(1) The most wonderful days have come for the Kid. (2) In his entire, though still short, life, he did not have so many blessings at the same time: freedom, people's attention, an abundance of food and drink. (3) Before entering the courtyard of house number twenty-four, the Kid visited three owners. (4) He was separated early from his mother, a Nenets Laika, whom he soon forgot. (5) For some time he lived with a collective farmer, not far from the city. (6) The baby was given complete freedom. (7) All day long he chased passing cars along the highway or barked at the good-natured old Polkan, who occasionally crawled out of his booth. (8) Polkan treated the puppy condescendingly, as befits an elder, and never offended him. (E. Kokovin)
Among sentences 1-4, find an offer with a separate application. Write the number of this offer.
(1) Winter retreated into the gardens, hid behind sheds and fences, and only at night dared to sorties, intercepted streams with frost, these tireless coherent springs. (2) The city was filled with fairground noise. (3) Cars blew obsessively, discordantly, probably because the streets were full of people. (4) Under all the roofs the drops drummed, in all the yards children's voices rang out, and over the houses and yards, over the streets and crossroads, loud-mouthed rooks wrote out dizzying turns. (M. Prishvin)
INDEPENDENT HOMEWORK
I walked noisily around the room, (1) rattled chairs, (2) and my mother was still standing by the window. I thought (3) that she, (4) probably, (5) was looking at something, (6) and also went to the window.
I thought for a long time about (1) why my mother didn’t scold me at all, (2) why she, (3) to my happiness, (4) was even delighted, (5) that I broke the cup, (6) and not Boom.
In the sentences below from the read text, all commas are numbered. Write down all the numbers denoting commas in the introductory word.
Kur, (1) true, (2) has not been here for a long time. When playing hide and seek, this was the most secluded place, (3) and in the evening they were generally afraid to go there.
To the left of the path is a vegetable garden. Rather, (4) it was a garden-garden.
In the sentences below from the read text, all commas are numbered. Write down the numbers denoting commas in the introductory construction.
After seeing my mother and father on another business trip, (1) my grandmother and I immediately, (2) as conspirators, (3) gathered for an emergency council. Short, (4) dry, (5) with short hair, (6) the grandmother looked like a mischievous boy. And this boy, (7) as they said, (8) looked a lot like me.
In the sentences below from the read text, all commas are numbered. Write down the numbers denoting commas at the introductory word.
I took the bear home and repaired it myself, (1) although I had such a skill, (2) of course, (3) I didn’t have it. I washed, (4) stuffed new cotton wool, (5) carefully sewed it up and even lightly ironed it. In place of the lost eye, I attached a black bandage, (6) like a pirate.
In the sentences below from the read text, all commas are numbered. Write down the numbers denoting commas at the introductory word.
He and his little sister were raised by a mother, (1) a hysterical, (2) noisy woman, (3) who kept coming to school, (4) to deal with the offenders of her children. But such intercession, (5) of course, (6) only strengthened our contemptuous and arrogant attitude towards her miserable offspring.
In the sentences below from the read text, all commas are numbered. Write down the numbers denoting commas in the introductory construction.
- Well, (1) Polikarpovna, (2) is it really only for money? I’ll correct you, (3) and then you will remember me with a kind word, (4) here we are, (5) as they say, (6) and quits, (7) - he said and laughed.
In the sentences below from the text, all commas are numbered. Write down the number(s) that indicate(s) the comma(s) when referring.
Do you (1) mean (2) think (3) that I know everything? Choir - this is, (4) really, (5) I know. And then ... Understand me correctly, (6) Zhenya.
In the sentences below from the read text, all commas are numbered. Write down the numbers denoting commas at the introductory word.
- Hello, (1) Victoria! You (2) probably (3) don't remember me? I am Nazarov.
Sergeeva carefully looked at the guy: she could not remember him.
- Well, remember (4) how you sledded, (5) and I ... You also invited me to Moscow.
REPETITION.
1. Replace the phrase TRAIN WITH PERSISTENCE
2. Replace the phrase NAVY PASTA, built on the basis of agreement, by a synonymous phrase with the adjacency connection. Write down the resulting phrase.
3. Replace the phrase FLOWER SHOP
4. Replace the phrase SWIMMING POOL
5. Replace the phrase SPEAKS WITH CONFIDENCE, built on the basis of control, by a synonymous phrase with an adjacency relation. Write down the resulting phrase.
6. Replace the phrase LOOKED AGAIN GRACELY
7. Replace the phrase UNDERGROUND CROSSING, built on the basis of agreement, by a synonymous phrase with a control connection. Write down the resulting phrase.
8. Replace the phrase QUESTION ON LITERATURE, built on the basis of management, by a synonymous phrase with the connection agreement. Write down the resulting phrase.
