The purpose of this work is to study various ways of solving problems with parameters. The ability and ability to solve problems with parameters demonstrate mastery of methods for solving equations and inequalities, a meaningful understanding of theoretical information, the level of logical thinking, and stimulate cognitive activity. For the development of these skills, more efforts are needed, which is why in profile grades 10-11 with an in-depth study of the exact sciences, a course was introduced: “Mathematical Practicum”, part of which is the solution of equations and inequalities with parameters. The course is one of the disciplines included in the curriculum component of the school.
The successful study of methods for solving problems with parameters can be helped by an elective or optional course, or a component behind a grid on the topic: “Problems with parameters”.
Consider four large classes of problems with parameters:
- Equations, inequalities and their systems that need to be solved for any parameter value, or for parameter values that belong to a certain set.
- Equations, inequalities and their systems, for which it is required to determine the number of solutions depending on the value of the parameter.
- Equations, inequalities and their systems, for which it is required to find all those values of the parameter for which the specified equations (systems, inequalities) have a given number of solutions.
- Equations, inequalities and their systems, for which, for the desired values of the parameter, the set of solutions satisfies the given conditions in the domain of definition.
Methods for solving problems with parameters.
1. Analytical method.
This is a direct solution method that repeats the standard procedures for finding an answer in problems without a parameter.
Example 1: Find all parameter values a, for which the equation:
(2a – 1)x 2 + ax + (2a – 3) =0 has at most one root.
At 2 a– 1 = 0 this equation is not quadratic, so the case a=1/2 are analyzed separately.
If a a= 1/2, then the equation becomes 1/2 x– 2 = 0, it has one root.
If a a≠ 1/2, then the equation is quadratic; for it to have at most one root it is necessary and sufficient that the discriminant be nonpositive:
D= a 2 – 4(2a – 1)(2a – 3) = -15a 2 + 32a – 12;
In order to write down the final answer, it is necessary to understand
2. Graphical method.
Depending on the task (with a variable x and parameter a) graphs are considered in the coordinate plane ( x;y) or in the plane ( x;a).
Example 2. For each parameter value a quantify the solutions of the equation 
.
Note that the number of solutions to the equation equal to the number of intersection points of function graphs 
and y = a.
Function Graph 
shown in Fig.1.
y=a is a horizontal line. According to the graph, it is easy to establish the number of intersection points depending on a(for example, when a= 11 – two points of intersection; at a= 2 – eight points of intersection).
Answer: when a < 0 – решений нет; при a= 0 and a= 25/4 – four solutions; at 0< a < 6 – восемь решений; при a= 6 – seven solutions; at
6 < a < 25/4 – шесть решений; при a> 25/4 - two solutions.
3. Method of decision regarding the parameter.
When solving this way, the variables X and a are taken equal, and the variable with respect to which the analytical solution becomes simpler is selected. After simplifications, you need to return to the original meaning of the variables X and a and complete the solution.
Example 3: Find all parameter values a, for each of which the equation = - ax +3a+2 has a unique solution.
We will solve this equation by change of variables. Let = t , t≥ 0 then x = t 2 + 8 and the equation becomes at 2 +t + 5a– 2 = 0 . Now the task is to find all a, for which the equation at 2 +t + 5a– 2 = 0 has a unique non-negative solution. This takes place in the following cases.
1) If a= 0, then the equation has a unique solution t = 2.
Solution of some types of equations and inequalities with parameters.
Tasks with parameters help in the formation of logical thinking, in acquiring research skills.
The solution of each problem is unique and requires an individual, non-standard approach, since there is no single way to solve such problems.
. Linear equations.Task number 1. For what values of the parameter b equation has no roots?
Task number 2. Find all parameter values a, for which the set of solutions to the inequality:
contains the number 6, and also contains two segments of length 6 that do not have common points.
Let us transform both sides of the inequality.
In order for the set of solutions to the inequality to contain the number 6, it is necessary and sufficient that the following condition be satisfied: 
Fig.4
At a> 6 set of solutions to the inequality: 
.
The interval (0;5) cannot contain any segment of length 6. Hence, two non-intersecting segments of length 6 must be contained in the interval (5; a).
. Exponential equations, inequalities and systems.Task number 3. In the domain of the function definition 
Take all positive integers and add them up. Find all values for which such a sum is greater than 5 but less than 10.
1) Graph of a linear-fractional function 
is a hyperbole. By condition x> 0. With an unlimited increase X fraction decreases monotonically and approaches zero, and the values of the function z increase and approach 5. In addition, z(0) = 1.
2) By definition of the degree, the domain of definition D(y) consists of solutions to the inequality . At a= 1 we get an inequality that has no solutions. Therefore, the function at nowhere defined.
3) At 0< a< 1 показательная функция с основанием a decreases and the inequality is equivalent to the inequality . Because x> 0 , then z(x) > z(0) = 1 . So every positive value X is a solution to the inequality . Therefore, for such a the amount specified in the condition cannot be found.
4) When a> 1 exponential function with base a increases and the inequality is equivalent to the inequality . If a a≥ 5, then any positive number is its solution, and the sum specified in the condition cannot be found. If 1< a < 5, то множество положительных решений – это интервал (0;x 0) , where a = z(x 0) .
5) Integers are located in this interval in a row, starting from 1. Let's calculate the sums of consecutive natural numbers, starting from 1: 1; 1+2 = 3; 1+2+3 = 6; 1+2+3+4 = 10;… Therefore, the indicated sum will be greater than 5 and less than 10 only if the number 3 lies in the interval (0; x 0), and the number 4 does not lie in this interval. So 3< x 0 ≤ 4 . Since it increases by , then z(3) < z(x 0) ≤ z(4) .
The solution of irrational equations and inequalities, as well as equations, inequalities and systems containing modules are considered in Annex 1.
Problems with parameters are complex because there is no single algorithm for solving them. The specificity of such problems is that, along with unknown quantities, they include parameters whose numerical values are not specified specifically, but are considered known and given on a certain numerical set. At the same time, the values of the parameters significantly affect the logical and technical course of solving the problem and the form of the answer.
According to statistics, many of the graduates do not start solving problems with parameters for the USE. According to FIPI, only 10% of graduates start solving such problems, and the percentage of their correct solution is low: 2–3%, so the acquisition of skills for solving difficult, non-standard tasks, including tasks with parameters, by school students is still relevant.
Library
materials
Algorithm and methodology for solving tasks
in preparing students for the exam in social studies.
Today, in connection with the introduction of the Unified State Examination, the teacher of history and social studies faces a problem: how to organize training in order to achieve the goal and solve the tasks set in the educational standard for history and social studies and prepare graduates for the Unified State Examination? I, like many other teachers, had to revise and rebuild the system for preparing students for final certification. An important condition for the effectiveness of the educational process is the inclusion of all spheres of the child's personality and the maintenance of interest and activity throughout the lesson.
P
O
P
FROM
Action algorithm
First, I applied the tactic "make the difficult ones in the beginning, while there is strength, and leave the easy ones for last". Many, of course, will come down with criticism, but what about weak students who cannot do tasks C and waste their time. There are two options here: 1) multiple solvability of tasks and memorization of approximate answers, or 2) refuse the exam at the preliminary stages (grades 8-10), where there is preparation for the theoretical part and control through tests (nevertheless, this exam is not mandatory). As for the tasks themselves, I would like to immediately put C8 and C9 before the task at the very beginning (that is, students start at the very beginning not from Task 1, then Task 2, namely from C8 and C9), and they are given goal and motivated specific task in the future. Tasks C8 and C9 are essentially a term paper or a thesis. Therefore, learning to do it yourself is the task of the school period. The subject of social science is the only subject that teaches not only communication and communication in society, but also sets a paramount task already in your student years - writing your own creative and research papers.
Secondly, when solving tasks C, knowledge of educational material on social science will be ineffective, so information blocks from various sources should come to the rescue. And now I'm not talking about interdisciplinary disciplines, because it goes without saying. I mean about the media. Since the 6th grade, I have introduced the practice of compulsory homework "5 news blocks". At the beginning of the lesson, we devote 3 minutes to reasoning, analyzing events taking place in the world, in Russia and specifically in the Republic of Bashkortostan.
3) awareness in all areas.
I block- (С8,С9) - let's call it " coursework prototype. , for which the test-taker should spend no more than 20 minutes, for task C8 (5-7 minutes), the rest for writing an essay (C 9).
II block- (С1-С4) - work with the source. So, C1 is an elementary task that can take from one to three minutes, and it is not the task itself that takes the most expense here, but reading the source, which is very voluminous and intimidating, which leads to failure or abandonment "for later". Therefore, it must be performed with maximum brain work and concentration, therefore, at the beginning of the exam, but not at the end. The total time for this block should also take 20-25 minutes.
III block -
I V block -
V block
Explanation.
in) legislative activity in the field of business law.
b) pension reform;
b) Skolkovo.
One of the options for the disclosure of this topic.
Resources
www. ege.edu.ru
Literature
Aleksashkina L.N. Story. USE: teaching aid for preparation - M .: Exam Publishing House, 2006.
Find material for any lesson,
indicating your subject (category), class, textbook and topic:
you can also choose the type of material:
Brief description of the document:
1. Introduction
Relevance and importance of the problem
2. Collection and analysis of information
3. Action algorithm
4. Implementation of the action plan
5. Applications
(documents, photographs)
Introduction.
