GVE - 2017 9th grade

Russian language

The graduate is given the opportunity to choose one of the forms of examination work: an essay or presentation with a creative task.

Essay-reasoning

Samples of a set of essay topics for 9th grade students are questions or judgment topics.

1. Theme-question - such a formulation also does not express an idea, but indicates a direct path to it; e.g., “Why, from your point of view, are environmental issues so acute today?”.

2. Theme-judgment - in this formulation the idea of ​​\u200b\u200breasoning is already expressed, for example, "Onegin is an extra person." The topic-judgment is the easiest: it offers a ready-made idea for an essay.

The independence and originality of the writer can only manifest itself in the selection of arguments to substantiate this idea and in the arrangement of the material. The topic-question presupposes a greater degree of independence of the writer: he himself determines the idea of ​​reasoning. Moreover, different authors can give different answers to the same question, therefore, each will have “his own” idea, each will select “his own” arguments to substantiate it. The topic-concept gives the greatest scope for independence: the author of the reasoning himself determines the problem contained in the topic, he solves it himself, that is, he formulates the main idea of ​​the essay.

What is reasoning and how to build it

1. Reasoning - a type of speech that involves a verbal presentation, explanation, confirmation of any thought.

2. The structure of the reasoning text: 1) thesis; 2) proof, that is, arguments; 3) output.

The thesis is a thought expressed, that is, a judgment put forward in the text, which is substantiated in the process of argumentation. The thesis answers the question: What idea is justified?

Arguments and arguments are the initial theoretical or factual provisions, with the help of which the thesis is substantiated. Arguments must be persuasive.

Essay Requirements

1. It is desirable to choose an epigraph for the essay, which contains the main idea of ​​the work. (You can do without the epigraph.)

2. In the essay, it is necessary to express one's own view on the chosen topic, arguing the position on the basis of one or two works of domestic or world literature.

3. It is important to fulfill the requirements of criterion #1 "Relevance to the theme". This criterion aims to check the content of the essay. The graduate discusses the proposed topic, choosing the path of its disclosure (for example, answers the question posed in the topic, or reflects on the proposed problem, or builds a statement based on theses related to the topic, etc.).

4. It is necessary to fulfill the requirements of criterion No. 2 “Argumentation. Attraction of literary material. This criterion aims at testing the ability to use literary material to build a reasoning on the proposed topic and to argue one's position.

5. The structure of the essay:

In the introduction to the work, the main idea of ​​the essay and the author's reasoning around it should be clearly formulated (approximately 50-70 words).

The first argument from Russian literature should be expanded and reveal the idea embodied in the thesis, demonstrate the ability of the graduate to analyze the literary text in terms of the chosen topic (approximately 120 words).

The second argument from Russian literature should be expanded and reveal the idea embodied in the thesis, demonstrate the ability of the graduate to analyze the literary text in terms of the chosen topic (approximately 120 words).

Remember that there will be no artwork on the exam! All from memory.

The conclusion should be consonant with both the introduction and the arguments of the essay (approx. 50 words).

6. When writing, it is important to remember the ability to reason logically and argue your thoughts.

7. When writing and editing the work, it is necessary to remember the speech design of the text, that is, the use of a variety of vocabulary and grammatical structures, to exclude speech stamps and inappropriate terms from the text of the essay. If you name the names of writers and poets, then be consistent: you name everyone, indicating the name or first name and patronymic. For example, L. Tolstoy, A. Chekhov or L.N. Tolstoy and A.P. Chekhov. Do not allow familiarity in your work, calling the great writer only by his first name and patronymic: Lev Nikolaevich said ... (Experts will take it as an ethical mistake)

8. After completing the work, it is necessary to carefully check it. Remember that you will have a spelling dictionary at your disposal.

9. Rewrite the work neatly, legibly, avoid blots and corrections.

10. According to the text of the instruction, the volume of the essay must be at least 250 words. The recommended number of words is 350. If the essay contains less than 200 words (all words, including service words, are included in the calculation), then such work is considered incomplete and 0 points are assessed.

The maximum number of words in the essay is not set: in determining the volume of his essay, the graduate must proceed from the fact that 3 hours 55 minutes are allotted for the entire work.

Sample construction of an essay-judgment

“Books make a person better...” (I.A. Goncharov)

In the introduction to the essay, you need to show your understanding of the statement of the famous Russian writer I.A. Goncharov, paying attention to the key words of the topic “books”, “do better”. Express your opinion by defining the range of questions on this topic. (Agree or disagree with the writer's judgment.) For example: "Does every book help a person to become better?"; “What does it mean to be better?”; “What moral qualities can a book instill in a reader?”, “What is the role of fiction in the formation of a personality?”

Introduction. In the statement of the Russian writer I.A. Goncharov talks about the role of the book in the development of man. I fully agree with this statement. Indeed, by reading good books, a person becomes better. Books are not only textbooks, reference books, encyclopedias that bring us the light of knowledge. Books with works of art are also textbooks of life. Empathy and comprehension of what is read undoubtedly affect our inner world.

(Sample Arguments for Reading). The great role of books in the formation of personality can be shown by the example of M. Gorky's autobiographical story "My Universities". The protagonist of the story, Alyosha Peshkov, believed that only the books he read helped him endure the most difficult life trials, to remain a man among the "stupid tribe" of the Kashirin family. For Alyosha, the book turned out to be a force that raised him above ignorance and inability. Subsequently, in the article "About the book" A.M. Gorky wrote: "I owe everything good in me to books." The book taught the hero of the story to believe in the dream of a beautiful, meaningful life, to boldly go towards the intended goal. Reading the books of M. Gorky, you yourself become stronger, you believe in the best, you become kinder, more humane.

Another important argument in favor of reading is the moral value of fiction. Indeed, already from early childhood, listening to the fairy tales of Andersen, Pushkin, Chukovsky while reading to our mother, we absorb the great qualities of humanity: nobility, love of life, hatred of evil, cowardice, cruelty. Is it not because there is so much cruelty in our modern life that we have stopped reading, which means we have forgotten how to sympathize, sympathize. The human soul needs spiritual food, otherwise it will become stale and hardened.

Conclusion. Thus, reflecting on the statement of I.A. Goncharov, we can conclude that most of the fiction is devoted to a person, and therefore helps to understand what each of us is, what we should value in life, in friends ... A good book will help us find our place among people, help us make our own moral choice in favor of good.270 words.

An example of one of the samples of a set of essay topics:

one . "Books make a person better..." (I.A. Goncharov)

2. “Pity is the one who lives without an ideal” (I.S. Turgenev)

3. Reflection on human happiness and differences in its understanding.

4. What moral questions does M.Yu. Lermontov in the novel "A Hero of Our Time"?

The first three topics are free, the fourth - on a literary theme. If one of the first three topics of the essay is chosen, students can argue their position based both on the content of works of art and on their life experience (personal impressions, their own thoughts, knowledge, etc.) If the fourth topic of the essay is chosen, one should rely on artistic work to express your point of view.

Presentation with a creative task

The text for presentation is a fragment of an article, essay, story of philosophical, social, moral issues. The text is considered as a stimulus for writing an essay-reasoning.

The text proposed for presentation is read by the organizer in the audiencetwo waiting .

The creative task is formulated in the form of a question related to the problems of the text. The question aims at a commentary on the problem posed and the argumentation of one's own position.

The approximate amount of text for presentation is 280–400 words.

Examinees must write a concise summary, conveying the main content of both each microtopic and the entire text as a whole.