9. Replace the phrase SNOWBALL, built on the basis of agreement, by a synonymous phrase with a control connection. Write down the resulting phrase.
10. Replace the phrase DID IT QUIETLY, built on the basis of adjacency, by a synonymous phrase with the connection control. Write down the resulting phrase.
REPETITION.
1. Write out a real participle in which the spelling of the vowel in the suffix depends on the conjugation of the original verb:
The orange dawn was austere and glazing, puddles in the swamps burned from it like windows. We really needed to know if it was a black grouse muttering or so it seems. All three of us perched on a large melted mound, listened.
2. Write out a passive participle in which the spelling of the vowel in the suffix depends on the conjugation of the original verb:
A live beaver in the wild is very hard to see. Hunted for centuries by man, the surviving beavers have become very cautious. It is all the more interesting that where security is established, beavers become more trusting, often tame.
3. Write out the real participle of the present tense, in which the spelling of the unstressed vowel in the suffix is determined by the fact that it is formed from the verb I of the conjugation:
Ducks swarmed and swam on the wide mudflat. They dived and, waddling funny, climbed ashore. Through binoculars, I saw several different breeds of ducks, shining with their plumage. The black hooded duck swam quite close. Along the edge of the shore, among the ducks swarming in the mud, a large Avocet ran nimbly.
4. Write out the real participle of the present tense, in which the spelling of the suffix is determined by the fact that it is formed from the verb of the II conjugation:
A few more days passed, and the weather deteriorated sharply. The wind blows in gusts, whipping raindrops on the sailors on duty in the trenches, knocking out grains from swollen ears. Hunched, gloomy sailors roam the trenches. Wet flares slam heavily on the legs.
5. Write out the passive participle of the present tense, in which the spelling of the suffix is determined by the fact that it is formed from the verb of the II conjugation:
I confess that I do not like the so-called luxurious editions, with endpapers, titles and half-titles, in haughty gilded bindings. It is sad to see how they freeze behind the glass of bookcases, buried as if in crypts, not disturbed by anyone.
6. Write out the passive participle of the present tense, in which the spelling of the suffix is determined by the fact that it is formed from the verb I of the conjugation:
Spurred on by a quiet current that swayed the tall stalks of overwintered reeds, we floated in our narrow and light pirogue.
7. Write out a word from the text in which the choice of a vowel in the suffix is determined by the spelling of the suffixes of the passive participles of the present tense, formed from the verb of the II conjugation:
With a gun in my hands, I stood bewildered, peering into the black peak to tears in my eyes. The invisible capercaillie scattered song after song. Now I distinctly heard each knee, I heard a special strange sound of feathers unfolding. In the direction of the song, it seemed that the bird was hiding at the very top.
8. Write out a participle in which the spelling of one of the suffixes is determined by the rule: “In the real participles of the past tense, the suffix -А-(-Я-) of the stem of the indefinite form of the original verb is preserved”:
Above the chimneys protruded white chef's hats, and heated air flowed over the chimneys, melting beautifully in the frosty sun.
9. Write out a participle in which the spelling of one of the suffixes is determined by the rule: “In the real participles of the past tense, the suffix –I– of the stem of the indefinite form of the original verb is preserved”:
Pyotr Arianovich raised his face. It was hot, sweaty, and smiled joyfully, as if the teacher had found the solution to a riddle that had long tormented him. The cap was kept on the very top of the head.
10. Write out a participle in which the spelling of one of the suffixes is determined by the rule: “In verbal adjectives and passive participles of the past tense, the suffix -А-(-Я-) of the stem of the indefinite form of the original verb is preserved”:
Having spent the night with special pleasure in a hospitable house on the shore of the bay, in the early morning we again set off to the places of bird wintering. With a rattling engine, a small boat cuts through the mirror-like surface of the bay dotted with birds.
Among sentences 15-19, find a sentence with isolated homogeneous inconsistent definitions. Write the number of this offer.
(15) At the same time, suppressing a heavy sigh (the eldest of them was only ten years old, and besides, both of them had not eaten anything in the morning except empty cabbage soup) and throwing a last loving-greedy look at the gastronomic exhibition, the boys hurriedly ran down the street. (16) Sometimes through the misted windows of some house they saw a Christmas tree, which from afar seemed like a huge bunch of bright, shining spots, sometimes they even heard the sounds of a cheerful polka ... (17) But they courageously drove away from themselves a seductive thought - to stop for a few seconds and put your eyes on the glass.
(18) As the boys walked, the streets became less crowded and darker . (19) Beautiful shops, shining Christmas trees, trotters rushing under their red and blue nets, the screech of runners, the festive animation of the crowd, its cheerful many-voiced noise, the laughing faces of smart ladies flushed with frost - everything is left behind.