The project is presented in the form of a report of effective initiative experience, has practical value, since it is a system of actions of a teacher, schoolchildren and parents during the preparation for the exam, it developed the principles of work of a teacher with students being examined.
Relevance: Today, in connection with the introduction of the Unified State Examination, the teacher of history and social studies faces a problem: how to organize training in order to achieve the goal and solve the tasks set in the educational standard for history and social studies and prepare graduates for the Unified State Examination. I, like many other teachers, had to revise and rebuild the system for preparing students for final certification.
An important condition for the effectiveness of the educational process is the inclusion of all spheres of the child's personality and the maintenance of interest and activity throughout the lesson.
First of all, of course, it is necessary to organize systematic work in the classroom to prepare students for the exam in the subject.
1) in the 8th, 9th grade - propaedeutic work (the use of test tasks in the control of students' knowledge)
2) in the 10th, 11th grades - in the lessons of generalization of the material, in the control of knowledge - the use of test tasks of different levels of complexity; familiarization with the typology of level tasks from No. 22 to No. 40 (tests of a developing and controlling nature), while developing the skills of adequate self-assessment of students in the process of working with test material.
In the course of studying the course, it is advisable to increase attention to the development of a wide range of general educational and subject skills. In almost every lesson, tasks can be used to compare similar processes, phenomena; classification of social objects; establishment of correspondence between two rows of information; to search for the missing link to reinforce the desired conclusion, etc. Examples of such tasks can be found in the publications of open USE materials.
Special efforts are required to work on the formation of the leading concepts of the course. In a special group, it is appropriate to single out polysemantic concepts (society, culture, knowledge, truth, economics, law, etc.). It is important to fix the different meanings of these concepts, to identify their correlation, hierarchy. In the practice of teaching, the method of analyzing concepts in "bundles" (nature - society, culture - society, nature - culture, society - civilization, etc.) has proven itself well.
Separate lessons can be conducted in the form of workshops, laboratory-type classes. In the course of practical classes, students, relying on a textbook, on the teacher's explanation, with the involvement of media materials, perform a variety of cognitive tasks, including such a variety as a task-task. In laboratory-type lessons, high school students turn to the analysis of various sources of social information, primarily to unadapted scientific, philosophical, journalistic texts.
Project problem: Successful solution of complex USE tasks to obtain a passing and the highest possible score.
Objective of the project: Show students the algorithm and methodology for solving USE tasks.
Before setting and solving the problem itself, a certain statistical pattern among students was revealed using a survey, which showed the following data:
Particular attention should be paid to the following aspects:
1. The most important moment in preparing for the exam is the work on students' understanding of the wording of the question and the ability to answer strictly the question posed. In the process of this work, it is recommended to use various exercises, the essence of which is the analysis of the wording of the question and the selection of the correct answer, i.e. corresponding to this wording.
2. For the successful completion of USE tasks, constant training in solving these tasks is needed. The more students solve the USE tasks of past years, tests from various textbooks, tasks invented by the teacher himself, the more experience they will have, and the less possible unpleasant surprises they will expect during the exam.
3. Much attention should be paid to the analysis of tasks that caused the greatest difficulty. To do this, the teacher, if possible, should analyze all the works written by the students and highlight the most difficult tasks, analyze them in the lesson with the students, find similar tasks (by topic and type) and practice their solution with the children.
4. It is very important that children learn one simple truth: preparing for the exam is hard work, the result will be directly proportional to the time spent on active preparation for the exam (i.e., such preparation when all distractions and all attention are practically eliminated devoted to preparation). This truth seems banal. But, believe the experience, in order to successfully prepare for the exam, students must understand very well the complexity and importance of preparing for this exam.
5. 2-3 months before the exam, the intensity of the preparation should, apparently, reach its peak. At this time, children should write several tests based on the exam, you need to engage with them in active repetition of the most difficult topics. A month before the exam, such hard work should stop - students need to be given time to prepare psychologically for the exam.
6. When solving tests, one should not neglect intuition if there is not enough knowledge. Very often, it is the intuitively obtained answer, and not the one based on fuzzy knowledge, that turns out to be correct. Intuition, as a rule, prompts the correct answer as soon as a person has read the task, so you need to change the answer only if the student remembered the material and is absolutely sure that his original answer was wrong.
7. There is also another feature of the Unified State Exam in social studies - the need to write an essay. The technique of writing an essay is in many teaching aids. I like the POPS technology more, in which the student has a ready-made algorithm for learning actions expressed by the first letters of the abbreviation POPS:
- P - position (explains what his point of view is, suppose, “I believe that the death penalty is not needed ...”);
- O -justification (does not just explain his position, but also proves it, starting with a phrase like: “Because the number of serious crimes, rapes, murders is increasing ...”);
- P - example (when explaining the essence of his position, he uses specific examples, using turns of the type: “I can confirm this by the fact that an increase in crime has been observed in recent years ...”;
- FROM -consequence (draws a conclusion as a result of discussing a certain problem, for example, “In connection with this (the preservation of the death penalty, we do not observe a decrease in the growth of crime ...”).
The most important thing that gives the use of this technology, the students express their point of view, their attitude to the proposed problem.
In this project, teachers, schoolchildren and their parents act as partners. Cooperation is not just the teacher's openness and attitude towards children, it is also the ability to organize joint creativity through a certain system of principles and measures.. One of the most important qualities of a teacher is his ability to organize interaction with high school students, communicate with them, manage their activities. The implementation of certain activities with children from an adult "requires awareness of his own readiness and the ability to be tolerant and show a desire for cooperativeness." That is why the teacher needs to carefully think over the forms and methods of work, present them more tactfully to students, and interest them in the final result.
The organization of preparatory work for the exam takes place in an atmosphere of direct interaction between the teacher and children.
The main thing that teenagers need during this period is the emotional support of teachers, relatives and friends. Psychological support is one of the most important factors determining the success of a child in passing the exam. Supporting a child means believing in him. The task of teachers and parents is to teach the child to cope with various tasks, creating in him the installation: "You can do it." There are words that support children, for example: “Knowing you, I am sure that you will do everything well”, “You do it well”. Only coordinated work of all project participants can give a good result.
Problem Solving Scale: this project involves the implementation of systematic work for 3 years, but not less than 2, in the elective courses of students, in preparation for the exam in social science;
That is why this project, having passed a certain period from the moment the problem was identified (2012/2013 academic year), has its own specifics, which involves a specific algorithm and methodology for solving USE tasks;
During the implementation of the project, the following criteria were identified:
Mandatory need to solve all tasks including tasks C (from 1 to 9)
Achievement of the maximum primary score
When implementing practical skills in solving the Unified State Exam in social studies (C8, C9), in the future, lay down the skill of writing term papers and theses in universities and colleges.
Stages project implementation:
Stage I: from 6th to 8th grades - accumulation of the theoretical part in social science.
II stage: Grade 9 - testing theoretical skills and abilities in practice in the form of the OGE in social studies.
III stage: grades 10-11 - systematic preparation for the exam (with in-depth study of additional theory).
This project has its own negative consequences - this project is largely aimed at elective courses and is partially applicable when conducting control and independent work after passing a large block or cycle.
The need for this project lies in the introduction of new methods and the departure from the standard system for solving the exam.
Action algorithm
in preparation for the final certification in the form of the Unified State Examination in social studies.
1. Get acquainted with the demo version (www.ege.edu.ru). Every year the demo version is updated, so we get acquainted with the document of the last year on the specified site and get the right idea about the examination paper.
2. When completing the USE task in social science, I identified a number of patterns in the behavior of students, and specifically the lack of desire to complete tasks C, especially her last tasks. These actions are connected with the dissipation of forces in previous tasks, which were less difficult, but nevertheless, passing them, the examinees spent time and energy. Therefore, I developed my own methodology when performing tests.
First, I used the tactic "make the hard ones in the beginning while you have the strength, and leave the easy ones for last." Many, of course, will come down with criticism, but what about weak students who cannot do tasks C and waste their time. There are two options here: 1) multiple solvability of tasks and memorization of approximate answers, or 2) refuse the exam at the preliminary stages (grades 8-10), where there is preparation for the theoretical part and control through tests (nevertheless, this exam is not mandatory). As for the tasks themselves, I would like to immediately put C8 and C9 before the task at the very beginning (that is, students start at the very beginning not from Task 1, then Task 2, namely from C8 and C9), and they are given goal and motivated specific task in the future. Tasks C8 and C9 are essentially a term paper or a thesis. Therefore, learning to do it yourself is the task of the school period. The subject of social science is the only subject that teaches not only communication and communication in society, but also sets a paramount task already in your student years - writing your own creative and research papers.
Secondly, when solving tasks C, knowledge of educational material on social science will be ineffective, so information blocks from various sources should come to the rescue. And now I'm not talking about interdisciplinary disciplines, because it goes without saying. I mean about the media. Since the 6th grade, I have been introducing the practice of compulsory homework "5 news blocks". At the beginning of the lesson, we devote 3 minutes to reasoning, analyzing events taking place in the world, in Russia and specifically in the Republic of Bashkortostan.
Sources can be television news blocks on federal channels (First, Russia 1, NTV and Russia 24, where information blocks are broadcast around the clock), as well as newspapers, magazines and even the social network VKontakte, where students are constantly, even during lessons.
What does watching and reading the media give when solving USE tasks?