A concise presentation requires the skills of selecting essential information, isolating the main micro-topics in the text, generalizing the content of the original text.

By presenting the text concisely, graduates show communication skills associated with the ability to process information: exclude details and generalize homogeneous phenomena, while maintaining the main micro-topics. When writing a concise presentation, the task of preserving the author's style is not set.

The minimum required amount of written work is set in the form of a presentation with a creative task: a concise presentation - from 70 words (if the presentation is less than 50 words, then the presentation is rated 0 points); creative task (essay) - from 200 words (if the essay has less than 150 words, then the essay is rated 0 points).

When checking the essay and the creative task to the text of the presentation, the level of development of the following skills:

create text in accordance with a given topic;

process and interpret the information contained in the text;

logically express thoughts, building the thesis and evidence part of the essay-reasoning;

select persuasive arguments, creating a reasoned statement;

carry out the choice of language means in accordance with the task;

format the text in accordance with the norms of the Russian literary language.

Text abbreviation example

Source text

Silence is the biggest scarcity in the world. The constant rattling of various cars, tractors, motorcycles, trains, planes, from the noise of which modern man cannot escape even in his home, stuns the planet even at night and makes it unsuitable for life. But it costs nerves, nerves and nerves. And hearts. And psyche. Therefore, along with silence, valerian is also becoming scarce on the globe.

Add to this modern speeds, poisonous gases that a city dweller inhales every day, add a sense of acute time pressure, add an overabundance of all kinds of information. Add to this the crowding caused by cities, and you will understand why natural valerian root is difficult to find in a pharmacy.

Desiring to obtain the root of the genuine wild valerian, I went into the forest and there I found it growing in the shade. Here is a plant that, in our hectic age of frayed nerves, debilitating insomnia and a dislocated psyche, should have a beautiful monument:valerian like mother, will calm and lull, will return the peace of mind that is so necessary for all of us.(According to V. Soloukhin)

When working with text, you can use the table, which will clearly show how you worked:

divide the text into paragraphs;

isolate essential information;

using already known methods of shortening the text, remove secondary information;

combine the resulting text; edit it if needed.

Source text

How to cut

(1) Silence is the biggest scarcity in the world.(8 w)

Let us leave this sentence without significant changes, since it is important in the development of the author's thought, onlyexclude the word "here"replace phrase"(on) the globe"word(on the ground):Silence is the biggest scarcity on earth . (6 words)

(2) Permanentrattling diversecars, tractors, motorcycles, trains, airplanes , from the noise of which modern man does not escape even in his home, even at nightstun the planet and make it unsuitable for life. (29 w )

a)A number of homogeneous additionsreplace generalizing wordstransport.

b)Let's replace subordinate clausefrom the noise of which modern man does not escape even in his homephrasebreaking into houses.

in)Exclude predicatestun:

Traffic noise, penetrating into houses, even at night makes the planet uninhabitable . (15 words)

(3) But it's worth itnerves nerves and nerves.

(4) And hearts.

(5) And the psyche. (11 w)

a)Unite these three sentences, leaving the unionbut, which is used as a means of communication with the previous sentence.

b)Let's replace underlined words are generalizing conceptshealth: But it costs health. ( 4 words)

(6) Therefore, along with silence, valerian also becomes scarce on the globe.(11 w)

Let's leave this sentence unchanged, since it continues the main author's idea, onlyreplace phraseon the globewordon the ground: Therefore, along with silence, it becomes scarce on earth and valerian. (10 words)

(7) Add to this modern speeds, poisonous gases that the city dweller inhales daily, add a sense of acute time note, add an overabundance of all kinds of information.

(8) Add to this the crowding caused by the cities, and you will understand why natural valerian root is difficult to find in a pharmacy.(37 sl)

a)exclude

repetitions of underlined words and related concepts;

introductory sentences;

subordinate clauses

b)replace partoffers poisonous gases, which are inhaled daily in large quantities by every city dwellerphrasepolluted air

in)unite 7th and 8th sentences:Add to this speed, dirty air, rush, lack of time, information overload, bad habits, queues, urban crowding, and you will understand why it is difficult to buy natural valerian root.. (25 words)

(9) Wishing to obtain the root of a genuine wild valerian, I went into the forest and there I found it growing in the shade.(17 sl)

Let's leave this sentence unchanged, since it continues the author's thought, onlyexclude wordthereand participle turnover.Wishing to obtain the root of a genuine wild valerian, I went into the forest and found it. (13 words )

10) Here is a plant thatin our hectic age of frayed nerves, debilitating insomnia and a shifted psyche a beautiful monument should be erected:valerian, like a mother, will calm and lull, will return the spiritual balance that is so necessary for all of us.(33 sl)

a)exclude the underlined part of the subordinate clause: this is just an addition to already known information;

definitionsbeautiful;

comparisonlike a mother.

Here is a plant to which a monument should be erected: valerian will calm and put you to sleep, will return the peace of mind that is so necessary for all of us.(18 words)

144 words

85 words

Here is the text of V. Soloukhin in our abridged version:

Wishing to obtain the root of a genuine wild valerian, I went into the forest and found it. Here is a plant to which a monument should be erected: valerian will calm and put you to sleep, will return the peace of mind that is so necessary for all of us.(85 words)

Now, along with the meaningful method of text abbreviations, it is also necessary to use linguistic means: let's replace the phraseauthentic wild valerian root pronounhis , and the pronounher - in a wordvalerian :

Add to this speed, dirty air, rush, lack of time, information overload, urban crowding, and you will understand why it is difficult to buy natural valerian root .

Wanting to get it, I went into the forest and found valerian. Here is a plant to which a monument should be erected: valerian will calm and put you to sleep, will return the peace of mind that is so necessary for all of us.

Let's replace the phrase here is a plant that pronoun to him , word valerian - in a word plant and the result is this text:

Silence is the greatest scarcity on Earth. Traffic noise, penetrating into houses, even at night makes the planet uninhabitable. But it costs health. Therefore, along with silence, valerian becomes scarce on Earth.

Add to this speed, dirty air, rush, lack of time, information overload, urban crowding, and you will understand why it is difficult to buy natural valerian root.

He should have erected a monument: valerian will soothe and put him to sleep, will return the peace of mind that is so necessary for all of us.(70 words)

We condensed the secondary information from the proposed text, and only its main meaning remained in our presentation.

Memo "How to work on a concise presentation"

On first reading:

Listen carefully to the text to understand its content.

Determine the topic of the text (what is the text about?), the idea (what does the text teach?).

Determine the style of the text, the type of speech (description, reasoning, narration), and then keep the features of this type of speech when writing a presentation.

Remember the sequence of events, reasoning.

Determine the number of paragraphs, keywords.

Make a detailed plan of the text, highlighting the micro-themes of each part and heading them.

Write the titles of the plan items, leaving room for keywords.

How to make a plan.
1. Having highlighted the key words and phrases in the paragraphs, get a title plan.

2. Putting a voros to each paragraph, get a question plan.

3. Having answered the question briefly, get a thesis plan.

After the second reading

Divide the text into semantic parts. Get started with text compression. Remember: when compressing the text, it is necessary to convey the main thing in each paragraph and in the entire text as a whole, and for this, exclude secondary information, generalize single facts, replace the specific with a generalizing one. Keep the features of the language of this text in the presentation, use the author's keywords and phrases.

Write a concise summary of each part, link them together to make a text.

Make sure that the content of the original text is transmitted without distortion.

