mukhamedzhanov) “Early Cranes” (1975) “Pied Dog Running by the Edge of the Sea” (1977) “Stormy Stop” (1980, also known as “And the Day Lasts Longer than a Century”) “The Scaffold” (1986) “The Brand of Cassandra” (1996) “Meeting with a Baha’i” (Conversation with Feizollah Namdar) (1998) “When the Mountains Fall (The Eternal Bride)” ( 2006) “White Cloud of Genghis Khan” “Camel’s Eye” “Mother’s Field”

Slide no. 6

Slide description:

Cinema Many feature films have been shot based on the works of Ch. Aitmatov. Chingiz Torekulovich himself repeatedly acted as a screenwriter or co-author. 1965 - "The First Teacher" - feature film (director - Andrei Konchalovsky) 1967 - "Mother Field" - feature film (director - Gennady Bazarov, Kirgizfilm) 1968 - "Pacer's Run" - feature film (director - Sergei Urusevsky) 1968 - "Djamilya" - feature film (director - Irina Poplavskaya) 1976 - "White Steamer" - feature film (director - Bolotbek Shamshiev, Kirgizfilm) 1989 - Ailanpa. The world in its circles - documentary film (directors - V. Vilensky, K. Orozaliev) 1990 - "Piebald Dog Running by the Edge of the Sea" - feature film (director - Karen Gevorkyan, Dovzhenko Film Studio) 1990 - "The Cry of a Migratory Bird" - feature film (director - Bakyt Karagulov, Kyrgyzfilm) 1995 - "Burany Stop Station" - feature film (director - Bakyt Karagulov, production Katharsis / KNTK) 2008 - "Farewell, Gyulsary" - feature film in the Kazakh language (director - A. Amirkulov, production Kazakhfilm) 2009 - "Citizen of the Globe" - a documentary film about Chingiz Aitmatov 39 min. (director - O. Chekalina) (TIGR film company with the participation of the StudioOl film company)

Slide 1

Biography and creativity of Chingiz Aitmatov
(1928 – 2008) Yesterday’s people cannot know what is happening today, but today’s people know what happened yesterday, and today’s tomorrow will become yesterday’s Ch. Aitmatov

Slide 2

Chingiz Aitmatov was born on December 12, 1928 in Sheker village (Kyrgyzstan). Under the influence of his family, the future writer became familiar with Russian culture, Russian language and literature from childhood.

Slide 3

In 1937, his father was repressed; the future writer was raised by his grandmother. Chingiz had to face the real life of the people: his work experience began at the age of ten, and from the age of fourteen he had to work as the secretary of the village council, solving the most difficult issues of the life of a large village.

Slide 4

After graduating from eight classes, he entered the Dzhambul Zootechnic School, which he graduated with honors, and was accepted without exams into the Agricultural Institute. During his student years, he wrote small notes, articles, essays, publishing them in newspapers. After college, he worked as a livestock technician while continuing to write.

Slide 6

The story “Djamila” (1958), which was later included in the book “Tales of Mountains and Steppes” (Lenin Prize, 1963), brought wide fame to the young writer. In 1961, the story “My Poplar in a Red Scarf” was published. This was followed by the stories "The First Teacher" (1962), "Mother's Field" (1965), "Farewell, Gyulsary!" (1966), "White Steamer" (1970), etc.

Slide 7

The first novel written by Aitmatov is “And the day lasts longer than a century” (“Buranny Stop”, 1980). In 1988, the famous novel "The Scaffold" was published.

Slide 8

After graduating from the Higher Literary Courses, Aitmatov worked as a journalist in the city of Frunze, editor of the magazine “Literary Kyrgyzstan”. In the 1960s–1980s, he was a deputy of the Supreme Soviet of the USSR, a delegate to the CPSU Congress, and served on the editorial boards of Novy Mir and Literaturnaya Gazeta. For his works, Aitmatov was awarded the USSR State Prize three times (1968, 1980, 1983).