1) remembering new terms that they are unlikely to hear in everyday contact with parents and friends;
2) analysis of events and development of one's opinion or point of view;
3) awareness in all areas.
Thirdly, when solving the USE itself, the entire test is divided into several blocks with a specific time period, which he must constantly adhere to:
I block - (С8,С9) - let's call it "prototype coursework", for which the test-taker should spend no more than 20 minutes, for task C8 (5-7 minutes), the rest for writing an essay ( C 9).
II block - (С1-С4) - work with the source. So, C1 is an elementary task that can take from one to three minutes, and it is not the task itself that takes the most expense, but reading the source, which is very voluminous and intimidating, which leads to failure or leaving "for later". Therefore, it must be performed with maximum brain work and concentration, therefore, at the beginning of the exam, but not at the end. The total time for this block should also take 20-25 minutes.
III block - (B22-B27) - work with tables, the choice of a generalizing concept, classification, differentiation, definition of terms. Strange as it may seem, but after block C1-C4, you need to leave tasks C5, C6, C7 because these tasks take the maximum waste of time and in most cases students cannot answer the questions correctly, therefore, in order to successfully continue the exam, the test-taker must leave exactly this three tasks C and thus he will gradually move from the most difficult tasks to less ones, which will give rest to the brain. Moreover, the student will already have many terms and concepts in his language after tasks with a source.
I V block - (Tasks 1 - Tasks 21) - the solution of all simple tasks in the areas of social science (social, economic, political, spiritual).
V block - (C5-C7) - solving the most difficult tasks, at your own discretion for a high score when entering a university, but taking into account the fact that the student has already reached a passing score (i.e. these are the tasks that cause many questions and answers from the test-takers even for strong students, they do not always coincide with the answers of the test compilers, therefore, so that eleventh-graders do not waste their time knowing that their answer is unlikely to be correct, it is better to leave these tasks for last).
And in the end, I would like to say once again about the main idea, this algorithm is not mandatory, but the studies and results have shown that it is more efficient. The problems largely lie in the fact that schoolchildren choose the Unified State Exam in social science and history as the easiest, although they are not. The hype in choosing a university and a profession for many is concentrated in the humanities and law faculties, where an exam in social studies is required. The majority of students who choose this test study for "good" and "satisfactory" grades (i.e., their choice of the Unified State Examination in social studies did not come from their own desire and desire to enter this particular university and continue to pursue this profession, but from the desire simply at least somewhere to do, and then we'll see). The difficult situation was until 2014 in the 9th grade, when the OGE, due to the obligation, besides mathematics and the Russian language, also took social science and computer science. It must be admitted that many children simply failed the third exam. Therefore, the rejection of this practice was a boon for teachers and for the test-takers themselves.
Methodology for solving test tasks in social science.
When writing an essay, you can use the following approximate plan.
1. Introduction - introduces the topic, gives preliminary, general information about the problem that is behind the proposed topic. The introduction may contain an answer to a question asked on the topic; contain a fact from the biography of the author or characterize the historical period, if this information is important for the subsequent analysis of the text.
2. Main part: is a detailed analysis of the statement. In the main part, it is necessary to demonstrate knowledge of the material, the ability to logically, reasonably and stylistically correctly, to correctly express one's thoughts. The main part is a test of how well the topic is understood. The main part can begin with a thesis - a position that you will prove. Then give arguments, there should be at least two of them. Support your arguments with examples from the text.
3. Conclusion: summing up, summarizing what has been said, completing the text, re-drawing attention to the most important thing. The final part should be short but capacious; organically related to the previous presentation. In conclusion, the attitude of the writer to the problem can be expressed. It should be stated correctly, without excessive emotional assessments, have a clearly expressed meaning and be prepared by the material of the main part.
C8 plan on a specific example:
"Internal policy of the Russian Federation". Make a plan according to which you will cover this topic. The plan must contain at least three points, of which two or more are detailed in sub-points.
Explanation.
One of the options for the disclosure of this topic.
1. The concept of the internal policy of the state.
2. Priority directions of the internal policy of the state in the field of economy:
a) improving taxation;
b) support for small businesses;
c) Legislative activity in the field of business law.
3. The main directions of the social policy of the state:
a) protection of motherhood and childhood;
b) pension reform;
c) support for socially unprotected groups of disabled people;
d) the national project "Health".
4. Development of science and education:
a) national project “Education;
b) Skolkovo.
5. Other directions of state policy.
6. Domestic policy of Russia: results and prospects.
A different number and (or) other correct wording of points and sub-points of the plan are possible. They can be presented in nominal, interrogative or mixed forms.
When analyzing the response, the following are taken into account:
The presence of plan items that are mandatory for the disclosure of the proposed topic;
The correctness of the wording of the points of the plan in terms of their relevance to the given topic;
Correspondence of the structure of the proposed answer to the complex type plan.
The wording of the points of the plan, which are abstract and formal in nature and do not reflect the specifics of the topic, are not counted in the assessment.
One of the options for the disclosure of this topic.
1. Measures of economic activity (macroeconomic indicators) and the system of national accounts.
2. Functions of macroeconomic indicators:
a) measuring the volume of production at a particular point in time
b) definition of factors that directly affect the development of the economy
c) tracking the dynamics and determining the forecasts of economic development
d) development of state economic policy.
3. Main macroeconomic indicators
a) GDP gross domestic product (this is the value of the final product produced in the territory of a given country for a certain period
b) gross national product (GNP) (this is the total market value of all final goods and services produced by the citizens of the country both in this country and in other countries for a certain period of time
c) personal income (PI) (total income received by the owners of economic resources (factors of production));
d) the volume of GDP per capita or per person employed in the economy
e) the volume of investments in the national economy
f) the volume of national exports and imports, etc.
4 System of National Accounts - information about the state of the economy.
Resources
Information resources (special literature and the Internet).
2. Educational and training materials for preparing for the unified state exam. Social science / Editor-compiler E.L. Rutkovskaya - M .: Intellect-Center, 2003.
3 Shapoval V.V., Mitrofanov K.G., Saplina E.V. Rules and techniques for successfully passing exams - M., 2004
4. Exam materials for preparing for the unified state exam. USE-2013. Russian history. Moscow: Federal State Institution "Federal Testing Center", 2013.
5. Social science: USE-Textbook. P.A. Baranov, S.V. Shevchenko. Edited by P.A. Baranov. Moscow: AST: Astrel, 2014.
6. Shapoval V.V., Mitrofanov K.G., Saplina E.V. Recommendations and training materials for preparing for testing in the history of Russia - M., 2005
7. USE 2012. FIPI. Social science: examination tasks. Compiled by E.L. Rutkovskaya, O.V. Kishenkova, E.S. Korolkova and others - M .: Eksimo, 2012.
The most important way to prepare for the exam is ICT - technology. The Internet allows the most effective preparation for the exam. Therefore, I present to your attention the addresses of sites that will help in preparing for the final certification in the form of the exam.
1. www. ege.edu.ru
2. http://humanitar.ru/page/11_class
3. http://ege59.ru/
4. http:///filecom.php?fileid=98672739
5. http://ege.yandex.ru/history/
6. http://info-olymp.narod.ru/prz.html
Literature
1. Aleksashkina L.N. Story. USE: teaching aid for preparation - M .: Exam Publishing House, 2006.
2. Artasov I.A. On the system and principles of preparation for the exam in history and social science. "Teaching history at school", 2006.- No. 9.
3. Baranov P.A., Shevchenko S.V. Social Science: USE - Textbook. . Edited by P.A. Baranov. Moscow: AST: Astrel, 2014.
4. Methodical analysis of the results of the unified state exam. Novosibirsk Institute for Monitoring and Development of Education.
5. Shapoval V.V., Mitrofanov K.G., Saplina E.V. Rules and techniques for successfully passing exams - M., 2004.
6. Shapoval V.V., Mitrofanov K.G., Saplina E.V. Recommendations and training materials for preparing for testing in the history of Russia - M., 2005.
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To ask questions.
Algorithm for completing USE tasks
In Russian.
Part 1.
Exercise 1. Which of the following sentences correctly conveys the MAIN information contained in the text?
Task execution algorithm:
Task 2. Which of the following words (combinations of words) should be in place of the gap in the third (3) sentence of the text? Write out this word.
Task execution algorithm:
1. Read the text carefully.
2. By successively selecting the proposed means of communication, establish a logical correspondence between the sentence with the gap and the one that precedes it. This technique will help you determine which word should be in the gap.
Task 3. Read the fragment of the dictionary entry, which gives the meaning of the word (………). Determine the meaning in which this word is used (…….) in the sentence of the text. Write down the number corresponding to this value in the given fragment of the dictionary entry.
Task execution algorithm:
if the sentence has not lost its semantic integrity, the answer is correct;
if the meaning of the sentence has changed, the answer is correct.
read the task carefully;
find the specified offer;
include each of the proposed lexical interpretations instead of the word given for analysis;
listen to the new sound and meaning of the sentence;
determine whether the sentence lost or did not lose its semantic integrity during the linguistic experiment:
Task 4. In one of the words below, a mistake was made in the formulation of stress: the letter denoting the stressed vowel is highlighted INCORRECTLY. Write out this word.