Write a draft of the presentation, carefully check it.

Text compression techniques

Detailed presentation involves the reproduction of the original text as fully as possible, while maintaining the author's style. A tasksummary - convey the main content in a short form.When working on a concise presentation, it is necessary to be able to select basic information in the source text, isolatemicrothemes, in eachmicrothemehighlight the essential, know the maincompression techniques text, be able to consistently present the selected information.

There are the following main methods of text compression:

Exception

introductory words;

homogeneous members of the proposal;

repetitions;

similar examples;

rhetorical questions and exclamations;

quotes;

details that do not affect the course of the author's thought;

explanations;

reasoning;

descriptions;

words, sentences that can be removed without affecting the content.

In the event of an exception,

Highlight the main thing from the point of view of the main idea of ​​the text, then remove unnecessary details and details.

Combine received, using the main means of communication between proposals.

Example: In the meadow, near the forestspilledbrook, funny clumsy cubs play merrily. - Clumsy bear cubs play merrily in the clearing. (I. Sokolov-Mikitov)

Generalization

packaged offers (division of the intonation-related and written text into several punctuation-independent segments);

a number of proposals;

connected by one thought, parts of sentences;

specific, single facts, events, phenomena.

When summarizing, it is necessary

Find small, isolated facts in the text.

Find common ground in them.

Combine these facts on the basis of common.

Example: Having put on his skis, he jumped several times, patted the snow with his skis, raising fluffy powder, then checked her bindings, and they slowly moved. - Putting on skis and checking the bindings, they slowly moved. (Yu. Kazakov)

Replacement

homogeneous members with a generalizing word;

complex sentence - simple;

parts of a sentence or a series of sentences by a common concept or expression;

direct speech - indirect;

parts of the text - in one sentence;

parts of a sentence with a pronoun, etc.

When replacing it is necessary

Find words, semantic parts or sentences that can be reduced by replacing with a generalizing word, a simple sentence, etc.

Formulate a proposal.

Example: The train car was crowded with backpacks and skis and noisy: everyone was shouting, calling each other, noisily taking their seats, banging their skis. - It was crowded and noisy in the train car.

Cannot be removed from text:

When compressing source text, remember to The to which the source text refers. If the type of speech is a description, then it is impossible to reduce the features that characterize the subject; descriptions can be compressed. If the type of speech is narrative, then the actions that convey the development of the plot should be preserved, and details, descriptions, and details should be reduced. If the type of speech is reasoning, then the arguments cannot be reduced, examples can be omitted.

An exemplary version of the presentation with a creative task

Exercise

1. Listen to the text. Write a concise summary based on a fragment of S. Lvov's essay "Compassion".

Give the main content of the text in a volume of at least 70 words.

2. Give a reasoned answer to the question posed by the author in the text: “ How to help both those who suffer from indifference and the indifferent themselves?

Argument your opinion based on the reader's experience, as well as on knowledge and life observations.

Consider the composition of the essay.

Write an essay in length at least 200 words.

If the essay is a paraphrased text, then such work is evaluated with zero points.

Write your essay clearly and legibly, following the rules of speech.

Text to present

Compassion is an active helper. But what about those who do not see, do not hear, do not feel when it hurts and feels bad for another? An outsider, as they consider everyone except themselves, and, perhaps, their family, to which, however, they are also often indifferent.

How to help both those who suffer from indifference and those who are indifferent themselves?

From childhood to educate - first of all oneself - so as to respond to someone else's misfortune and rush to help those who are in trouble.

Sympathy is a great human ability and need, a blessing and a duty. People who are endowed with such an ability or who anxiously feel a lack of it in themselves, people who have cultivated the talent of kindness in themselves, those who know how to turn sympathy into assistance, live more difficultly than those who are insensitive. And more restless. But their conscience is clear. They usually have good kids. They are generally respected by those around them. But even if this rule is violated and those around them do not understand, and the children deceive their hopes, they will not deviate from their moral position.

I recently had the good fortune to meet the wise old doctor. He often appears in his department on weekends and holidays, not out of emergency, but out of spiritual need. He talks with patients not only about their illness, but also on difficult life topics. He knows how to instill hope and vigor in them. Long-term observations showed him that a person who never sympathized with anyone, did not empathize with anyone's suffering, finding himself in front of his own misfortune, is not ready for it. Pitiful and helpless he meets such a test. Selfishness, callousness, indifference, heartlessness cruelly avenge themselves. Blind fear. Loneliness. Belated remorse. I

One of the most important human feelings is empathy. And let it not remain just sympathy, but become an action. Assistance. To those who need it, who feel bad, although he is silent, one must come to the rescue, without waiting for a call. There is no radio receiver stronger and more sensitive than the human soul, if it is tuned to a wave of high humanity. 354 s. (According to S. Lvov)

Sample Essay Topics

Option 1

1. "Purpose in life is the core of human dignity and human happiness"

(K. D. Ushinsky).

2. "True love purifies and elevates every person, completely transforming him"

(N. G. Chernyshevsky).

3. What is he, "the hero of our time"?

(Based on the novel by A. S. Pushkin "Eugene Onegin")

Option 2

1. “In an immoral society, all inventions that increase the power of man over nature are not only not good, but an undeniable and obvious evil” (L. N. Tolstoy).

2. “Patriotism, no matter who it is, is proved not by word, but by deed ...” (V. G. Belinsky)

3. What, in my opinion, is true beauty?

4. What allowed M.E. Saltykov-Shchedrin to call Molchalin one of the most terrible figures in Russian society? (According to the play by A. S. Griboyedov "Woe from Wit")

Option 3

1. “Art is the same need for a person as eating and drinking. The need for beauty and creativity, embodying it, is inseparable from a person, and without it, a person, perhaps, would not want to live in the world ”(F. M. Dostoevsky).

2. “Everything unkind in the heart of a person should, it seems, disappear in contact with nature - this direct expression of beauty and goodness” (L. N. Tolstoy).

3. Do modern youth have ideals?

4. What "good feelings" did A. S. Pushkin seek to awaken with his lyrics?

Option 4

1. “Among the arts that decorate and improve our life, one of the most ancient and expressive is the art of the book” (N. K. Roerich).

2. "Life is boring without a moral goal..." (F. M. Dostoevsky)

3. What does the word "honor" mean to me?

4. How does provincial Russia appear in N.V. Gogol "Dead Souls"

Option 5

1. “Friendship must be a strong thing, capable of surviving all changes in temperature and all the shocks of that bumpy road along which “efficient and decent people” make their life journey (A. I. Herzen).

2. “Courage is a great property of the soul; the people marked by him should be proud of themselves ”(N. M. Karamzin).

3. A grateful nature and an ungrateful person.

4. Why is love for the motherland called "strange" in the lyrics of M. Yu. Lermontov?

Option 6

1. “You must put your life in such conditions that labor is necessary. Without labor there can be no pure and joyful life ”(A.P. Chekhov).

2. “In important epochs of life, sometimes a spark of heroism flares up in the most ordinary person ...” (M. Yu. Lermontov)

3. Intelligence and education - is it the same thing?

4. Life in harmony with the natural world (based on the lyrical works of Russian writers of the 19th century).

Option 7

1. “Finding your way, finding your place - this is everything for a person, it means for him to become himself ...” (V. G. Belinsky)

2. “The main thing in a person is not the mind, but what controls him: character, heart, good feelings, advanced ideas” (F. M. Dostoevsky).