In the second and third paragraphs, find sentences with a separate definition. Write the numbers of these sentences in ascending order.
Among sentences 1-8, find sentences with a non-separate participial turnover. Write the numbers of these proposals.
Among sentences 9-18, find sentences that include introductory words or phrases. Write the numbers of these proposals.
Among sentences 10-25, find those that include an appeal. Write the numbers of these proposals.
Among sentences 1-5, find sentences with introductory constructions. Write the numbers of these proposals.
Among sentences 19-23, find a sentence with a separate circumstance. Write the number of this offer.
Among sentences 7-13, find sentences with separate applications. Write the numbers of these proposals.
(7) People are incapable of living disorderly. (8) No one dares to say to himself: I am independent, I am my own complete master, I turn back whatever I want. (9) ... the reigning persons had the right to this, they were the most important part of the established mechanisms, and therefore they had to curb their personal “I want” more than others.
(10) In my youth, I became the smallest molecule of the grandest hypersocial system - the Second World War. (11) By nature, I was not a killer, neither by nature nor by upbringing, Pushkin's "mercy to the fallen called" always resounded in me. (12) But despite myself, I was forced to kill and did it without any remorse. (13) Even the most humane of people - Pushkin, if he were in my place, he would do the same.
This is not a complete list of wordings.
When discussing AT 5 the solution of the above task and the algorithm of work were proposed: “ When it comes to applications, 1 . we are looking for a dash in sentences (a favorite sign of this minor member); 2 . if a dash is found, then we look for predicates expressed by verbs in these sentences (we found, that is, this is not the case when the subject and predicate are expressed by nouns);3. it means that these sentences have separate applications» 182 .
Appendix, the grammatical name of a definition expressed by a noun in the same case and number with the word being defined. This is only a minor part of the sentence. Introductory word or sentence (insert construction), a grammatical term meaning that part of a sentence or period, which is an expression of the attitude of the speaker to the rest of the speech, is not grammatically connected with the other parts and can be omitted without violating the structure. Simply put, it is necessary to be able to distinguish a definition that is a member of a sentence from words that are not such or, sometimes, are independent sentences.
And again clarification: Plug-in the components do not have a grammatical connection with the context; indeed, they complement the emotional background. BUTAppendix - This is a parallel name of the subject. If we are working with the application and the word being defined (that is, we have already “identified” them as a construction and are no longer confused with inserts), then the technique will help determine which of them is which, since the subordinating relations in them are “erased”, “obscured” and it is difficult to establish which of the words has a characterizing role, that is, where is the application, and where is the word being defined, and this is important when setting the sign» 183 .
« I'll try to make an algorithm:
1. We single out the grammatical basis, find out whether the predicate is expressed by a noun.
2. We emphasize the secondary members of the sentence.
3. We identify "extra" subjects and additions.
4. We reveal what is primary in the meaning of the sentence. The rest is put into applications. And the signs with them - a separate song» 184 .
So, in the formulations for the task AT 5 you can meet introductory words and constructions, appeals, isolated and non-isolated definitions, isolated circumstances. It is worth recalling that in the textbooks for everyone " complicators ' takes up a lot of space.
Consider, as an example of reasoning when looking for an answer, one of the options:
Among sentences 16-22, find a sentence with a separate application. Write the number of this offer.
(16) Another thing is that in former times the changes in human society took place immeasurably slower than now. (17) In studying the impact of the accelerated pace of history in the second half of the 20th century, psychologists even coined the term “future shock.” (18) This is a feeling of confusion, helplessness, disorientation that grips people when their psyche ceases to keep up with too rapid changes in society, in technology, in mores and customs. (19) What can we say about us, when in one decade - an elusive moment by the standards of history - we experienced a series of upheavals: the economic formation, the political system changed, the usual country disappeared. (20) It's not just a future shock, it's a super shock. (21) One has only to wonder at the mental fortitude that allowed people to withstand such a historical tsunami.
(22) So is it worth looking for those responsible for the fact that children and grandchildren are not like us?
Our task is to find a sentence with a separate application, which we remember that this is a definition expressed by a noun, that the favorite sign of the application is a dash. In the text offered to us, a dash (or rather, two dashes) highlights a combination of words « an elusive moment by the standards of history. This is the correct answer. Decade (which?) - elusive moment . Well, it's quite simple if the material is familiar, and even if you know how to use it. Enter the number in the cells 19 .
Another application example:
In the last paragraph, indicate a complex sentence, one of the parts of which is complicated by a single isolated application. Write his number.