Remember: the mobility of Russian stress creates objective difficulties in completing this task.
agent, Augustow, agency, agony, acropolis, alcohol, alphabet, anApest, anAtom, antithesis, apostrophe, watermelon, arrest, aristocracy, argument, asymmetry, astronom, Atlas (collection of geographical maps), atlas (fabric), bourgeoisie, being, being
bureaucracy, airports
scam, crimson, ballot, pamper, pampered, pampered, bow (banta, bows)
bartender, unrestrained, birch bark and birch bark, gas pipeline, blagovest, favor, block, bombard, barrel, delusional and delusional, armor (securing something for someone), armor (protective sheathing), bakery, bourgeoisie, sandwich, being, bureaucracy
gross, cook (cook, cook, boil, cook), watchman, willow, veterinarian, turn on, water supply, Volgodonsky, wolf (wolf, wolves, wolves), thief (thieves, thieves, thieves, about thieves), magic, invest, concave, arouse, exorbitantly
gas pipeline, gastronomy, hectare, genesis, citizenship, grenadier, pear
cousin, girlish, democracy, department, despot, hyphen, action, diagnosis, dialogue, dispensary, white, mining, dogma, contract, contractual, naked, red-hot, document, report, naked, dosinya, leisure, associate professor, daughter, dramaturgy drowsiness, confessor,
heretic,
blinds, vent, life,
book, (secure something for someone), book (cover with armor), enviably, bent, conspiracy (secret agreement), conspiracy (spell), bent, long, frosty, busy (man), busy (by someone ), clog, clogged, mold, seal, sealed, powder, call (call, call, call), winterer, malice, sign, significance, sorcery, jagged
scoop, scoop, cleaner,
chassis, seamstress, shake, syringes, sorrel, crushed stone, wood chips, wood chips,
excursion, expert, export, equipped, express, epilogue, pullover
yurOdivy
religion, exhaust,
flounder, catalog, rubber, cough, quarter, cedar, kilometer, cinematography, pantry, whooping cough, college, colossus, compass, complex, self-interest, more beautiful, nettle, flint, cooking, kitchen, scrap, scrap, blade, waste remnants), flap (a piece of cloth),
alluring, masterful, medicines, briefly, manager, metallurgy, meager (allowed - meager), youth, milkman, monologue, ordeal,
naked, naked (cut off), naked (hold checkers), bent over, for a long time, intention, tilt, backhand, start, started, arrears, illness, obituary, hatred, unpretentious, oil pipeline, newborn,
provision, facilitate, sharpen, Embraced, embraced, facilitate, encourage, borrow, embittered, wholesale, inform, point, uncork, Adolescence, in part, paralysis,
partner, plowing, first-born, mold, pizzeria, offer, fable, understood, understood, understood, raised, noon, briefcase, pedestal, funeral, at a funeral, plateau, anticipate, undertaken, fail, reward, reward, sentence, dowry
knowledgeable, beet, silo, orphan, orphans, plum case, condolence, convocation, concentration, means, statue, status, statute, shorthand, carpenter, vessel, bent,
customs, dancer, cakes, cakes, shoe,
decoration, speed up, deepen, Coal, Ukrainian, improve, deceased, mentioned, mention, strengthening, aggravate,
facsimile, porcelain, extravaganza, phenomenon, fetish, fluorography, flyleaf, form,
chaos, characteristic (typical), characteristic (actor), intercessor, intercession, intercession, well-groomed (adj.), well-groomed (adj.), Christian, Christ-seller,
cement, chain, gypsies,
Task 5. In one of the sentences below WRONG highlighted word is used. Correct the mistake and write the word correctly. Task execution algorithm:
read all offers carefully;
determine the lexical meanings of each of the paronymic words by selecting synonyms and antonyms or taking into account what words each of them can be combined with;
indicate the correct answer.
Addressee - addressee. Addressee - the person or organization to whom the postal item is addressed (recipient); addressee - a person or organization sending a postal item (sender).
anecdotal - anecdotal. Anecdotal - inherent in an anecdote, based on an anecdote (an anecdotal story); anecdotal - ridiculous, ridiculous (anecdotal case).
archaic - archaic. Archaic - characteristic of antiquity (archaic view), archaic - obsolete, not corresponding to new views, rules (archaic use).
weekday - everyday. Weekday - not a holiday (weekday); everyday - prosaic, monotonous (everyday work).
Breathe in - breathe in. Inhale - take in, draw in air (inhale oxygen), inspire something (inhale courage); sigh - let out a sigh (breathe with relief); rest a little (let me breathe); to grieve, be sad (sigh for children).
Educational - educational. Educational - related to education (educational system); educational - related to the teacher (educational room).
Everyone - everyone. Everyone - everyone (every minute); all kinds - the most diverse (all kinds of searches).
Elective - selective. Elected - related to elections, elected by voting (elected position); selective - partial (selective check)
Harmonic - harmonious. Harmonic - related to harmony (harmonic series); harmonious - slender, coordinated (harmonious personality).
main - capital. Main - main, most significant, central, senior (main street); capital - related to the title (title role).
Engine - mover. Engine - a machine that sets in motion, power (electric motor); mover - what sets in motion, contributes to it (the mover of society, progress is outdated.).
Democratic - Democratic. Democratic - pertaining to democracy, democrat (democratic camp); democratic - characteristic of democracy, democrat (democratic act).
Dynamic - dynamic. Dynamic - related to dynamics, movement (dynamic theory); dynamic - possessing great internal energy (dynamic pace).
Diplomatic - diplomatic. Diplomatic - related to diplomacy, diplomat (diplomatic post); diplomatic - subtly calculated, evasive (diplomatic behavior).
Long - long. Long - having a great length (long report); long - long-term (long vacation, long period).
Voluntary - voluntary. Voluntary - performed without coercion (voluntary labor); volunteer - relating to a volunteer (volunteer initiative, volunteer army).
dramatic - dramatic. Dramatic - expressing strong feelings, full of drama (dramatic situation); dramatic - related to drama (dramatic circle).
friendly - friendly. Friendly - relating to a friend, friends (friendly meeting); friendly - based on friendship (friendly country).
pitiful - pitiful. Pitiful - expressing sorrow, longing, suffering; plaintive, sad (pitiful voice); compassionate - prone to pity, sympathy; compassionate, touching (compassionate words, people).
Spare - thrifty. Spare - available as a spare (emergency exit); thrifty - able to stock up (thrifty person).
Evil - malicious. Evil - filled with a sense of enmity (an evil person); malicious - having a bad purpose, deliberate (malicious non-payer).
Executive - performing. Executive - diligent, having as its goal the implementation of something (executive worker); performing - relating to the performer (performing skills).
seconded - business trip. Seconded - a person who is on a business trip (a seconded specialist); business trip - relating to a business traveler (travel expenses).
Comic - comical. Comic - related to comedy (comic character); comical - funny (comical look).
Critical - critical. Critical - related to criticism (critical article); critical - having the ability to criticize (critical approach).
logical - logical. Logical - related to logic (logical thinking); logical - correct, reasonable, consistent (logical reasoning).
methodical - methodical. Methodical - related to methodology (methodical conference); methodical - exactly following the plan (methodical work).
Hateful - hateful. Hateful - imbued with hatred (hateful acts); hateful - causing hatred (hated enemy).
intolerable - intolerable. Unbearable - one that cannot be endured (unbearable cold); intolerant - unacceptable (intolerant attitude).
to dine - to dine. To become poorer - to become poor (to become poorer as a result of inflation); impoverish - make poor (impoverish life).
dangerous - fearful. Dangerous - associated with danger (dangerous bridge); cautious - acting cautiously (cautious person).
typo - unsubscribe. A typo - an accidental mistake in writing (an annoying typo); unsubscribing - an answer that does not affect the merits of the case (impudent unsubscribing).
Learn - learn. To master - to learn how to use something, to include it in the circle of one's activities (to master the release of new products); to assimilate - to make habitual; understand, memorize
Organic - organic. Organic - relating to the plant or animal world (organic matter); organic - inextricably linked, natural (organic integrity).
Condemnation - discussion. Condemnation - an expression of disapproval, sentencing (condemnation of a criminal); discussion - comprehensive consideration (discussion of the problem);
Responsible - responsible. Reciprocal - being the answer (response); responsible - responsible, important (responsible employee).
Reporting - distinct. Reporting - related to the report (reporting period); distinct - well distinguishable (distinct sound).
Political - political. Political - related to politics (politician); political - acting diplomatically, cautiously (political hint).
Understandable - understandable. Understanding - quickly understanding (understanding person); understandable - clear (clear reason).
Representative - representative. Representative - making a favorable impression (representative appearance); representative - elected (representative body); relating to representation, representative (representation expenses).
Presentation - provision. Submission - presentation for familiarization, nomination for promotion (representation of a characteristic); provision - the allocation of something at someone's disposal (granting a loan).
conspicuous - conspicuous. Perceptive - able to notice (perceptive critic); noticeable - noticeable (noticeable displeasure).
Realistic - realistic. Realistic - next to realism (realistic painting); realistic - corresponding to reality, quite practical (realistic goal).
Hidden - secretive. Hidden - secret, invisible (hidden threat); secretive - unrevealed (secret person).
Tactical - tactical. Tactful - possessing tact (a tactful act); tactical - related to tactics (tactical task).
Technical - technical. Technical - relating to technology (technical progress); technical - possessing high skill (technical actor).
Lucky - lucky. Lucky - happy; one who is lucky (lucky explorer); successful - successful (good day).
Actual - actual. Actual - corresponding to the facts (actual state of affairs); factual - containing many facts (actual report).