3. “Art never left a person, always met his needs and his ideal, always helped him in finding this ideal, was born with a person, developed alongside his historical life” (F. M. Dostoevsky).

4. “Twins” by Pechorin (based on the novel by M.Yu. Lermontov “A Hero of Our Time”).

Option 8

1. “If you understand that we can educate others only through ourselves, then the question of education is abolished and one question remains: how should we live ourselves?” (L. N. Tolstoy)

2. “There is no higher idea than how to sacrifice your own life, defending your brothers and your fatherland ...” (F. M. Dostoevsky)

3. “You cannot pretend to be an intellectual” (D. S. Likhachev).

4. “The current century and the past century” in A. S. Griboyedov’s comedy “Woe from Wit”.

Option 9

1. “A house without books is like a body without a soul” (Cicero).

2. "Humanity has always been one of the most important phenomena of literature - large and small" (D. S. Likhachev).

3. How often do we have to make choices in life?

4. What role does the landscape play in A. S. Pushkin's novel "Eugene Onegin"?

Option 10

1. “Russia can do without each of us, but none of us can do without it”

(I. S. Turgenev).

2. What meaning do I put in the concept of "faith"?

3. “In the matter of education, the process of self-development should be given the widest place. Mankind most successfully developed only through self-education” (G. Spencer).

4. Why did V. G. Belinsky consider M. Yu. Lermontov’s novel “A Hero of Our Time” to be an “eternally young book”?

Examples from fiction to confirm the theses for essays at the GVE

1. The division of people into rich and poor is unnatural, because it causes the poor to experience deprivation and suffering.

A. S. Griboyedov "Woe from Wit" (Chatsky's monologue about the inhuman attitude of the landlords to the serfs: one exchanged faithful servants for three greyhound dogs, the other "drew on many wagons for a serf ballet From mothers, fathers of rejected children", which then were all "sold out singly"); N. A. Nekrasov: poems “Thinking at the front door”, “On the railway”; V. G. Korolenko "In a bad society."

2. Irresponsible actions of a person can cause pain to another living being.

Fragment from the essay: “As an example, one can cite the story of I.S. Turgenev "Mumu". The serf Gerasim loved his dog very much and took care of it. At the whim of a capricious lady, Gerasim was forced to drown the unfortunate animal, since he himself was a forced man. With this act, he wanted to prove the injustice of the world around him.

“S.A. Yesenin tells about human cruelty towards animals in the poem “Song of the Dog”. The tragedy of the creature whose children were taken away is shown through the behavior of the dog: she runs after the owner, who does not want to understand that she has enough milk for seven puppies. This poem, which conveys the suffering of an animal, sounds like a bitter reproach to a person: “The eyes of a dog rolled like golden stars into the snow.”

3. Intervention in the life of nature can turn into a tragedy.

V. G. Rasputin "Farewell to Matyora" (in the death of the island and the village of Matyora, the fate of Rasputin's native village - Atalanka is guessed);

V.P. Astafiev “Tsar-fish” (denunciation of poaching in the broadest sense of the word. A poacher is not only a person who steals fish or animals from the state. A poacher is also the one who builds a nuclear power plant over a clean lake, and the one who who gives permission for deforestation in an urban area)... Violation of the balance between nature and man is a threat to all mankind if it does not come to its senses in its intentional or forced cruelty.

4. The moral lessons of war must not be forgotten.

B. L. Vasiliev “He was not on the lists” (Lieutenant Nikolai Pluzhnikov, who came to serve in Brest on the eve of the start of the war and did not even have time to register with the military, took an unequal battle with the enemy and became one of the last defenders of the fortress. Even the enemies were amazed by him courage and unbending will); the story “The Dawns Here Are Quiet” (Girls-anti-aircraft gunners died destroying a detachment of saboteurs. They were not afraid of the numerical superiority of the enemy); V. V. Bykov: the story "Obelisk" (teacher Oles Moroz voluntarily went to the execution with his students. To leave the guys alone in the last hours, minutes of their execution would mean for him a betrayal of his pupils, a betrayal of his moral principles); B. Polevoy “The Tale of a Real Man” (Pilot Alexei Maresyev, the hero of the story, only thanks to his will and courage, survived even after his frostbitten legs were amputated. Subsequently, the hero on prostheses returned to his squadron and continued to fly, proving to everyone that a Russian person has power over his own destiny); M. A. Sholokhov: the story “The Fate of a Man” (The story expresses the author’s admiration for the courage of ordinary people, their moral principles became the backbone of the country during the years of trials. The hero of the story Andrei Sokolov overcomes mortal dangers, deep internal crises caused by the loss of relatives and friends. In life's trials, he always retains presence of mind, dignity and pride, an open kind heart)

5. The ability to see and appreciate the beauty of nature is the most important quality of a spiritually developed person.

A. S. Pushkin: poems “Winter Evening”, “Winter Morning”, “Winter Road”, “Autumn”, etc .;

F. I. Tyutchev: poems “There is in the original autumn ...”, “I love a thunderstorm in early May ...”, “Not what you think, nature ...”; M. M. Prishvin: the story “The Pantry of the Sun” (One of the meanings of the title “The Pantry of the Sun is the heart of a person ... his ability to love, and in this ability there is a great truth that old Antipych knew. The true wealth that nature gives a person is kindness, cordial warmth, indifference to everything around.); "Forest drops" ...

6. True patriotism is manifested not in words, but in deeds.

M. Yu. Lermontov "Borodino" (The poem "Borodino" is permeated with the author's feelings of love for the Motherland, pride in the Russian soldiers, pity for the fallen, admiration for the stamina, courage of the Russians in the battle for Moscow. The true winners in the Patriotic War of 1812 were ordinary soldiers, who decided to stand "with their heads for their homeland" and protect the country from invaders); L. N. Tolstoy "Sevastopol stories"; K. F. Ryleev “The Death of Yermak” (Ermak is depicted by Ryleev as a hero who thinks not about Siberian riches, but about honestly serving the Fatherland: “Siberia is subjugated to the tsar, / And we did not live idly in the world!”); N. S. Leskov tale “Lefty” (the narrator, like Lefty, loves his homeland, suits its wonderful past and present, thinks about its future, respects the Russian faith, customs. The Tula master Lefty refuses to stay in England, where his skill was appreciated It is not easy for him to live, but for him the main thing is his favorite work and the Motherland); A. T. Tvardovsky: the poem “Vasily Terkin” (the hero of the poem is a patriot of “his native side”, who “for the sake of life on earth” is ready to endure the exorbitant hardships of military everyday life: In battle, forward, into the pitch fire, He goes, holy and sinful, Russian miracle man...)

7. Labor is the basis of human life.

Use proverbs as arguments: “If you want to eat kalachi, don’t sit on the stove”, “Patience and work will grind everything”, “Work feeds a person, but laziness spoils”, “You can’t even take a fish out of the pond without labor.”

8. The one who lives by deceit will sooner or later be punished.

Proverbs: “You will go through the world with a lie, but you won’t return back”, “And to steal with the mind - troubles cannot be avoided”, “It’s not bad for someone who is used to living a lie”.

9. Fiction is the most important source of spiritual development of the individual.

Fairy tales, poems by A. S. Pushkin, M. Yu. Lermontov, S. A. Yesenin (they teach the child goodness, an understanding of what beauty is, point the way to spiritual heights). One of the letters of the famous scientist D.S. Likhachev is devoted to a very serious problem of modern society: a decrease in interest in reading, especially among young people. In the essay "Love to read!" scientist D.S. Likhachev writes that the book not only develops the mind, but also improves the soul, awakens emotions, teaches us sympathy, empathy. Likhachev assigns a special role to classical literature, in which one can find answers to eternal questions about the meaning of life. About the purpose of a person, about love and about many other things that excite each of us.