Slide 9

In 1963, Aitmatov’s collection “Tales of Mountains and Steppes” was published, for which he received the Lenin Prize. The stories included in the book “My Poplar in the Red Scarf”, “The First Teacher”, “Mother’s Field” narrated about complex psychological and everyday collisions occurring in the lives of ordinary village people in their clash with a new life.

Slide 10

In the story "Djamila", the hero-narrator of which was a 15-year-old teenager, the main feature of Aitmatov's prose was revealed: a combination of intense drama in the description of characters and situations with a lyrical structure in the description of the nature and customs of the people.

Slide 11

In the story "Farewell, Gyulsary!" a powerful epic background was created, which became another important feature of Aitmatov’s work; motifs and plots of the Kyrgyz epic Karagul and Kojojan were used.

Slide 12

In the story The White Steamship (1970), Aitmatov created a kind of “author's epic”; these mythological, epic motifs became the basis for the story “Piebald Dog Running by the Edge of the Sea” (1977). stylized as a folk epic.

Slide 13

In 1988–1990, Aitmatov was editor-in-chief of the journal Foreign Literature.

Slide 14

Ch. Aitmatov was also able to make a diplomatic career: he was the USSR Ambassador to Luxembourg. Currently he is the Ambassador of Kyrgyzstan to Belgium, without leaving literary activity (the novel “Cassandra’s Brand”, 1994)

Slide 15

The writer died on June 10, 2008 in a hospital in the German city of Nuremberg in the clinic where he was being treated. Buried on June 14 in the historical and memorial complex “Ata-Beyit” in the suburbs of Bishkek

Slide 16

From the very beginning, his works were distinguished by special drama, complex problems, and ambiguous solutions to problems. These are the early stories: “Djamilya” (1957), “My Poplar in a Red Scarf” (1961), “The First Teacher” (1963).

Slide 17

“Personality and Life, People and History, Conscience and Being - these are the problematic pairs of the three designated stages of Aitmatov’s ascent to ever deeper paths,” writes G. Grachev, a researcher of the writer’s work.

Slide 18

The book by the famous Soviet writer is a warning novel that touches on the acute moral problems of our time. The author explores the gains and losses of modern man in his spiritual life, in relation to the Motherland, people, other people, nature, evaluates his moral qualities in their development, historical relationships and tests of real life.

Slide 19

The narrative begins with a description of the wolf family - Akbara and Tashchainar, living peacefully in the Moyunkum savannah. But this calm and serenity is only until the Asian expanses are invaded by a man who carries within himself not a creative, but a destructive force.

Slide 20

And a terrible, bloody act of destruction of the animal world takes place, in which Akbar’s recently born wolf cubs also die. All living things around have been exterminated, and people, obsessed with a selfish attitude towards nature, rejoice that the meat supply plan has been fulfilled. Three times the wolves went to remote places, tried to acquire offspring to continue their family and live as the laws of existence dictated to them, and three times an evil and cruel fate, embodied in the form of people, deprived them of their cubs.

Slide 21

Slide 22

Akbara and Tashchainar in the novel have mercy and do not wish harm to anyone. Akbara's love for wolf cubs is not an unconscious animal instinct, but conscious maternal care and affection, characteristic of everything feminine on earth. Wolves in the work, especially Akbar, personify nature, which is trying to escape from the people destroying it.

Slide 23

Akbar's mother, like Mother Nature, wants to preserve herself, her future in her offspring, but when Bazarbai kidnaps the wolf cubs from the lair, she becomes embittered and begins to attack everyone in order to drown out the rage, melancholy and despair that drove her to madness.

Slide 24

The she-wolf punishes not the one who really harmed her, but a completely innocent man - a shepherd in Boston, whose family had the misfortune of receiving into their home Bazarbai, who was passing by their home with the wolf cubs. The tracks led Akbar to the Boston camp. The shepherd understands what a vile act Bazarbai, who was envious and wanted to harm him, committed, but cannot do anything.

Slide 25

This disgusting drunkard, capable of any meanness, hated Boston all his life, an honest worker who, thanks to his own strength, became the best shepherd in the village. And now Bazarbai gloated and rejoiced at the thought that the “self-important and arrogant” Urkunchiev was being tormented at night by the tormenting and exhausting howls of Akbar, who had lost her wolf cubs.