Master's - economic. Master - relating to the owner; such as a good owner (owner's interest); economic - busy with the economy, associated with the economy (economic issues).
Explicit - obvious. Explicit - obvious, undisguised (clear superiority); clear - distinct, well distinguishable (clear whisper).
Task 6. In one of the words highlighted below, a mistake was made in the formation of the word form. Correct the mistake and spell the word correctly.
Find mistakes in education and usage
case forms of numerals;
numerals one and a half, one and a half;
collective numerals, including numerals both, both;
comparative and superlative degrees of adjectives and adverbs;
nominative and genitive plural of some nouns;
imperative forms of some verbs.
Task execution algorithm:
1. Determine which part of speech the given word belongs to.
2. If this name is a numeral, remember that
in complex quantitative names of numerals both parts are inclined;
Cases
From 50 - 80
200, 300, 400
From 500 - 900
fifty
heels and ten and
heels and ten and
fifty
five Yu ten Yu
oh heel and ten and
two hundred
dv wow honeycomb
dv mind st am
two hundred
dv knowing st ami
about dv wow st Oh
five hundred
heels and honeycomb
heels and st am
five hundred
five Yu st ami
oh heel and st Oh
when declining compound ordinal numbers, only the last word;
numeral both used with masculine and neuter nouns, and both- female;
Cases
M., cf. genus
G. genus
both
both
both
both
both
about both
both
both
both
both
both
about both
collective nouns ( two, three, four etc.) are used with nouns denoting males, names of baby animals, paired objects, or having only the plural form.
3. If this name is an adjective, check if the forms of degrees of comparison are formed correctly. Remember: you cannot mix simple and compound forms of degrees of comparison.
Degrees of comparison of adjectives
Comparative
excellent
simple
composite
simple
composite
beautiful´v- her(s)
less- she
deep e
more beautiful
less beautiful
beautiful´v- ash- uy
great- aish- uy
nai most difficult
most beautiful
most beautiful
Degrees of comparison of adverbs
comparative
excellent
simple
composite
composite
-her(s)- it hurts - it hurts her, ill her
-e - easy - easy e-she- thin - thin e
adverb + more (less) more thin
less interesting
comparative degree + pronoun all, everything:
did the best (of all)
4. If this is a verb, pay attention to the correct formation
imperative mood forms;
forms of the past tense used without a suffix are -NU-.
(there is - well - in the verb - error - correct answer)
5. If this is a noun, make sure the formation is correct
nominative plural forms;
genitive plural forms.
NOMINATIVE PLURAL
m. kind
With the end - and I(emphasis on ending)
With the end - s, -i ( accent based)
dual number influence)
Addresses, shores, centuries, fans, director, doctor, gutter, inspector, boat, clover, feed, box, body, seine, district, vacation, passport, cook, professor, variety, watchman, stack, paramedic, outbuilding, barn, ramrod, stack, stamp, anchor, hawk.
sentences, mines,
editors, snipers, tractors, cakes, fronts, drivers.
volumes
locksmiths bakers
1. Animated foreign nouns. on the
-torus, -sor stylistically neutral: directors
1. Animated foreign nouns. on the -er,
-er:engineers
2. Inanimate. foreign words in
-torus, -sor:processors
3. Animated foreign nouns. on the
-tor with a book touch: editors.
Remember: oil - pl. hours - oil a
cream - pl. – cream s(not cream a)
male
female
average
banknotes
giraffe
Hall
corrective
piano
only
tulle
shampoo
sandal, boot
cuff, callus
sneaker
reserved seat
gravy (with gravy)
slipper
shoe (no shoes)
surname
bast
tentacle
Task 7. Establish a correspondence between the sentences and the grammatical errors made in them: for each position of the first column, select the corresponding position from the second column.
1. Look for mistakes in sentences:
1) with homogeneous members; (look for homogeneous predicates with the union I. Ask a question from the verb to the homogeneous members of the sentence. The question should be the same, if not, then an error !!! This will be the correct answer. (I see??? (a member of the sentence is missing) and I'm proud nature? I see what?, I'm proud of what?)
2) with participle turnovers; (look at the end of the sacrament, remember that there must be agreement with the word being defined in gender, number, case.)
3) with proper names enclosed in quotation marks and being the name of newspapers, magazines, books, paintings, films;
4) with derivative prepositions thanks to, in spite of, in spite of and non-derivative preposition on used in speech upon completion, upon arrival, upon completion, upon arrival;
5) with double alliances not only but; like…and;
6) using quotes;
7) beginning with the words: everyone who…; those who…; none of those who...
Task 8. Identify the word in which the unstressed checked vowel of the root is missing. Write out this word by inserting the missing letter.
Task execution algorithm:
1. Cross out words with alternating vowels, as they will not be the correct answer:
1.1. read each word carefully and look for words with an alternating vowel in the root ( gar - mountains, zar - zor, clan - clone, creature - creation, lag - lie, bir - ber, feast - lane, dir - der, tir - ter, world - mer, blist - shine, stil - stel, jig - burned, chit - even, kas -kos, rast - rosch - grew, jump - skoch, poppy - mok, equal - even).
2) select test words for the remaining words, remembering that among them there may be dictionary words in which an unstressed vowel requires memorization;
3) if you found a dictionary word, you can cross it out, as it will not be the correct answer;
4) if by the way you managed to pick up a test in which an obscure vowel sound was stressed and is clearly heard, then you have found the correct answer.
Task 9. Identify the sequence in which the same letter is missing in both words in the prefix. Write these words out with the missing letter.
You need to know the following spelling rules:
spelling of prefixes on -З and -С;
spelling of prefixes PRE and PRI;
PRE -
AT -
To stay (=trans-)
arrive (approach)
despise (hate)
To despise (to give someone shelter)
Betray (= re-)
to give (to add, to change something, to add)
bow down, bow down (= re-)
bow down (approach)
transform (implement)
Pretend (incomplete action)
Transient (= re-)
Incoming (approach)
endure (endure)
get used to (get used to)
Successor (= re-, adopt)
Receiver (radio)
Resign (die)
Attach (put close)
Vicissitudes (reversals in fate)
gatekeeper - gatekeeper
Immutable (immutable, indestructible)
attach (attach)
Prerequisite (mandatory)
Unacceptable conditions (impossible)
Limit (border)
Aisle (extension in the church)
Downplayed (very)
Reduced (slightly)
Remember:
PRE-
AT-
preamble, prevail, those in power, predicate, present, presentable, president, presidium, presumption, price list, prelude, seduce, do not fail, premiere, neglect, preparation, present, obstacle, prerogative, prestige, pretender, preference
private, fastidious, privilege, contingency, comely, picky, adventure, prima donna, primate, primitive, priority, deplorable, swear, claim, embellish, unpretentious, whimsical
Prefixes on -З and -С:
spelling depends on the subsequent consonant
before voiced consonants - s appeal, rootless
before voiceless consonants
bake, careless, silent
Task 10. Write out the word in which the letter E / I / is written at the place of the gap
Task execution algorithm:
1) Find out in which part of the word the letter is missing: in the ending or in the suffix.
2) If the vowel is omitted at the end, then use the indefinite form of the verb to establish its conjugation:
in the personal endings of the verbs of the first conjugation, vowels E, U are written;
in the personal endings of the verbs of the second conjugation, vowels I, A (I) are written.
3) If the vowel is missing in the suffix, then analyze the nature of the spelling:
missing vowel in participle suffixes ush, yusch, ash, box, im, eat (om).
missing vowel before participle suffix vsh, nn .
4) Spelling participle suffixes ush, yusch, ash, yashch, im, eat (om) depends on the conjugation of the original verb:
in participles formed from verbs I conjugations , suffixes are written ush, yusch, em (om) ;
in participles formed from verbs II conjugations , suffixes are written ash, box, im.
5) Vowel spelling before suffixes participles vsh and nn depends from that to at - yat or it - et the indefinite form of the original verb ends:
yat or yat , then before nn in passive past participles, the vowel is preserved and I);
if the original verb ends in eat or eat , then before nn only written e ;
before suffix vsh retains the same vowel , as before the end be in an indefinite form.
HINT: Put the verb in the 3rd person plural. (THEY do what? THEY do what?) ending -ut-yut - verb 1 conjugation - in endings you should write a letter E,
Ending - at-yat - verb 2 conjugation - in the endings you should write a letter And.
Task 11. Write down the word in which the letter I is written at the place of the gap
Need to know the spelling of suffixes
nouns ( ets, itz; ink, enk; out, in; ichk, echk; ik, ek );
adjectives ( iv, ev; liv, chiv );
verbs ( willow, willow; eva, ova; And, E before the stressed suffix wa) .
Task execution algorithm:
1) Determine which part of speech (noun, adjective, verb) the word with the missing letter in the suffix belongs to.
2) Apply the desired rule.
adjective
-ev- unstressed: glue ev oh, enamel ev th
-iv- percussion: linen willows th
Exception: kindly willows oh, fool willows th
-chiv-:infusion chiv th
-living-: talent Liv th
verb
-ova- (-eva-)
hang up
I'm hanging
Yva- (-iva-)
annoy
I'm annoyed
TABLE OF DEFINITIONS
VERB ENDINGS AND PARTICIPLE SUFFIXES
Verb endings
Suffixes are valid. participles
Suffixes suffer. participles
I conjugation
rest
-eatwriteeat
-eatwriteeat
-etwriteee
-utwriteut
-utthoughtut
-usch-writeyi uy
-yusch-thoughtYusch uy
-om-carriedohm th
-eat-blowing eatth
II conjugation
N.F. on the - and be
-themstrictthem
-ishstrictish
-itestrictite
-atstrictyat
-yatstorageyat
-ash-breatheash uy
-box-storagecrate uy
-them-storagethem th
Task 12. Determine the sentence in which NOT with the nightingale is written ONE. (SEPARATE). Open the brackets and write out this word.