Preparation for the GVE

An important component in preparing for the final exam in the Russian language is the work on developing the skills of writing a detailed presentation and applying compression techniques for a detailed written text. For several years (from 5th to 9th grades) students have been working in speech development lessons with this form of creative task. Graduates at the end of their studies in the 9th grade should be able to write a detailed presentation from the reader's voice and apply text compression techniques. A concise presentation requires the student to have the skills of selecting essential information, isolating the main micro-topics in the text, generalizing the content of the source text, that is, using several techniques to compress the text (exclusion, generalization, simplification). By presenting the text concisely, graduates at the same time show communication skills associated with the ability to process information: exclude details and generalize homogeneous phenomena, while maintaining the main micro-topics. When writing a concise presentation, the task of preserving the author's style is not set. A co-author's text is allowed, while the ideological content of the compressed text is not distorted.

So, when working on text compression in the lessons, adaptive technology was used (optimal learning conditions for each were selected: work in a group, in pairs), when each group was given the task to apply one or another compression technique in a given part (micro-topic) of the text. Then the already compressed text was put together, the ideas of the obtained micro-themes of the text were analyzed, the volume of the original text and the resulting volume of the compressed text were compared, inaccuracies and errors in text compression were identified. The students wrote down the resulting compressed text, in the margins they marked the compression techniques used in each part of the text. Thus, the student reached the required level of using compression techniques for a given text, using one or more compression techniques.

The creative work for the presentation, according to the “Methodological Letter”, this year was complicated not only by the volume (at least 200 words), but also by the structure of writing the essay - reasoning on the problematic question posed in the text of the presentation. Therefore, much attention was initially paid to developing the ability of students to determine the problem of the text, which the author reveals to the reader. Ninth-graders, working orally on the text proposed for analysis, gave a structural analysis (definition of the topic, idea, type of speech, style of speech, micro-topics in the text), learned at the same time to identify the problem in the text (it was easier to do this on the example of the text of the journalistic style, more difficult - on the example of the text of the style of fiction). For such analytical work, I took the texts of well-known publicists offered by FIPI in collections in preparation for "GIA - 2013" and "GIA - 2014" (according to D.S. Likhachev “Time changes people”, “Rudeness in the language…”, “We often say to each other…”; according to S.L. Lvov “A person has committed a misdemeanor ...”, etc.), on the examples of which, when analyzing by students, the problems posed to the reader by each of the publicists of these articles were identified, the author's position was determined, examples were selected as arguments from the life of the students themselves or from works of fiction. So the ninth graders, working orally, were preparing to write an essay - reasoning on the text of a journalistic style of speech. Practical work on writing a concise presentation and creative work for it was also carried out according to the text of the style of fiction (on the example of an excerpt from V.P. Aksyonov's story "Sticky Buns"). The students wrote a detailed presentation (from the voice of the reader), compressed the text using compression techniques. Answering the question “Why did the hero of the story begin to defend his breakfast?”, posed in the text of the presentation, the students wrote an essay - reasoning, while revealing the problem of educating adolescents in wartime, commenting on the author’s position and their attitude on the identified problem, and also gave one of the arguments (from fiction or from personal life experience), the essay was completed by writing a conclusion - a conclusion. To write such an essay, students were given the opportunity to first examine the text, returning to the detailed presentation, on the subject of problems, showing the main problem of the text in the form of a question on one of the main problems ( the author of the text poses such a problem to readers, forcing them to think about ...). The students used the "Memo - a plan for the compositional construction of the essay", which reflects the following points:

1) introduction-thesis in the form of a written problem question (a problem is a question that interests the author of the original text and causes his thoughts and reflections);

4) a personal commentary of the author of the essay on the position of the author on the identified problem (the author rightly condemns ...); (the writer of the essay expresses his position by agreeing or disagreeing with the author's point of view);

5) an argument and a commentary on it (a similar incident happened in my life ...); (this is proof of your point of view in the justice of the problem discussed in the essay, for this you can, arguing, give an example from fiction or from life experience);

6) conclusion-conclusion (so, talking about the problem ..., I want to say ...); (the conclusion should summarize the writer's reasoning about the problem posed to readers by the author of the original text) .

Using such a “Memo”, the students first wrote a common essay for everyone - a sample, creating and commenting aloud on each part of this creative work. So an exemplary essay was written - a reasoning in which a consistent, logically built compositional line of reasoning was traced. When writing a work, students used phrases - clichés (this is what happened in my life…; in order to draw the attention of readers to this problem, the author shows…; thus, we can conclude…). Ninth-graders were taught the ability to create a text of a journalistic style of speech, showing both the problems of the text of presentation and the position of the author, while giving a personal assessment of the description of what is happening in the text, and ending their reasoning with a conclusion on the problem analyzed in the essay. Repeated writing of such a voluminous work (a presentation with a creative task) prepares ninth-graders to choose this form of examination work in the Russian language.

To help the students, I collected reference material for preparing for the GVE-9 in a special folder called the “Collection of Reference Materials”, which combines all the set of business papers necessary for preparing for the mandatory Russian language exam: "Reminders", "Clichés", "Explanations of the use of text compression techniques", "Samples of work", "Characteristics of speech styles", "Application of the functional characteristics of language means of expression", "Algorithm for performing work on errors", "Types of grammatical analysis", "Schemes of all types of analysis", "Classification of errors in writing and presentation." Such a "Collection" with the materials necessary for the lessons of the Russian language and literature during practical tasks is on the desk of each student, this is a good help in conducting practical lessons and lessons on the development of speech.

A modern student, preparing for the final exam and having a stock of the necessary educational competencies, is to a greater extent creatively freed from the once imposed dogmas of strict and unquestioning performance of one or another type of work at the final certification at the end of school. The examiner's thinking is liberated, his personality manifests itself with a conscious (taking into account the volume of his own competencies) choice of one or another form of creative work. A student of a correctional school with disabilities (due to health), thanks to the repeated writing of creative works in different forms in the classroom, will not experience psychological discomfort during the exam, will show confidence and awareness when choosing a form of composition that has already been worked out in practical lessons of the Russian language, and will be able to complete selected exam creative task.

The acquired practical skills, the activation of the creative abilities of students - the path of learning, which ultimately leads to the development of a culture of writing. The main goal of the subject "Russian language", using practical work on the development of speech in the classroom, is to teach in the literary word to convey one's thoughts, feelings, mood, empathy, sensations, impressions, that is, to show personal qualities. This is the big role of the complex of creative works offered at the final certification. The role of the language teacher is to prepare students for writing various forms of creative work, taking into account individual characteristics, selecting the pedagogical technologies necessary for learning, allowing the student to feel confident in the State exam.