(20) I spoke, among other things, about how much valuable for world culture the peoples of the Volga region give. (21) The Volga region - understand this! - that is, the peoples living along the great Russian river Volga. (22) Isn't the Volga also a river of other peoples - Tatars, Mordovians, Mari and others? (23) Is it far from her to the peoples of the Komi or Bashkirs? (24) How much we, Russians, received cultural values from other peoples precisely because we ourselves gave them a lot! (25) And culture is like a fiat ruble: you pay with this ruble, and it’s all in your pocket, and even, you see, there is more money.
(According to D. Likhachev)
Search in this text is complicated by the fact that not always the application can be separated by a dash. In the sentences we need to find single standalone application. Remember: application is a noun. Isolation - highlighting with punctuation marks. Discarding various introductory words and constructions ( by the way, look), ignoring the dash, which performs a completely different function this time, we are looking for noun-definition. It is found only in the 24th sentence, although the word is more like an adjective in form. Remember the substantiated noun? This word - Russians (how many weRussians , got…), which is separated on both sides by commas. It turns out that commas can also be a kind of "pointer" in the search for an application. As an answer, enter the number 24 on the form.
Chapter Six - B6
Job serial number | Task designation in work | Task difficulty level | Job Type | Approximate % completed |
||||
Difficult sentence. Ability to parse sentences and phrases. |
In order to successfully complete this task, you must repeat:
types of complex sentences (SSP, SPP, non-union complex),
types of subordinate clauses (explanatory, attributive, adverbial: place, time, etc.),
types of connection of simple sentences within a complex one (serial, parallel, non-union).
FIPI: « Complex sentences with a transparent syntactic structure, clear syntactic (composing and subordinating) relations of predicative parts did not cause any particular difficulties.
However, most of the examinees did not cope with the variant of this task, which requires finding a complex sentence with homogeneous subordinate clauses.
Clauses with homogeneous subordination in such complex sentences are often combined by a common syntactic means of subordinating connection with a subordinating conjunction or allied word. The absence of such a means before the second subordinate clause provokes an error in the examination papers: perceiving one of the subordinate clauses as an independent part of a complex sentence, in this case, students cannot find the correct answer - the task remains unfulfilled. The experience of conducting the Unified State Examination of past years proves the stability of this error.» 185 .
Naturally, in this task we can see a significant variety of formulations:
Indicate the number of the non-union complex sentence, the second part of which reveals (explains) the content of the first 186 .
Among sentences 2-6, find a sentence with a homogeneous and parallel subordination of subordinate clauses. Write down his number.
(2) And how amazingly, how miraculously this marvelous power appeared in Lomonosov! (3) In order to fully understand this, one must be transported in thought to that era in the life of Russia, when literate people could be counted on the fingers, when learning was something identical with witchcraft, when a book was a rarity and an invaluable treasure. (4) And at that very time, on the shores of the Arctic Ocean, on the border of nature, in the kingdom of death, a fisherman's son was born, who for some reason took into his head what he needed, it was imperative to learn that without learning, life is not in life. (5) No one explained this to him, as they interpret it today, they even beat him for his desire for learning, as they beat him today for aversion to science. (6) This boy was wonderful, he did not look like good people, and good people, looking at him, shrugged their shoulders. 187
In the first and second paragraphs, find a complex sentence with two subordinate clauses. Write the number of this offer.
Among sentences 9-15, find complex sentences with sequential subordination of subordinate clauses. Write the numbers of these compound sentences in ascending order.
(9) It is generally accepted that the telegraph, telephone, trains, cars and liners are designed to save a person his precious time, to free up leisure that can be used to develop one's spiritual abilities. (10) But an amazing paradox occurred. (11) Can we honestly say that each of us who uses the services of technology has more time than the people of the pre-telephone, pre-telegraph, pre-aviation era had? (12) Oh my God!
(13) Technology has made every state powerful and humanity as a whole. (14) In terms of fire destroying and all kinds of power, America of the twentieth century is not the same as America of the nineteenth, and humanity, if it had to fight back, well, at least from the Martians, would meet them differently than two or three centuries ago. (15) But the question is, has technology made more powerful just a person, one person, a person as such?
Among sentences 8-18, find a complex sentence with a clause of mode of action(explanatory, definitive, time, purpose, etc. - A.T.). Write the number of this offer.
Among sentences 9-17, find a complex sentence with a coordinating and subordinating connection. Write the number of this offer.
The choice of wording is huge. However, all the information related to the correct performance of this task took place for the graduate not so long ago: only two years ago, at the end of the 9th grade. Therefore, it is almost impossible to forget (if taught, of course). It is also important that when preparing for this task, it is worth working out sentence schemes with students so that they can see its structure, connections, and some patterns of construction. You can offer not only to draw a diagram of an already analyzed proposal, but also to come up with a proposal according to an existing diagram.
The algorithm for working with this task (again, only suggested): obligatoryreadingall sentences in which it is necessary to search - identification and classification of complex sentences - determining the nature of the subordination of subordinate clauses (or subordination) in this sentence - recording the answer in numbers (there should be one character in the cell).