)? It should be remembered that the rules for writing NOT with different parts of speech can be grouped as follows:
Not with nouns, adjectives, adverbs in O, E
NOT with nouns, quality adjectives, adverbs in -O and -E;
NOT with verbs and gerunds;
NOT with participles.
together
separately
1. Not used without NOT:
ignoramus
fables
careless
ridiculous
1. If there is opposition with uniona Not true but false
Not happy but sad
Not close but far
adverb not in O-E: did not enter like a friend
2. If the word with the prefix NOT can find a synonym without NOT
Foe (enemy)
Misfortune (grief)
Enemy (enemy)
unhappy (sad)
Close (far)
2. If at the word with NOT there are words far, at all, not at all, not at all, by no means
Far from pretty
Not a friend at all
Nothing interesting
Not at all sweet
3.Remember:
small
slave
confusion
imperfections
undergrowth
dunno
klutz
3.Remember:
not in measure, not as an example, not for good, not for haste, not to taste, not within the power, not according to the gut, not from the hand, etc.; b) neither give nor take, neither be nor me, neither here nor there, neither light nor dawn, for nothing
not about anything, not a bottom, not a tire, not for a sniff of tobacco, not for a penny etc.
not one (no one) - not one (many), never (never) - not once (often) .
2.Not with verbs and gerunds
together
separately
1. Not used without NOT:
resent (indignant)
rage (rage)
unwell
dislike
hate
1.Always separate
Was not
Not catching up
Without knowing
2. With the prefix under-
UNDER-= below normal, not 100% be in insufficient quantity
there is an antonym with re- (=excess)
undersalt the soup (oversalt the soup)
the result is unsatisfactory
missing = not enough
You lack patience.
^ I always lack money.
2. With prefixes not + to
done not to end
do not watch the movie, do not take home
She did not finish and fell silent.
(to end implied)
does not reach = does not reach
The rope is missing before gender.
Before poplar is missing the fifth floor
3. Not with participles and verbal adjectives.
together
separately
1. not used without NOT:
n units mindful (adj., not packing without NOT)
2. NO opposition with union A and
dependent words: n no sown field (no a, AP)
1. with brief participles: not_ closed
2. IS opposition with union a:
unfinished, a started meeting
3. IS dependent the words:
unsown in time field, not yet plowed field
4.NOT and NOR with negative PRONOUNS
together
separately
There is NO preposition between NOT and the pronoun: No one, no one
THERE IS A SUGGESTION
With no one, with no one
Task 13. Determine the sentence in which both underlined words are written CLEARLY (SEPARATELY). Open the brackets and write out these two words.
Task execution algorithm:
1) Read the sentence, think about its meaning.
2) Determine which part of speech the underlined word belongs to.
Unions so that, also, also, but, moreover, moreover, so, because are written together ; they can be replaced by synonyms of the same part of speech.
Words of other parts of speech similar to these unions in sound whatever, the same likewise, for that, for that, for that , and so, from that are written separately. They consist of two components: one of them (well, would) can either be removed from the proposal, or rearranged to another place; other component (that, that, than, yes, that) replace with other words.
Derivative prepositions are written together: DUE TO = due to, IN VIEW = due to, ABOUT = about, TOGETHER = to, DESPITE = contrary to.
Derivative prepositions are written separately: DURING = IN CONTINUATION, IN DIFFERENCE, IN CONCLUSION, DURING.
For continuous, hyphenated or separate spelling of adverbs, apply the appropriate rules.
Derived prepositions
Nouns with prepositions
during
There was no news in flow of the year.
How long?
(time value)
during (what?) rivers
See in continue (what?) series.
AT(fast) currents rivers
See in(soon) continued series
in continuation
She said in continuation hours.
Finally articles
At the end, in the end
Sat in conclusionI.
Sat in(debt) conclusionI.
Unlike from others
(used with from)
Difference in differences life.
Difference in(strong) differences life.
due to= due to
He did not come due to illness.
Remember: later I - adverb
as a consequence
intervened as a consequence in the case of theft.
intervened in(new) consequence in the case of theft.
like=like
vessel like flasks
Error in kind noun.
about= about, about
Reach an agreement about excursions.
Put on the check in the bank.
Put on the(mine) check.
towards= to
Go towards friend.
go to a meeting with friends.
go on the(long awaited) meeting.
due to= due to
In view of We didn't go to the cinema when it rained.
I meant tomorrow. (stable expression).
as cones
in mind cities
(cone view, city view)
adverbs
Nouns with prepositions
climb up (refer to the verb)
climb to the top the mountains
on the(most) top the mountains
shoes me fit
at the right time flowering -
in ( spring) time flowering
Derived prepositions
Participles with negation
In spite of rain, went out of town
(although it was raining).
Regardless of bad weather, we went camping.
(in spite of what?)
Despite father, he got up from the table.
Regardless of me, he left the room.
(=not looking)
Task 14. Indicate all the numbers in the place of which HH (H) is written
determine what part of speech the word with the missing letter belongs to;
apply the spelling rule Н and НН in the suffix of this part of speech.
Noun:
HH
H
1. If the root of the word ends in H, and the suffix begins with H:
malinn ik(Mali n a)
2.If noun. formed from an adjective with HH, or from a participle:
diseasesenn awn(diseases enn th)
pampered(spoiled)
3. Remember: besprida nn itza
1. In words formed from nouns that have suffixes -in-, -an-, -yan-
peatyang ik(from noun peat)
2. In words formed from adj. with one H: studyn ik(from adj. study n th), martyr, worker
3. In words:
gaff yang itza (bagr yang th), cannabis yang ir(cannabis yang th)
var en ik (var yon th), smoked yon awn (kopch yon th)
cost yang ika (cost yang oh) wise yon awn (wise yon th)
oil en itza (oil en th), oats yang itza (oats yang th)
gost in itza (guest in th), firewood yang ik (firewood yang oh)
smart yon awn (meaning n th), great en itza
Adjective:
HH
H
1. n. -H+ -H-: karmann th
2. -ONN-, -ENN-: commissionion th, cranberriesenn th,
! without wind nn th
3. exceptions with -YANN-: GLASSHH YY, TINHH YY, WOODHH YY
YU nn and you ( young s nat Uralists)
1. -IN-: goose in th
2. exception WINDH YY(day, person)
3. -AN- (-YAN-): leatheren th
Remember: Yu n th;
gaff yang oh, rum yang oh, r yang oh, pi yang oh, right n yy (historical suf. - YAN-); bar n oy, svy n oh si n oh, green n oh, go n oh, core n th.
In short adjectives, the same number of n is written as in full adjectives.
Tuma nn aya distance - the distance of the fog nn a
wind n th girl - girl in the wind n a
Participles:
Н - НН IN SUFFIXES OF PARTICIPLES AND VERBAL ADJECTIVES
HH
H
1. There is a prefix: about seeded flour
(except for attachment not-)
But: no problem her nn oh flour
1. There is a prefix not-: not sowing n oh flour
2. No ¬, but there is AP: soya nn and I through a sieve flour
2. No ¬: sowing n oh flour
3. have a suffix -ova-/-eva-:
marin ovann th cucumbers
3. Exceptions: kova n oh, chew n oh, cool n th (-ov-, -ev- are part of the root)
4. Formed from a non-prefixed perfective verb:
Reshe nn task (to solve - what With do?)
But: from wound nn th , wound nn th in leg fighter
! Being woundnn th, the soldier remained in the ranks.
Women immediately hung washingnn oh.(Suffering. adverb, since they retain the verbal meaning, indicate a temporary state, and not a permanent sign-quality)., windless
4. Exception: wound n oh, windy
5. The same words in their direct meaning will be participles : name nn oh play, end nn th work.
5. When the participle turns into an adjective, it is possible to change the lexical meaning of the word: a smart child, an uninvited guest, a named brother, an imprisoned father, a dowry, Forgiveness Sunday, a dead man.
Exceptions: covetous, desirable,
unheard, unseen, sacred,
unexpected, unexpected, inadvertent, done, slow, awake, swaggering, chased
6. Spelling does not change as part of compound words: golden n oh, scrap n th-fracture n th, Word everything in general has adjective meaning(high quality), not the value of "adj. + communion.
7. Brief participles: a spoiled girl n a
SHOULD BE DISTINCTIVE
short adjective
Brief Communion
Girl brought up nna (sama - short adjective). Can be replaced with a full adjective: educated I.
Girl brought up n and in the orphanage (by whom?) - a short adverb .. Replaced by the verb: the girl was brought up.
Adverb
Short neuter participle
Ch. adv.
He answered deliberately(how? in what way?).
Thoughtfully - a circumstance.
noun cr. moreover
A business thoughtful (how?) from all sides.
Considered - predicate.
Task 15. Set up punctuation marks. Specify the numbers of sentences in which you need to put one comma.