Moscow, 2016

1. General Provisions. 7

2. GVE-9 in Russian. 9

Features of the GVE-9 examination work in the Russian language. 9

GVE-9 in the form of an essay. eleven

GVE-9 in the form of a presentation with a creative task .. 12

GVE-9 in the form of a dictation. 13

Duration of GVE-9 in Russian. 13

Additional materials and equipment. 13

The system for assessing the performance of individual tasks and the examination work as a whole GVE-9 in the Russian language. fourteen

The scale for converting the primary score for the performance of the examination paper into a mark on a five-point scale. 16

Criteria for evaluating the examination paper in the Russian language in the form of GVE-9 (written form). 17

1. Criteria for evaluating an essay on a literary topic. 17

2. Criteria for evaluating an essay on a free topic. 19

3. A set of criteria for evaluating the presentation and fulfilling the creative task for the presentation 21

4. Criteria for assessing the literacy and actual accuracy of the examinee's speech, common to all types of work. 23

5. Criteria for assessing the dictation. 25

Samples of examination materials GVE-9 (written form) in Russian 26

3. GVE-9 in mathematics. 43

Features of the GVE-9 examination paper in mathematics. 43

Characteristics of the GVE-9 examination material in mathematics (written form), marked with the letter "A". 43

Characteristics of the GVE-9 examination material in mathematics (written form), marked with the letter "K". 46

Additional materials and equipment. 48

Duration GVE-9 in Mathematics. 48

The system for assessing the performance of individual tasks and the examination work as a whole GVE-9 (written form) in mathematics. 48

Evaluation of the GVE-9 examination paper in mathematics, marked with the letter "A" 48

The scale for recalculating the primary score for the performance of the examination paper into a mark on a five-point scale (GVE-9 in mathematics, marked with the letter "A"). 49

Evaluation of the GVE-9 examination paper in mathematics, marked with the letter "K" 49

The scale for recalculating the primary score for the performance of the GVE-9 examination paper in mathematics (marked with the letter “K”) into a mark on a five-point scale. 49

Samples of examination materials GVE-9 (written form) in mathematics. 49

The system of assessment of examination work in mathematics. 53

4. GVE-9 in biology .. 58

The structure and content of the examination paper.. 58

The system for assessing the performance of individual tasks and the examination work as a whole 59

The scale for converting the primary score for the performance of the examination paper into a mark on a five-point scale. 60

The duration of the examination work.. 60

Additional materials and equipment. 60

Sample Exam Material for HVE-9 (Written Form) in Biology 62

5. GVE-9 in geography .. 75

The structure and content of the examination paper.. 75

The system for assessing the performance of individual tasks and the examination work as a whole 76

The scale for converting the primary score for the performance of the examination paper into a mark on a five-point scale. 77

The duration of the examination work.. 77

Additional materials and equipment. 77

Sample examination material for GVE-9 (written form) in geography 80

6. GVE-9 on informatics and information and communication technologies (ICT) 90

The structure and content of the examination paper.. 90

The system for assessing the performance of individual tasks and the examination work as a whole 91

The scale for converting the primary score for the performance of the examination paper into a mark on a five-point scale. 91

The duration of the examination work.. 92

Additional materials and equipment. 92

Sample Exam Material for GVE-9 (Written Form) in Informatics and ICT 94

7. GVE-9 on history.. 102

The structure and content of the examination paper.. 102

The system for assessing the performance of individual tasks and the examination work as a whole 104

The scale for converting the primary score for the performance of the examination paper into a mark on a five-point scale. 104

The duration of the examination work.. 104

Additional materials and equipment. 104

Sample examination material for GVE-9 (written form) in history. 107

8. GVE-9 in Literature. 120

The structure and content of the examination paper.. 120

The system for assessing the performance of individual tasks and the examination work as a whole 123

The scale for converting the primary score for the performance of the examination paper into a mark on a five-point scale. 123

The duration of the examination work.. 124

Additional materials and equipment. 124

Sample examination material in literature. 125

9. GVE-9 on social science.. 134

The structure and content of the examination paper.. 134

Duration of GVE-9 in social studies.. 135

The system for assessing the performance of individual tasks and the examination work as a whole 135

The scale for converting the primary score for the performance of the examination paper into a mark on a five-point scale. 135

Additional materials and equipment. 135

Sample examination material for GVE-9 (written form) in social studies 140

10. GVE-9 in physics. 153

The structure and content of the examination paper.. 153

The system for assessing the performance of individual tasks and the examination work as a whole 154

The scale for converting the primary score for the performance of the examination paper into a mark on a five-point scale. 155

Sample examination material for GVE-9 (written form) in physics. 157

11. GVE-9 in chemistry.. 169

The structure and content of the examination paper.. 169

The duration of the chemistry exam. 172

Additional materials and equipment. 172

The system for assessing the performance of individual tasks and the examination work as a whole 172

The scale for converting the primary score for the performance of the examination paper into a mark on a five-point scale. 172

Sample examination material for GVE-9 (written form) in chemistry. 175

12. GVE-9 in foreign languages.. 180

The structure and content of the examination paper.. 180

The system for assessing the performance of individual tasks and the examination work as a whole 181

The scale for converting the primary score for the performance of the examination paper into a mark on a five-point scale. 181

The duration of the examination work.. 184

12.1. GVE-9 in English. 184

Sample Exam Material for GVE-9 (Written Form) in English 184

Examination work evaluation system.. 190

12.2. GVE-9 in Spanish. 191

Exam material sample. 191

For GVE-9 (written form) in Spanish. 191

Examination work evaluation system.. 197

12.3. GVE-9 in German. 198

Sample examination material for GVE-9 (written form) in German 198

Examination work evaluation system.. 206

12.4. GVE-9 in French. 207

Sample Exam Material for GVE-9 (Written Form) in French 207

Examination work evaluation system.. 214

List of symbols and abbreviations

GVE-9	State final exam
GIA-9	State final certification for educational programs of basic general education
HEC	State Examination Commission of the Subject of the Russian Federation
Ministry of Education and Science of Russia	Ministry of Education and Science of the Russian Federation
Educational organization	An organization carrying out educational activities according to an educational program that has state accreditation
students	students who do not have academic debts and who have completed the curriculum or individual curriculum in full (having annual marks in all academic subjects of the curriculum for grade IX not lower than satisfactory); students who have mastered the educational program of basic general education in the form of family education, or who have studied according to the educational program of basic general education that does not have state accreditation
Students with disabilities	Students with disabilities, children with disabilities and people with disabilities
OGE	Basic State Exam
OO AOOP	An organization carrying out educational activities on adapted basic general educational programs
GIA-9 order	Order of the Ministry of Education and Science of the Russian Federation of December 25, 2013 No. 1394 “On approval of the procedure for conducting state final certification for educational programs of basic general education” (registered by the Ministry of Justice of the Russian Federation on February 03, 2014, registration No. 31206)
PES	Exam site
RCOI	Regional information processing center of the subject of the Russian Federation
EM	Exam materials

General provisions

GVE-9 in the form of written and oral exams using texts, topics, assignments, tickets is held for certain categories of students, namely:

students who have mastered the educational programs of basic general education in special educational institutions of a closed type, as well as in institutions executing punishment in the form of deprivation of liberty;

students in educational institutions located outside the territory of the Russian Federation and implementing educational programs of basic general education with state accreditation, and foreign institutions;

students with disabilities, children with disabilities and people with disabilities who have mastered the educational programs of basic general education;

students who have mastered in 2014 - 2016 educational programs of basic general education in educational institutions located in the territories of the Republic of Crimea and the federal city of Sevastopol.

GIA-9 in the form of GVE includes mandatory exams in the Russian language and mathematics (mandatory subjects), as well as exams of the student's choice in two subjects from among the subjects: physics, chemistry, biology, literature, geography, history, social science , foreign languages ​​(English, French, German and Spanish), computer science and information and communication technologies (ICT).