Let's check in practice:
Among sentences 1-5, find a complex sentence that includes a definitive clause. Write the number of this compound sentence.
(1) I don't even remember the name of that book. (2) I only remember that on the brown cover, in a long zigzag pattern, was the pennant of some sailboat. (3) I was not particularly fond of reading, but I enjoyed giving books from our home library to my classmates. (4) Petka Solodkov pulled it out of his briefcase and put it on the table. (5) We stood at the window and looked at the gloomy October sky, from which rare snow fell like fluff.
There are three complex sentences in this passage: 1, 2 and 5. Because they have more than one stem. The third and fourth sentences are complicated by homogeneous predicates. Only complicated. From the secondary school course, we remember that the subordinate attributive clause answers questions ( which? whose?), which are set from the main clause. Let's try these questions. I don't remember,(what?) what was the name of the book in the first sentence, the question is clearly not for a relative attributive clause. This is an explanatory adjective. Second suggestion: I only remember(what?) that alel pennant- also an adjective explanatory. There is only one option left: We stood and looked at the sky(which?) from which the snow fell this is the adjectival clause. But in this case, the allied word can come to the rescue which , which is a formal indicator of the definition.
At the All-Russian Internet Pedagogical Council, a somewhat similar option 188 was discussed:
In the first two paragraphs, find the complex sentence with the attributive clause. Write the number of this compound sentence.
(1) Construction is going on in the yard of our house. (2) Through the kitchen window, one can observe how a chain is lined up from time to time and from left to right, from left to right - a stream of bricks flowing into an even pile growing before our eyes. (3) And as soon as they lined up, as soon as it began - from left to right, from left to right, all of them, diverse, became similar to each other. (4) Got into the chain - he is no longer his own master.
(5) Each of us is surrounded by people. (6) But these people are never a chaotic mass, they are always built in a certain way into some kind of operating mechanism - small, temporary, like a chain throwing bricks, or immensely great, incomprehensibly complex, which we used to call the word "society". (7) People are incapable of living disorderly. (8) No one dares to say to himself: I am independent, I am my own complete master, I turn back whatever I want. (9) ... the reigning persons had the right to this, they were the most important part of the established mechanisms, and therefore they had to curb their personal “I want” more than others.
Let's pay attention to the remarks of the participants in the discussion: Yesterday, only this text was analyzed with the students ... With the taskAT 7 everyone did it, butAT 6 - not everyone, although they clearly know what a definitive clause is, could not find it, most confused it with participial turnover» 189 .
« Here is the main mistake of the students: determining the type of the subordinate clause according to the unions that are given in the textbook. They completely forget that the type of the subordinate clause is determined only by the question from the main clause».
« Summed up just the question, first of all, you need to teach to see the structure of the sentence. And then, of course, ask a question. But sometimes it happens that the question is very difficult to ask, therefore, if unions (or allied words) refer only to one or another type of subordinate clause, then children should be told about this (for example:although despite - concessions,which - definitive). Although, of course, at the heart of the question lies.
The problem is still not entirely in the ability to determine the type of the subordinate clause, they do it easily, I worked with them for 200 sentences before that, but as soon as you also need to find it in the text, they “stumble” here. No attention, and here in this text a long sentence came across, it still needs to be read to the end» 190 .
« And this can be considered a big mistake of the developers - by indicating the correct number of the sentence, in which there are still a lot of other structures, you can mean something completely different from the developers, and get into the "right" just by chance. The answer should be clear and unvaried, since this is not a creative task ... You can make it much easier - find the word after the comma so that it answers these questions (which? which? whose? ), and then check the construction following it for the presence of a grammatical basis (the word must be included in the grammatical basis or extend it). Just something "business"» 191 .
As a result, the 6th proposal turned out to be the desired one. Again, not very difficult for a three minute search. You can see more about subordinate and various types of communication in textbooks, in any textbooks of the Russian language course in high school.
Another example with a comment: Among sentences 1-12, find complex subordinate clauses with a goal clause. Write their numbers.
The text is already familiar to us - S. Lvov about the benefits of home joint reading aloud 192 . The clause of purpose answers the question from the main clause ( for what purpose? for what?). There are several complex sentences in this segment (1-12 sentences): 2, 3, 4, 5, 7, 9, 10 and 11. The choice is large. Let's put questions to the adjectives. Second sentence - with a clause of time: involves the exchange of thoughts (when?), when the whole family reads... Third- with a subordinate condition: she turns into a friend (under what condition?) if it is a big book and it is read for a long time . Fourth- with two subordinate clauses (time and attributive): i can share them (when?), when I look at books (what kind?), what's on the shelves . Fifth- again definitive: put books together (what kind?), which we have read . seventh- with a subordinate goal (what you need to find): how to choose the time (for what purpose?), so that they can immediately gather at the table . ninth- also with a subordinate purpose: is it for that (for what?), to watch TV . tenth- with adverbial time: we sit for hours (when?), when they show nothing . Eleventh- adjectival attributive: huge screen (which?), who did not "dream" .