Execution algorithm:
1. Find homogeneous members in the sentence.
2. Determine which unions connect them:
if it is a single connecting or dividing union ( and, or, either, yes (= and ), comma in front of him not put ;
if it is a double union ( as ..., and; not so much ... as; not only but; though... but ), a comma is placed only before the second part of the double union ;
if this repeated alliances , then a comma is placed only in front of those who are between homogeneous members ;
before opposing alliances between homogeneous members always put a comma .
3. Check if the sentence contains homogeneous members connected in pairs. Remember: if homogeneous members in a sentence are combined in pairs, then a comma is placed between paired groups and only one!
Task 16. Place punctuation marks: indicate all the numbers in the place of which commas should be in the sentence.
Remember:
participial answers the questions which? which? which? which? ;
gerund answers the questions having done what? doing what? And denotes an additional action with a verb - a predicate ; participial turnover answers the questions as? when? why?
punctuation in participial turnover depends on its location in relation to the noun being defined;
the adverbial turnover is always distinguished in writing by commas;
homogeneous definitions and circumstances, expressed by participial and participial phrases and connected by a single union And, are not separated by a comma.
Task execution algorithm:
1) Find participial and adverbial phrases in the sentence, correctly defining their boundaries. Always separated by commas.
2) Determine what position in the sentence the participial turnover occupies (DO- does not stand out with commas !!! AFTER the word being defined - stands out !!!).
3) Check if the sentence contains homogeneous members with the union AND, expressed by participial or participial phrases. A comma is not put before the union And.
4).Attention! there should not be numbers in the middle of the turnover, this provocation!!! Eliminate them!!!Use the trick to eliminate the highlighted turnover.
Task 17.
Remember: introductory words can be removed from a sentence without changing the main idea of the syntactic construction. Use the technique of excluding highlighted words.
Task execution algorithm:
1) Check if the highlighted words are introductory.
Introductory words can be removed from the sentence or replaced with synonymous introductory words; they are separated by commas.
Homonymous with the introductory words, the members of the sentence cannot be removed without changing the meaning of the syntactic construction; they are not separated by commas.
Remember that words are not introductory and are not separated by commas: as if, as if, perhaps, for the most part, as if, literally, in addition, after all, in the end, it seems to be, hardly, anyway, after all, even, exactly, sometimes, as it were, besides, only, meanwhile, for sure, extremely, probably, certainly, definitely, partly, at least, truly, still, therefore, simply, let, decisively, nevertheless, only, supposedly.
Task 18. Place punctuation marks: indicate all the numbers in the place of which commas should be in the sentence.
Execution algorithm:
1. Find the grammatical foundations of the sentence.
2. Define the boundaries of the main and subordinate parts.
3. Read the sentence, observing the selected signs. This will help to identify an incorrectly found solution or, conversely, confirm the correct choice.
Remember! As a rule, complex sentences are presented in this task. with adjectives , in them conjunction word which is not at the beginning of the subordinate part, but In the middle her, therefore A comma is not placed before the allied word. (1. Eliminate the numbers around the word "which"
4. Attention to the union And). Determine what it connects: parts of a complex sentence - a comma, homogeneous members of a sentence - no comma.
Task 19. Place punctuation marks: indicate all the numbers in the place of which commas should be in the sentence.
To complete the task, use the algorithm:
1. Indicate the grammatical foundations in the sentence.
2. Define the boundaries of simple sentences as part of a complex syntactic construction.
3. See how these parts are connected.
4. Find out if the offer contains Union And , and if it is present in the sentence, determine what it connects:
if homogeneous members , then there is a comma before it not put ;
if parts of a complex sentence , then there is a comma before it put .
5. Find 2 unions side by side: what if, what when, and if, and although, but when, so that if, and when:
Comma between conjunctions NOT put if the words go further in the sentence then yes, but
Comma between conjunctions put, if no THEN, SO, BUT.
Task 20. Which of the statements correspond to the content of the text? Specify the answer numbers.
Particular attention should be paid to the second and third sentences:
they (argument and output) contain the main information;
therefore, among the answer options, one should look for one that combines the information of the 2nd and 3rd sentences.
Remember the main information is given only in its direct meaning. (EXACTLY and SPECIFICLY)
Task execution algorithm:
1. Highlight in each sentence the key words that are important for understanding the issue that is raised in this text; pay attention to the main part of complex sentences.
2. Determine the causal relationship between sentences in the text by analyzing conjunctions, allied words, introductory constructions.
3. Shorten the text by crossing out secondary information (various explanations, details, descriptions of minor facts, comments, lexical repetitions).
4. Transmit in one sentence the main information contained in the text.
5. Compare your text compression option (your sentence that conveys its main idea) with the answer options.
Task 21. Which of the following statements are true? Specify the answer numbers.
Task execution algorithm:
1. Read the text.
2. To determine his type of speech, use the technique of imaginary "photography":
if it is possible to “photograph” the entire text in one frame, this is description ;
if it is possible to “photograph” the text in a successive series of frames, this is narration ;
if the text cannot be "photographed" - this reasoning .
3. Remember that
description shows (this is what we see: a portrait of a person, a landscape, an interior);
narration tells (this is a chain of events or actions and actions of characters);
reasoning proves and is built according to the scheme: thesis - proof - final conclusion.
Determine what type of speech the proposed text belongs to.
Types of speech
composition scheme
Narration
(what happened?)
I came, I saw, I conquered.
communicate a sequence of actions or events.
verbs are used.
Multiple Frames
exposition
tie
Development of action
climax
5. Interchange
Description
(which?)
indicate the signs of an object, person, place, state. Adjectives are used.
1 frame
From the general impression to the details.
Reasoning (why?)
substantiate this or that put forward position (thesis), explain the essence, causes of this or that phenomenon, event.
It talks about causes and effects, events and phenomena, our ideas about them, assessments, feelings. - about what can not be photographed.
1. Thesis (a thought that is being proved) →
2. arguments (proofs, examples) →
3. conclusions.
Task 22. From the given sentences write out synonyms (synonymous pair). (There may be various lexical means.
Task execution algorithm:
1. If in the task it is required to find a certain lexical unit in the specified passage of text, it is necessary
recall the definition of this lexical unit:
Antonyms- these are words of the same part of speech, opposite in their lexical meaning.! Antonyms can be contextual, that is, they become antonyms only in a given context.
Synonyms- These are words of the same part of speech, the same or similar in meaning, but different in sound and spelling. Like antonyms, synonyms can be contextual.
Homonyms-these are words thoughhigher in sound (withpossible differentwriting) or writesledge (if possiblenom different soundingnii), but different in meaning.
historicisms- These are obsolete words that have fallen out of use due to the disappearance of the objects and phenomena that they denoted from life.
Neologisms– new words of limited use.
Phraseologism- Lexically indivisible phrases reproduced in finished form: hang your nose, win, voice of crying)
Task 23. Among sentences 1-8 (there may be other sentence numbers), find one that is connected with the previous one using a possessive pronoun (another means of communication). Write the number of this offer.
Lexical means of communication required in task B7:
lexical repetitions (repetitions of words and phrases);
synonyms and synonymic substitutions;
contextual synonyms;
antonyms (including contextual ones).
Morphological means of communication:
unions;
personal, demonstrative and some other pronouns instead of words from previous sentences;
adverbs;
degrees of comparison of adjectives and adverbs.
The syntactic means of communication of sentences include:
syntactic parallelism (the same word order and the same morphological design of the members of adjacent sentences);
parceling (withdrawal from the sentence of any part and its execution in the form of an independent incomplete sentence);
incomplete sentences;
introductory words and sentences, appeals, rhetorical questions.
Task execution algorithm:
1. It is necessary to firmly learn the categories of pronouns, since the pronominal connection is most in demand in tasks of this type.
2. Remember that you must determine the relationship of this sentence with the previous , with the one that is to the offer you are considering .
CATS OF PRONOUNS BY MEANING
Personal
Unit h. pl. h.
1 l. - I we
2 l. - you you
3 l. - he, she, it they
returnable
myself
Interrogative
relative
who, what, which, whose, which, how much, what
indefinite
someone, something, some, several, someone, something, someone, someone, someone, some someday
Negative
no one, nothing, none, no one, no one, nothing
Possessive
mine, yours, yours, ours, his, hers, theirs
pointing
that, this, such, such, so much, this (obsolete)
Determinants
all, everyone, everyone, himself, any, other, most, other
When declining some pronouns, the whole word changes: I - to me, you - to you ...
Distinguish the categories of pronouns.
Wed Her (his, them) book- whose? - possessive pronoun.
We sawher (his, their ) - whom? - personal pronoun.
Who on duty today? - interrogative pronoun.
We do not know, who today duty is a relative pronoun.
Task 24. Restore the missing terms in the text of the review, with the help of which the linguistic features of this text are characterized.
Task execution algorithm:
Carefully read the list of figurative and expressive means of the language presented in the sample of answers.
Divide all the terms into 3 groups: Paths, Figures, Vocabulary.
Read the review carefully, insert the necessary IVS.
four . In case of difficulty, you can use the technique of excluding from the list of those terms that, according to the meaning, cannot be in place of gaps in the text.