Slide 26

But the worst was yet to come for Boston. Seeing that the she-wolf who kidnapped his beloved son is running away, Boston kills Akbar and the baby, who was his continuation and the meaning of life, with one shot. Bazarbai also dies, having broken so many other people’s destinies and pitted two powerful forces against each other - humanity and nature. Having committed three murders, only one of which was conscious, Boston himself leads himself to the “chopping block”, suppressed by the grief and despair that overwhelmed him, internally devastated; but in the depths of his soul he was calm, because the evil he had destroyed would no longer be able to harm the living.

Slide 27

Another pressing topic revealed by the writer in the novel is the problem of drug addiction. Ch. Aitmatov calls on people to come to their senses and take the necessary measures to eradicate this dangerous social phenomenon that cripples human souls. The author truthfully and convincingly describes the path of “messengers” leading to a dead end and destroying lives, who, taking risks, go to the Asian steppes for marijuana, obsessed with the thirst for enrichment. In contrast to them, the writer introduces the image of Avdiy Kallistratov, a “heretic-new-thinker”, expelled from the seminary for his ideas about a “contemporary God” that are unacceptable from the point of view of religion and established church postulates.

Slide 28

Obadiah's spiritual and thoughtful nature resists all manifestations of evil and violence. The unrighteous, disastrous path that humanity follows causes pain and suffering in its soul. He sees his purpose in helping people and turning them to God. For this purpose, Obadiah decides to join the “messengers” in order, being next to them, to show how low they have fallen and to direct them to the true path through sincere repentance.

Slide 29

Slide 30

Obadiah strives with all his might to bring them to reason, to save perishing souls, instilling in them the lofty thought of the All-Good, All-Merciful, Omnipresent... But for this he is severely beaten, and then deprived of his life by those to whom he extended a helping hand. The figure of Obadiah, crucified on saxaul, resembles Christ, who sacrificed himself for the Good and Truth given to people, and who atoned for human sins with death. Obadiah also accepted death for good, and in his last thoughts there was no reproach for the maddened crowd of murderers, but only compassion for it and a sad feeling of unfulfilled duty...
Slide 33

Anxiety is the main feeling that the novel brings to the reader. This is anxiety for the dying nature, for the self-destructive generation, drowning in vices. “The scaffold” is a cry, a call from the author to come to his senses, to take measures to preserve life on earth. This work, strong in its content, can provide a person with invaluable assistance in the struggle for a new, bright, highly moral path, which is assigned to him by nature and to which people will sooner or later turn their eyes, illuminated by reason.

Slide 34

“The path to truth is the everyday path to perfection...” Ch. Aitmatov

Goals: together with the children, comprehend the read work of Aitmatov; continue learning to characterize literary characters through their relationships and attitudes to the natural world; learn to select key episodes and quotes to characterize the characters; - develop students’ emotional, figurative and analytical thinking, oral speech; to form an interest in moral issues, “eternal” problems, to learn to feel the word.

I. Introductory part A brief message from a student about the life and work of Ch. Aitmatov (In his best works “Early Cranes”, “Piebald Dog Running by the Edge of the Sea”, “White Steamer”, “Storm Stop”, “The Scaffold” the writer talks about moral problems of society. All works find a lively response in the souls of readers from different countries. They unite good people, make them close to each other in something important, make people spiritually richer. The prose of the Kyrgyz writer opens up and helps to understand the whole world of human feelings, moral searches) .(Students have not yet studied some works).