In the correct answer, there are two numbers (7.9), we write them in the cells separated by a comma, which we also put in the cell. And no spaces between characters.
Chapter Seven - B7
Job serial number | Task designation in work | Content elements and activities to be checked | Checked content element codes | Task difficulty level | Job Type | The maximum score for completing the task | Estimated lead time (min.) | Approximate % completed |
Means of communication of sentences in the text. The ability to evaluate written statements in terms of language design, the effectiveness of achieving the set communicative tasks. |
FIPI: « ExerciseAT 7 with a short answer refers to tasks of an increased level of difficulty and is focused on testing the skills and abilities to analyze the text from the point of view of its most important characteristic - coherence. The basis of connectivity is the "communicative continuity" of sentences, which consists in the fact that each next sentence is built on the basis of the previous or previous ones, absorbing one or another part of it. 193 .
In the taskAT 7 to analyze the coherence of the text, text fragments were proposed containing various models of thematic-rhematic chains: models using a sequential (chain) method of connecting sentences and a parallel method of connecting sentences. It was necessary to find sentences in the text that were connected in series or in parallel with each other, relying on formal means that convey the coherence of the sentences included in the text.» 194 .
There are not so many formal indicators of the connection of sentences, so they are worth remembering: demonstrative pronouns, lexical repetition, synonyms or contextual synonyms, antonyms or contextual antonyms, conjunctions (subordinating or coordinating), pronominal adverbs of place, personal pronouns, particles + lexical repetition, cognate words , syntactic parallelism, introductory words. It is worth noting that these formal indicators of the connection of proposals can be combined with each other. 195
Monitoring the level of learning as one of the conditions for the effectiveness of the preparation of the exam in the Russian language
Graduation work... Model systems for monitoring subject learning in the context of preparation for USEonRussianlanguage ... some components... words, phrases or sentences (28 assignments ... on results USE and trial testing. Percent Complete assignmentsparts"AT" USE ...
Analytical materials of the subject commission on the USE in the Russian language in 2009
Analytical materialsRecognition and identification parts speech, if there are similar morphological modelswords. As shown... an exam in the format USE. Under the compulsory exam onRussianlanguage performance assignmentsparts B shows a weak...
USE results in general education subjects* 3 1 USE results in Russian 3 1 1 characteristics of the tasks of the unified state exam in the Russian language in 2009
DocumentRESULTS USEON GENERAL EDUCATIONAL SUBJECTS* 3.1. results USEonRussianlanguage 3.1.1. Characteristic assignments unified state exam onRussianlanguage in 2009 By topic...
The program of the elective course Grade 11 70 hours "interactive course of preparation for the exam in the Russian language"
ProgramExam onRussianlanguage in the shape of USE. In the development and implementation of an intra-school network models preparing students for USE can... parts speech; perform lexical analysis the words. Help with these assignments will provide the following books: USE. Russianlanguage ...
(1) The store was very close to the shore. (2) There were only three customers at the counter. (3) As soon as I managed to wrap the resulting loaf in a newspaper, a short departure whistle of the steamer was heard from the shore. (4) It was as if I had been scalded with boiling water. (5) I almost knocked down the buyer who was entering the store, without understanding the road, I rushed straight through the mud to the shore ... (6) The steamer, already picking up speed, was sailing in the middle of the river. (7) I shouted something, raising my hands, ran after the steamer along the shore, but soon realized that all this was useless. (8) The steamboat disappeared behind the near turn, and I sank exhausted onto some rotten stump. (N.Vurdov)
12. Among sentences 1-5, find an impersonal sentence. Write down his number.
(1) The road went through low-lying swampy places. (2) On the sides, centuries-old fir trees rose gloomily, then treeless yellowish swamps stretched for kilometers. (3) In some places one had to wade knee-deep in water. (4) In the swampy areas, poles-lezhnevkas surfaced, they had to step over or step on them, underfoot the poles went down like piano keys. (5) All this made walking very difficult. (N.Vurdov)
13. Among sentences 1-8, find definitely personal sentences. Write down their numbers.
(1) The hospital was in the building of a former hotel. (2) I was placed in the fifteenth ward of the surgical department. (3) Time passed slowly. (4) One day is like another. (5) The hospital routine is unchanged. (6) What you can’t change your mind about from a round to a doctor’s round. (7) I remember the years of study at the FZU. (8) You begin to sort through the events of those days in your memory ... (Z. Sorokin)
14. Among sentences 1-8, find a one-part nominal sentence. Write down his number.
(1) And it is already getting dark in the forest, a gloomy twilight creeps out from there. (2) They lie down in the water. (3) From Elguni we turned into a canal. (3) It is getting narrower, narrower. (4) Tree branches touch the face. (5) From all sides, blowing horns, squadrons of mosquitoes fly towards us. (6) It's getting dark. (7) And now it's already dark. (8) And in it, as in the heart, the motor of the boat knocks. (S. Voronin)
15. Among sentences 1-4, find a complex one that includes a one-part impersonal sentence. Write the number of this compound sentence.