Persons who have studied their native language from among the languages ​​of the peoples of the Russian Federation and the literature of the peoples of the Russian Federation in their native language from among the languages ​​of the peoples of the Russian Federation (hereinafter referred to as the native language and native literature) while receiving basic general education are given the right to choose an exam in their native language and / or native literature.

The total number of exams in grade IX should not exceed four exams.

For students with disabilities, children with disabilities and people with disabilities who have mastered the educational programs of basic general education, the number of exams taken at their request is reduced to two mandatory exams in the Russian language and mathematics.

In the 2015-2016 academic year, the basis for obtaining a certificate of basic general education is the successful completion of GIA-9 only in the Russian language and mathematics. The results of exams in elective subjects, including unsatisfactory ones, will not affect the receipt of a certificate.

Students who received an unsatisfactory result at GIA-9 in one of the compulsory subjects, as well as other categories of students listed in clause 30 of the GIA-9 Order, are allowed to retake the exam in the corresponding academic subject in the 2015-2016 academic year.

A number of paragraphs of the GIA-9 Procedure come into force on September 1, 2016. In this regard, in the 2016-2017 academic year, the condition for students to receive a certificate of basic general education will be the successful completion of GIA-9 in four academic subjects - in compulsory subjects (Russian language and mathematics), as well as in two elective subjects.

If students at GIA-9 receive unsatisfactory results in no more than two academic subjects (from among the compulsory and optional subjects), they will be re-admitted to passing the GIA-9 in the relevant academic subjects.

Students who have not passed GIA-9 or who have received unsatisfactory results at GIA-9 in more than two academic subjects, or who have repeatedly received an unsatisfactory result in one of these subjects at GIA-9 in an additional period, will be given the right to retake exams in the relevant academic subjects no earlier than September 1, 2017.

These Guidelines provide clarifications on EM issues in all academic subjects for the HVE (written form). The Guidelines comment on approaches to selecting the content of EM, describe examination models and types of tasks, formulate requirements for the organization and conduct of the exam, give recommendations for evaluating examination papers of exam participants, and provide sample tasks.

EM GVE-9 correspond to the Federal component of the state standard of general education (Order of the Ministry of Education of Russia dated 05.03.2004 No. 1089).

GVE-9 in Russian

GVE-9 in the form of an essay

A set of essay topics (see samples of examination material) contains four topics of different problems, grouped according to a certain structure, instructions for the student.

The first three topics are free, they involve writing an essay on philosophical or ethical and moral issues. When writing an essay-reasoning on one of these topics, examinees can give arguments based both on the content of works of art and on the life experience of the student (personal impressions, own thoughts on the topic, etc.). The topics of the essays, formulated in the form of a quotation, which is a statement of one of the representatives of the national culture, aim at free reasoning, which may contain both arguments confirming the validity of the judgment and counterarguments proving the right to the existence of a different point of view.

The fourth topic is related to the analysis of works of art studied in the framework of the course "Literature". If the fourth topic is chosen, the arguments are based on the content of works of art. The themes of essays related to poetry should be revealed using at least two poems as an example. The themes of essays related to works of small epic form are revealed on the example of one or two works (their number can be increased at the discretion of the exam participant).

The minimum required amount of essay for writing essays from the set marked “A” or “C” is set from 250 words (if the essay has less than 200 words (all words, including service words are included in the word count), then such work is considered unfulfilled and is evaluated 0 points).

The set of essay topics marked “K” differs not in the structure of the set, but in the simpler wording of the essay topics, as well as in the instructions for students, which indicate other requirements for the volume of essays. The volume of the essay of students writing an essay from the set marked “K” can be reduced: essay - from 100 words (if the essay has less than 70 words (all words, including service words are included in the word count), then the essay is rated 0 points) .

GVE-9 in the form of presentation with a creative task

The presentation with a creative task contains a text, a creative task, instructions for the student.

The text for presentation is a fragment of an article, essay, story of philosophical, social, moral issues. The text is considered as a stimulus for writing an essay-reasoning.

The text proposed for presentation is read by the organizer in the audience three times.

The creative task is formulated in the form of a question related to the problems of the text. The question aims at a commentary on the problem posed and the argumentation of one's own position. The creative task must be read and written on the board (or printed out for each participant in the exam). If necessary, proper names mentioned in the text of the presentation are written on the board.

Instructions for completing the task must be communicated to the examinees.

As the organizer of the examination in the form of a presentation with a creative task, a specialist (for example, a primary school teacher) who knows the methodology for conducting an exam in the form of a presentation is involved. It is not allowed to involve a specialist in this subject, as well as a specialist who taught this subject to these students, in the examination in the form of presentation.

Features presentation with a creative task marked "A"

The approximate amount of text for presentation is 280–400 words.

Examinees must write a concise summary, conveying the main content of both each microtopic and the entire text as a whole.

A concise presentation requires the skills of selecting essential information, isolating the main micro-topics in the text, generalizing the content of the original text. By presenting the text concisely, graduates show communication skills associated with the ability to process information: exclude details and generalize homogeneous phenomena, while maintaining the main micro-topics. When writing a concise presentation, the task of preserving the author's style is not set.

The minimum required amount of written work is established in the form of a presentation with a creative task:

concise presentation - from 70 words (if the presentation is less than 50 words
(all words, including service words, are included in the word count), then the presentation is scored 0 points);

creative task (essay) - from 200 words (if the essay contains less than 150 words (all words, including service words, are included in the word count), then the essay is scored 0 points).

Features of presentation with a creative task marked "K"

Sets of presentations with a creative task marked "K" have their own specifics. The volume of text for presentation does not exceed 350 words. Texts for presentation are selected of a narrative nature with a clear content, a clear presentation of the sequence of events, not containing the complex reasoning of the author, a large number of actors. The texts do not use complex syntactic constructions, an abundance of figurative means and tropes, dialectal, archaic vocabulary. In addition, the instructions for completing assignments contain other requirements for the minimum amount of presentation and creative work in the form of an essay.

Graduates taking the exam on examination materials with the mark "K" are given the choice: writing a concise or detailed presentation.

Students who pass the exam on examination materials with the mark "K" can write both a detailed and a concise presentation (at the choice of the graduate). They have different volume requirements:

concise presentation - from 40 words (if the presentation is less than 30 words
(all words, including service words, are included in the word count), then the presentation is scored 0 points). The volume of a detailed presentation is not limited;

creative task (essay) - from 70 words (if the essay contains less than 50 words (all words, including service words, are included in the word count),
the essay is worth 0 points).

GVE-9 in the form of a dictation

GVE-9 in the Russian language for students with autism spectrum disorders can be conducted in the form of a dictation. To evaluate the examination work in the form of a dictation, the criteria for evaluating the dictation are used (Table 7).

Dictation evaluation criteria

When assessing literacy, one should take into account the same type and non-gross errors (see Appendix 1).

Table 7

№	Criteria for assessing the literacy and actual accuracy of the examinee's speech	Points
DK1	Compliance with spelling rules
No spelling errors, or no more than one error
Made two mistakes
Made three mistakes
Made four mistakes
Made five mistakes
DK2	Compliance with punctuation rules
No punctuation errors, or no more than one error
Made two mistakes
Made three mistakes
Made four mistakes
Made five mistakes
Six or more mistakes made
DK3	Compliance with grammar rules
There are no grammatical errors, or one mistake is made
Made two mistakes
Three or more mistakes made
DK4	Text writing accuracy
There are no errors in the reproduction of the text
One mistake was made in the reproduction of the text
Two mistakes were made in the reproduction of the text
Three errors were made in the reproduction of the text
Four mistakes were made in the reproduction of the text
Five or more mistakes were made in the reproduction of the text
The maximum number of points for the dictation according to the criteria DK1-DK4

Samples of examination materials GVE-9 (written form) in the Russian language

Exercise

1. Listen to the text. Write a concise summary of a fragment of the book by K.G. Paustovsky "Golden Rose".

Give the main content of the text in the amount of 70 words. If there are less than 50 words in a condensed presentation (all words, including official ones, are included in the word count), then such work is considered not completed and 0 points are scored.