2. Appeal to the writer’s statement (read by the teacher). “Art should call for joy, life affirmation, optimism. But it is also true that art should plunge a person into deep thoughts and shocks, evoke in him useful feelings of compassion, protest against evil, give him a reason to lament, grieve and yearn to restore, to defend the best in life that turned out to be trampled upon, destroyed... »

II. Comparative characteristics of Momun and Orazkul. - Ch. Aitmatov in many of his works resorts to sharp contrasts of heroes. This technique allows you to draw characters more clearly. Are there such heroes in the story? (Momun, Orozkul) 1. Students read the definitions (write on the board) generous, self-satisfied, reliable, selfish, hardworking, ignorant, disinterested, rude, kind, cruel, friendly, boastful, modest, vengeful, unsophisticated. Let’s find out which of them are suitable for characterizing Momun, and which ones are suitable for the bandit Orozkul. The children give examples (analytical retelling, reading episodes and situations) in which these traits were most clearly manifested in the characters.

2. Conversation - “Many wise” people call Momun the Efficient. What does this word mean? (Effortless - quick and dexterous in action). - Is there some kind of mockery in this nickname? Is this fair to Momun? - Why do people perceive the kindness of an old man as eccentricity, and maybe even stupidity? (People regard kindness as an ungrateful quality of a person. Kindness was not valued) - When reading the story, did you have a moment when you sympathized with even such a hero as Orozkul, saw a glimpse of something human in him? (When a drunken roadman cries about his fate. He still occasionally feels his moral wretchedness).

Momun Orazkul “We are Buginians, and we are related to our most ancestral pizza - the Horned Mother - the deer. And she, the wonderful Mother Deer, bequeathed to us friendship both in life and in memory.” "What do you want? Do you want me to do something for you? So I’m here now, just tell me what your need is?” “Eh, my son, it’s bad when people shine not with their intelligence, but with their wealth!” “Uh, my son, even in ancient times people said that wealth gives rise to pride, and pride gives rise to recklessness.” “Eh, my son, it’s bad when singers compete in praise, from singers they turn into enemies of song!” “Uh, my son, where there is money, there is no place for a kind word, there is no place for beauty!” “How easy it is to suddenly become happy and bring happiness to others! This is how I would always live.” “I should go to the city. They know how to respect a person according to his position. Since it’s supposed to, it means you have to respect it. Bigger position means more respect.” “You won’t get enough of beauty.” “Hunting is prohibited where deer are found. But we don’t have them. And we are not responsible for them. Clear?" “I can smash heads like these! And I won’t break off those horns.” “Oh, I wish I had a machine gun!” (looking at a flock of screaming jackdaws) “So be it. Let be! I feel bad, why should she feel good?” (anticipating reprisals against his wife) “Wow, I don’t have more power, I wouldn’t twist the ram’s horn like that! I wouldn’t make those like you crawl in the dust.” Compilation 3. Quoted characteristics of heroes

Analytical conversation - How does a boy live among adults? Why does he so often want to “go somewhere or fly away”? (The boy is only 7 years old. But he has already learned what cruelty, indifference, injustice, and ingratitude are. He grows up, abandoned by his father and mother, in the care of his grandfather and step-grandmother. She constantly reproaches him and reminds him that he is a stranger. The boy feels sorry for his grandfather , Aunt Bekey.) - What questions worry the boy? What is he trying to understand? (“Why do people live like this? Why are some evil and others good? Why are there happy and unhappy? Why are there those whom everyone is afraid of, and those whom no one is afraid of? Why do some have children and others do not? Why do some people may not give salaries to others?" The questions remain unanswered, and the boy suffers, harboring a grudge. The boy cannot understand why everyone forgives Orazkul's insults. He is sure that such people should be punished). - What is the essence of the boy’s dream about the White Steamship? (This is a dream about kind, loving people, about father and mother, about justice and happiness). - What definitions would you choose to characterize this hero? (Sensitive, impressionable, trusting, bright, friendly, able to fantasize, etc. He learned a lot of good things from his grandfather). - What made the boy become a fish and swim away? (He swims away as a “fish” in protest against the heartlessness of adults. For the boy, the massacre of the Mother Deer, in which Momun participated, was the collapse of the world. He was tormented by the consciousness of his own helplessness, the fact that he was unable to do anything about these people). Boy's image

IV. Understanding the final words of the story. 1. Reading of the passage by the teacher. Why, despite the tragic end of the story, does a bright feeling arise in our souls? (The boy’s dream came true: he wanted to sail to the White Steamship, tell people about his life, about the Swift Momun, about his faith in the Horned Mother Deer, in beauty, goodness and justice. The writer fulfilled the boy’s will, repeating his words: “Hello, White steamer, it’s me!” These words represent the victory of all that is bright in life).