(1) Every autumn high brigs and clippers, barges and brigantines returned to the islands for repairs. (2) They came from the Caribbean, from the Levant and Scotland, from every corner of the earth. (3) They were brought by Swedish skippers - taciturn and honest people. (4) In winter, the ships froze into the ice, they were covered with snow. (K. Paustovsky)
TASK B 4.
1. Among sentences 9-16, find a complex sentence that includes a one-part impersonal.
(9) Someone may know, for example, all varieties of butterflies and understand nothing about environmental problems. (10) Not even interested in them. (11) In this case, a person loses sight of the connection of a single butterfly with the structure of the world.
(12) 3 knowledge answers the question “Why?”, And information only answers the questions “What? Where? When? How?". (13)3 knowledge consists of "understandings" and is the property of science. (14) 3 knowledge needs information, but is not reduced to it - it is higher, because it knows how to check the reliability of information.
(15) 3 knowledge in the European, and now in the global scientific tradition has always been opposed to opinion. (16) An opinion is just a certain attitude to something, and knowledge is, I repeat, an understanding of a pattern.
2. Among sentences 8 - 15, find a complex sentence, which includes one-part sentences: indefinitely personal, impersonal and definitely personal.
(8) For one, the meaning of life is to build a city, and for the other, to rebuild country mansions. (9) For one - to share everything he has with his neighbor, and for the other - to scribble an anonymous letter on a neighbor, to scribble a slander on a colleague because of supposedly "restoring justice."
(10) In general, we sometimes strive to live life convulsively, quickly, and only then we grab our hats, in a word, we are most often strong in our hindsight. (11) We often do things that make no sense at all.
(12) Social, moral, psychological processes of the formation of society require extreme caution. (13) I am sometimes asked how to deal with drunkenness, lies, theft, but I always answer: start with yourself. (14) In my opinion, only self-restraint, education of the inner culture of a person, the general culture of the people will help to eradicate this evil.
3. Among sentences 4 - 7, find a complex sentence, which includes a one-part definite personal sentence.
(4) Contradiction between generations arises not only because young people create new traditions that come into conflict with the traditions of their fathers, but also because in their desire to establish these traditions, young people often behave destructively, denying absolutely all the accumulated experience. (5) In my opinion, the problem of confrontation between generations should not be dramatized, because if the confrontation outweighed the harmonic ties between generations, society could not exist. (6) However, it should not be treated with indifference or very lightly, since at the end of the 20th century the danger of the elders not interfering in the problems of the younger ones increased significantly. (7) To understand, let's dwell on this problem in more detail.
4. Among sentences 7 - 15, find complex sentences that include a single-component impersonal.
(7) It fit into my life with a distant, unfaithful haze, painted the future with bright dreamy strokes. (8) On the day when I left home, just like today, the field grasshoppers called, the hawk soared over me just as lazily, and only the heart was young and did not believe in the way back. (9) And here again the disastrous long path leads me to the forest eels, and again I listen to the noise of the summer forest. (10) Again, solemnly and wisely, the old coniferous forest rustles over me, and it has nothing to do with me. (11) And over the forest the sun hangs in the blue, generously, swiftly and silently pouring its gold coins into the shaggy coolness of the mosses. (12) And above the mosses, like old women aged behind yarn, resinous firs doze: they sometimes whisper dully, as if indignant at the generosity of the sun, and perhaps with their own longevity. (13) Under the firs, the ancient smell of ferns. (14) It seems to me that I hear green grass growing in the fields.
Task 14
1. Among sentences 1-8, find a complex non-union sentence. Write the number of this offer.
(1) The frosty night dried up the snow soaked during the day, covered it with a fragile crust from above - infusion. (2) The dogs did not come. (3) Early in the morning we follow the sledge back to the pass to look for Boyka and Kuchum. (4) On the left, the dawn is in full flood, on the right, a belated month hangs over the mountains. (5) Let's go fast. (6) It's quiet around. (7) Only snow crunches under the skis. (8) The trail of the dogs is still not visible, and soon the pass. (Fedoseev G.)
2.