1. trails - words and expressions used in a figurative sense:
epithet - figurative definition (Through wavy the moon sneaks through the fog ... / A.S. Pushkin/);
personification - attribution of qualities, actions, emotions of a person to objects, nature, abstract concepts ( The earth is sleeping in the glow of blue / M.Yu. Lermontov/);
comparison - a comparison of two objects or phenomena in order to explain one of them with the help of the other ( Ice weak on the studenoy river like melting sugar lies on. Nekrasov/);
metaphor - the transfer of properties from one object to another based on their similarity (Lights rowan bonfire red / S.A. Yesenin /);
metonymy - allegorical designation of the subject of speech, "renaming", replacing one concept with another that has a causal relationship with it ( All flags will visit us / A.S. Pushkin/);
synecdoche - a kind of metonymy, when the name of the part is used instead of the name of the whole or vice versa (We all look at Napoleons / A.S. Pushkin /);
hyperbola - excessive exaggeration of certain properties of the depicted object (The sunset burned in a hundred thousand suns / V.V. Mayakovsky /);
litotes - excessive underestimation of the properties of the depicted object or phenomenon (your spitz, lovely spitz, no more than a thimble / A.S. Griboyedov /);
irony - hidden mockery; the use of a word or expression in the opposite sense of the literal (Otkol, clever, you wander head? / I.A. Krylov/);
paraphrase – replacing the name of an object or phenomenon with a description of their distinctive features or an indication of characteristic features ( King of beasts/instead of a lion/);
2. Figures of speech - special syntactic constructions that give expressiveness to speech:
antithesis - a sharp opposition of concepts, thoughts, images (You are wretched, You are plentiful, You are powerful, You are powerless, Mother Russia! / N.A. Nekrasov /);
inversion - reverse word order (whitens sail lonely/M.Yu. Lermontov/);
gradation - the arrangement of words or expressions in ascending or descending order of their meaning (semantic or emotional) ( Glowing, burning, shining huge blue eyes)
oxymoron - a contrasting combination of words that are opposite in meaning ( Dead souls, living corpse, sad joy);
parceling - intentional violation of the boundaries of the sentence (It happened a long time ago. A very long time ago. Anna had trouble. Big.);
anaphora monophony, repetition of similar words at the beginning of stanzas or closely spaced phrases ( Wait me and I'll be back. Just wait a lot. Wait when yellow rains make you sad, Wait when it snows, Wait when the heat Wait when others are not expected, having forgotten yesterday / K. Simonov/);
epiphora - repetition of the same words or phrases at the end of several adjacent constructions (I would like to know why I titular councilor? Why exactly titular councilor? /N.V. Gogol /);
rhetorical question - a question that is posed in order to draw attention to a particular phenomenon (To be or not to be? / Shakespeare /);
rhetorical appeal - emotional appeal to people who are not directly involved in communication, or to inanimate objects (People of the world, take care of the world!);
ellipsis - omission of the predicate, giving speech dynamism (We villages - to ashes, cities - to dust / V.A. Zhukovsky /);
lexical repetition - intentional repetition of the same word or phrase to enhance the emotionality, expressiveness of the statement (It seemed that everything in nature fell asleep: sleeping grass, slept trees, slept clouds).
questionable - response form of presentation - a form of presentation in which questions and answers alternate (What to do? I don’t know. Whom to ask for advice? Unknown.);
syntactic parallelism - the same syntactic construction of neighboring sentences, the same arrangement of similar members of the sentence in them (I look at the future with fear, / I look at the past with longing. / M.Yu. Lermontov /);
homogeneous members of a sentence .
3 .Lexical means of expression: Vocabulary
Dialect words - a word or phrase existing in a particular locality (territorial dialectism), social group (social dialectism) or profession (professional dialectism): cock-kochet
jargon- the speech of a social group, different from the common language, containing many artificial words and expressions. There are different jargons: salon, philistine, thieves, student, school, army, sports, etc. "Smell" - from the jargon of hunters, "amba" - from the sea.
Antonyms(Greek Ant - against and on uma - name) - words that have opposite meanings: "Deceit and love", "Whiter is only a shine, blacker is a shadow."
Archaisms(from the Greek Archaios - ancient) - an obsolete word or figure of speech.
Neologisms(from the Greek Neos - new and logos - word) - a newly formed word that appeared in connection with the emergence of new concepts in life (in science, technology, culture, in everyday life). Neologism emphasizes the expressiveness of speech. For example, "mediocrity" instead of "mediocrity".
Synonyms(from Greek - the same name) 1) Words that are different in spelling, but close (or the same) in meaning: defeat-overcome (the enemy); run - rush; beautiful - charming; hippopotamus - hippopotamus. 2) Contextual synonyms are words or phrases that converge in meaning in the same context, these words are individual, situational in nature: needle - Ostankino needle (tower); the voice (murmur) of the waves; noise (rustle, rustle, whisper) of foliage.
Contextual synonyms - words or a combination of words that acquire a close meaning only in a certain context. "Doing nothing" - passive rest.
Phraseologism - lexically indivisible, stable in its composition and structure, integral in meaning, a phrase reproduced in the form of a finished speech unit. (Frown eyebrows, win, lower head, bloody nose, burn with shame, bare teeth, sudden death, longing takes, biting frost, fragile boat, delicate question, delicate position)
Homonyms- similar-sounding words with different meanings, for example: club (couple and sports), change your mind (a lot and change your mind). In oral speech, sound homonyms (homophones) arise - words that sound the same, although they are written differently: cry and cry, boil and open.
PART 2
It is necessary to analyze the proposed text, identifying the author's position on one of the problems raised in it, correctly and conclusively expressing one's own attitude to what was read. The volume of the essay is at least 200 words.
In order to perform the task correctly, you need to know Part C evaluation criteria.
Essay writing plan - reasoning on the proposed text
Regardless of the content of the text, you can use the following plan, compiled on the basis of the requirements for completing the task of part C:
1. Formulate the problem - K 1
2. Comment on the problem.K-2
4. Express your own opinion, agreeing or disagreeing with the author. K-4
5. Prove your point of view by giving at least two arguments (each of them is given in a new paragraph).
6. Final conclusion (conclusion).
Problem - a question that interests the author of the source text and causes his thoughts and reflections.
In this tiny City-State, located on the shores of the Ocean, the beginning of the New Year coincided with the beginning of the school year. It was a tribute of respect to its inhabitants to the Scientists and Teachers, who many years ago helped to survive the then still young small State, which arose on the ruins of the once great empire. No monuments were erected to Teachers and Scientists, no street names were given to them, no memorial plaques were hung in their memory. It's just that all citizens of the State, without exception, remembered their names with gratitude, and the best traditions that entered everyday life as a matter of course practices had their roots in the Age of Teachers.
One of these traditions was the ritual of the New Year's Wish, which arose after the death of Master Gile.
... The old people say that when Teacher Gila was asked to suggest what to do in order to get what he wanted, he invariably asked the same question: “Why do you need this?”. The man thought about it and answered in detail. But the same question again followed from the Teacher: “Why do you need this?”. And so it went on until suddenly the man's face cleared up and calm confidence appeared in his eyes. Then the Teacher smiled and said: “Now do you know what to do?”. "Now I know, thanks!" "Then follow your dreams!"
They say that once a man came to Teacher Gila, who complained that for many years he had been dreaming of buying a house with a garden, but as soon as he managed to save up the required amount, unexpected expenses suddenly appeared and there was not enough money to buy a house again. In the end, it turned out that in fact the person dreamed of planning gardens and parks, planting flowers, trees and shrubs, and caring for them. When the man realized this, he quit his job and went to study as a garden architect. During his life, he designed hundreds of parks, and thousands of people to this day enjoy the silence, beauty and harmony in them, remembering with gratitude the name of the Great Gardener. By the way, he later bought a house for himself, and planted a beautiful garden around it.
...On New Year's Eve, the townspeople gather in the circle of their closest people. Each person speaks about his desire. The rest ask him the same question that Teacher Gila once asked, until the Most Important Desire manifests itself. Those present are warmed by the knowledge that close people will do everything in their power to make the dream come true.
Surprisingly, the end of the ritual in all houses always coincides with the festive fireworks, which marks the onset of the New Year. Then the inhabitants of the City go out into the street and go to the shore of the Ocean. The sky above the coast is colored with fireworks, and bright lights rise above them - heavenly flying lanterns. The townspeople carefully raise the lanterns above their heads and escort them with the parting word “I am going to meet my dream.” At first, the lanterns hover over the water hesitantly, but then the wind picks them up and takes them up.
In this section, we are preparing for the USE in mathematics as a basic, specialized level - we present analysis of problems, tests, a description of the exam and useful recommendations. Using our resource, you will at least understand how to solve problems and be able to successfully pass the exam in mathematics in 2019. Begin!
The USE in mathematics is a mandatory exam for any student in the 11th grade, so the information presented in this section is relevant for everyone. Mathematics exam is divided into two types - basic and profile. In this section, I provide an analysis of each type of task with a detailed explanation for the two options. The tasks of the exam are strictly thematic, therefore, for each number, you can give precise recommendations and give the theory necessary specifically for solving this type of task. Below you will find links to tasks, by clicking on which you can study the theory and analyze examples. Examples are constantly updated and updated.
The structure of the basic level of the exam in mathematics
The Foundation Level Mathematics Exam consists of one part , including 20 tasks with a short answer. All tasks are aimed at testing the development of basic skills and practical skills in applying mathematical knowledge in everyday situations.
The answer to each of tasks 1–20 is integer, final decimal , or digit sequence .
A task with a short answer is considered completed if the correct answer is recorded in the answer sheet No. 1 in the form provided for in the instructions for completing the task.