V. Lesson summary. - At the beginning of the lesson, you answered the question what is most important in human life. Could you now expand on your answer? (This is conscience. A child’s conscience in a person). - What is conscience? (Conscience is a feeling of responsibility for one’s behavior before people).

Teacher's conclusion. - Every person is familiar with his inner voice, which either reproaches him or pleases him. This feeling is called conscience. He who follows the voice of conscience will not regret his actions. Conscience unites goodness, cordiality, faith and hope in a person.

In 1937, his father was repressed; the future writer was raised by his grandmother. Chingiz had to face the real life of the people: his work experience began at the age of ten, and from the age of fourteen he had to work as the secretary of the village council, solving the most difficult issues of the life of a large village.

After graduating from eight classes, he entered the Dzhambul zootechnician, from which he graduated with honors, and was admitted without exams to the Agricultural Institute. During his student years, he wrote small notes, articles, essays, publishing them in newspapers. After college, he worked as a livestock technician while continuing to write.

In 1956 he came to study in Moscow at the Higher Literary Courses, which gave him a lot. Returning to Kyrgyzstan, he became editor of the magazine “Literary Kyrgyzstan”, and for five years he was his own correspondent for the newspaper “Pravda” in Kyrgyzstan.

The story “Djamila” (1958), which was later included in the book “Tales of Mountains and Steppes” (Lenin Prize, 1963), brought wide fame to the young writer. In 1961, the story “My Poplar in a Red Scarf” was published. This was followed by the stories "The First Teacher" (1962), "Mother's Field" (1965), "Farewell, Gyulsary!" (1966), "White Steamer" (1970), etc.

The first novel written by Aitmatov is “And the day lasts longer than a century” (“Buranny Stop”, 1980). In 1988, the famous novel "The Scaffold" was published.

After graduating from the Higher Literary Courses, Aitmatov worked as a journalist in the city of Frunze, editor of the magazine “Literary Kyrgyzstan”. In the 1960s–1980s, he was a deputy of the Supreme Soviet of the USSR, a delegate to the CPSU Congress, and served on the editorial boards of Novy Mir and Literaturnaya Gazeta. For his works, Aitmatov was awarded the USSR State Prize three times (1968, 1980, 1983).

In 1963, Aitmatov’s collection “Tales of Mountains and Steppes” was published, for which he received the Lenin Prize. The stories included in the book “My Poplar in the Red Scarf”, “The First Teacher”, “Mother’s Field” narrated about complex psychological and everyday collisions occurring in the lives of ordinary village people in their clash with a new life.

In the story "Djamila", the hero-narrator of which was a 15-year-old teenager, the main feature of Aitmatov's prose was revealed: a combination of intense drama in the description of characters and situations with a lyrical structure in the description of the nature and customs of the people.

In the story "Farewell, Gyulsary!" a powerful epic background was created, which became another important feature of Aitmatov’s work; motifs and plots of the Kyrgyz epic Karagul and Kojojan were used.

In the story The White Steamship (1970), Aitmatov created a kind of “author's epic”; these mythological, epic motifs became the basis for the story “Piebald Dog Running by the Edge of the Sea” (1977). stylized as a folk epic.

Ch. Aitmatov was also able to make a diplomatic career: he was the USSR Ambassador to Luxembourg. Currently he is the Ambassador of Kyrgyzstan to Belgium, without leaving literary activity (the novel “Cassandra’s Brand”, 1994)

Literary critics have identified three periods in the creative development of Ch. Aitmatov. Jamilya, Camel's Eye, My Poplar in a Red Headscarf, The First Teacher - works of the first stage. The second is formed by the stories Mother's Field (1963) and Farewell, Gyulsary! (1966). The third begins with the White Steamship (1970). These are also Early Cranes, Piebald Dog Running by the Edge of the Sea and the novel Stormy Stop.