(1) And Pavlik fell silent sadly, puzzling over the mysterious disappearance of the bird and the no less mysterious disappearance of his uncle. (2) The wheels rattled on the pavement. (3) The stagecoach drove into a shady street lined with acacias. (4) Gray crooked trunks of telephone poles, red tiled and blue iron roofs flashed; in the distance, for a moment, the dull water of the estuary appeared. (5) An ice cream man in a raspberry shirt walked in the shade with his tub on top of his head. (Kataev V.)
3. Among sentences 1-11, find a complex non-union sentence. Write the number of this offer.
(1) The moon rose, it became light, the wind died down, the lake calmed down. (2) The swan also calmed down, dozing. (3) Quietly. (4) Only occasionally a pike splashes in the reeds and a bittern hums ... (5) Before morning, the breeze blew again, rustled the reeds gently, lulls you to sleep. (6) The swan does not hear the soft steps of the thieving red fox. (7) And she is already close. (8) Next! (9) Wake up, swan! (10) Wake up! (11) The swan was alarmed, framed a strong beak, but it was too late. (Svintsov V.)
4. Among sentences 1-5, find a compound (s) non-union (s) sentence (s). Write the number(s) of this offer(s).
(1) Rain flooded the forest; on the edge, where Gorbunov was, boiling lakes formed. (2) The branches of the trees trembled under the weight of the water falling on them. (3) In the darkened, warped air, no German fortifications could be seen. (4) But the enemy's mounted shelling did not subside. (5) Bluish, ghostly columns of explosions rushed about in the dark thickness of the downpour; flashes of fire ran across the field. (Berezko G.)
5. Among sentences 1-6, find complex non-union sentences. Write the numbers of these proposals.
(1) The man let go of Leshka's hand, but Leshka continued to follow them. (2) We came to the house management, the phone hung in the corridor. (3) A dusty light bulb was burning. (4) The man began to call, Aunt Masha entered the dark closet, and Lyoshka again leaned against the wall. (5) Aunt Masha, rattling in the closet, pulled out two shovels. (6) The man knocked on the lever - all the time was busy. (Dubrovsky E.)
6. Among sentences 1-5, find a complex non-union sentence. Write the number of this offer.
(1) In the morning, the milkmaid did not find three regular customers at home. (2) It was already too late to go to the market, and, having put the can on her shoulders, she went to the apartments. (3) She walked for a long time to no avail and finally stopped near the dacha where Timur lived. (4) Behind the fence, she heard a thick, pleasant voice: someone was singing softly. (5) So, the owners were at home and good luck could be expected here. (Gaidar A.)
7. Among sentences 1-6, find complex non-union sentences. Write the numbers of these proposals.
(1) It got completely dark, and I went to the house. (2) Cold pulled along the ground, a crust of ice crunched underfoot, grabbing puddles. (3) At the edge of the face, suddenly a breath of warmth blew. (4) The earth has thawed, warmed up during the day, now the air is warming against it. (5) I walked through the field and remembered the flowers left on the stump. (6) Again it seemed that their stalks were moving, moving in the hand. (Koval Yu.)
8. Among sentences 1-6, find a complex non-union sentence. Write the number of this offer.
(1) From the clouds, as from a glacier, a cold rushed in. (2) The wind turned into a hurricane, ran like a whirlwind over the peaks. (3) Everything around was buzzing, a torrential squall came up. (4) An avalanche of water fell upon us. (5) Even the light of lightning did not break through its muddy veil. (6) The rain lashed mercilessly over the hills, dancing a wild dance across the plain.
9. Among sentences 1-7, find a compound (s) non-union (s) sentence (s). Write the number(s) of this offer(s).
(1) The she-bear ran away with large jumps along the placer. (2) Two fluffy bear cubs ran after her, not lagging behind a single step. (3) Where did their agility come from! (4) They overcame all obstacles with the dexterity of their mother, exactly copying her movements. (5) Having jumped out to the edge of the snowy field, the family lingered, rested a little and disappeared behind the break. (6) I left the place of the ambush satisfied: it is not often that one has to observe the life of animals so closely. (7) To complete the impression, I wanted to know what the she-bear ate on the thawed patches. (Fedoseev G.)
10. Among sentences 1-5, find a compound (s) non-union (s) sentence (s). Write the number(s) of this offer(s).
(1) It was a house, such as are many in the streets of Solombala. (2) In the yard behind the fence, on the branches of young poplars, the greenery of future foliage timidly showed through - summer was late. (3) The intermittent whine of the saw was heard. (4) The end of a thin rope with a knot hung from an eye-hole in an ocher-painted gate. (5) Pushing each other, the boys looked indecisively at the windows with white linen curtains. (Kokovin E.)
1-4
2-4
3-1
4-5
5-26
6-4
7-24
8-3
9-6
10-2