Exercise

1. Listen to the text. Write a concise summary of a fragment of L.Z. Uvarova "Uncle Kostya"

Give the main content of the text in the amount of 70 words. If the summary is less than 50 words (the word count includes all words
including office work), then such work is considered unfulfilled
and scored 0 points.

2. Give a reasoned answer to the question: Why should you be grateful?

Argument your opinion based on the reader's experience, as well as on knowledge and life observations.

Consider the composition of the essay.

Write an essay in a volume of 200 words. If the essay contains less
150 words (all words, including service words, are included in the word count), then such work is considered unfulfilled and 0 points are assessed.

If the essay is a retelling of the text, then such work is estimated at 0 points.

Write your essay clearly and legibly, following the rules of speech.

Presentation with creative task No. KI-9-1

The Marines held the defense in the mountains.

One squad settled down very smoothly: it took its place among the sheer cliffs. It was almost impossible for the Nazis to climb these rocks from below. True, a bomber often flew to the rocks and threw bombs. But the soldiers were hiding in a cave. And the bombs did no harm, only crushed the stone. A cloud of rock dust hovered over the squad's position for hours. It was difficult to breathe stone dust, it creaked on the teeth, clogged the eyes. But this is not the hardest thing in the war. This can be tolerated and had to be tolerated. After all, the separation of the fire of their weapons held the road along which the Nazis moved.

It was a good position. One thing was bad there - no stream, no fontanel. And in the hot summer, when the sun heats the rocks so that the stone burns, you really want to drink. The fighters valued water the most. You cannot live without water. The water in the rocks was measured with a strict measure. And only for drinking. For washing - not a drop.

But soon the water got better. Once a sailor who went to the household company for groceries noticed a donkey not far from its location. The donkey stood in the shade of a thick tree, kicked its legs, wagged its tail, shook its ears - it drove away the flies. It turned out that he had nothing else to do. He is nobody. Left because of the war without a master. The sailor brought the donkey to the kitchen and fed it deliciously. Then I loaded two thermoses with spring water on him, heaved a bag of groceries on his back. And both walked along the narrow path up into the rocks.

The entire squad, led by the commander, rejoiced at the appearance of the assistant. We decided not to be stingy and feed the donkey hearty. The sailors were generous. And the donkey lay down by a large stone: he liked it here.

By evening, when the heat began to subside, the sailor loaded empty thermoses on the donkey and led him down the path to the household company. There, although the burden was light this time, the donkey again received delicious food.

All night the donkey was grazing by the stream. And in the morning the sailor again loaded him with water, again led him into the rocks ... The donkey soon realized: for each trip he would receive a considerable reward. And he began alone, without an escort, as the most diligent worker, to carry water to the rocks and return with empty thermoses to the economic company.

The sailors loved the donkey. They named him Yasha. There were donkeys in other divisions, but Yasha was the most famous.

(According to A.V. Mityaev)

Exercise

1. Listen (read) the text. Write a summary based on a fragment of A.V. Mityaev "Earrings for a donkey".

Give the main content of the text. Write a condensed or expanded presentation (at the student's choice). The presentation can be written both in the first and in the third person.

The volume of the detailed presentation is not more than 300 words. The volume of a condensed presentation is from 40 to 100 words. If the summary is less than 30 words
(all words, including service words, are included in the word count), then such work is considered unfulfilled and 0 points are assessed.

2. Give a reasoned answer to the question:

Sample dictation

No. D-9-1

Even in early childhood I had a chance to admire the sunrise. In the early spring morning, on a holiday, my mother sometimes woke me up, carried me to the window in her arms and said: “Look how the sun plays!” Behind the trunks of old lindens, a huge flaming ball rose above the awakened earth. He seemed to swell, shone with a joyful light, played, smiled. For the rest of my life I remember my mother's face, illuminated by the rays of the rising sun.

In adulthood, I have watched the sunrise many times. I met him in the forest, when before dawn the pre-morning wind passes above the tops of the head, one after another the pure stars go out in the sky, the black peaks are more clearly indicated in the lightened sky. There is dew on the grass. Clean and transparent air. On a dewy morning, resin smells in a dense forest.

I saw the sunrise over my native fields, over a green meadow covered with dew, over the silver surface of the river. Pale morning stars, a thin sickle of the month are reflected in the cool mirror of water. Dawn breaks in the east, and the water appears pink. As if in a steamy light haze, to the singing of countless birds, the sun rises above the earth. Like the living breath of the earth, a light golden mist spreads over the fields, over the motionless ribbon of the river. Cool transparent dew in the meadows shines like diamonds.

I observed the appearance of the sun on a frosty winter morning, when deep snow shone unbearably, a light frosty hoarfrost scattered from the trees. I admired the sunrise in high mountains covered with sparkling glaciers. The sunrise over the ocean is especially beautiful. Being a sailor, standing on watch, many times I observed how the rising sun changes its color: either it swells up with a flaming ball, then it is covered with fog or distant clouds. And everything around suddenly changes. Distant shores, crests of oncoming waves seem different. The color of the sky itself changes, covering the endless sea with a golden-blue tent.

Residents of big cities rarely admire the sunrise. High stone masses of city houses cover the horizon. Even villagers wake up for the short hour of sunrise, the beginning of the day. But in the living world of nature, everything is awakening. On the edges of the forest, over the illuminated water, the nightingales sing loudly. Soar from the fields into the sky, disappearing in the rays of dawn, light larks. Cuckoos happily cuckoo, thrushes whistle.

My friends, I advise you to admire the sunrise. There is nothing more charming than the early morning dawn, when the earth breathes maternal breath and life awakens.

(According to I.S. Sokolov-Mikitov)

Spelling mistake- This is a spelling of a word that does not correspond to spelling standards. Spelling norms are established by academic spelling dictionaries and reference books.

Punctuation error- this is the non-use by the writer of the necessary punctuation mark, its use where it is not required, as well as the unreasonable replacement of one punctuation mark with another. The punctuation error is opposed to the punctuation norm reflected in the punctuation rule.

These mistakes can only be made in writing: they can be seen, they cannot be heard.

God / God

Afternoon / after noon

Midnight / past midnight

golden robin / robin(bird)

somehow / somehow(before listing, e.g.: A big fish is beating sharply,

like (-) then: pikes, catfish, asps, pike perches.)

Maslenitsa / Maslenitsa

Mass media / mass media

Small things / small things

Unbidden (adj.)

Raincoat fabric / raincoat fabric

Player / player

Christmas / Christmas

Internet/Internet

Investigator / Investigator

Investigative / Investigative

read / read(in meaning small in number: a matter of minutes)

Black-brown / silver-brown

Grammatical errors

No. p / p	Error type	Examples
	Erroneous word formation	Hardworking, scoff
	Misformation of the noun form	Many marvels of technology, not enough time
	Misformation of the adjective form	More interesting, prettier
	Erroneous formation of the form of the numeral	With five hundred rubles
	Erroneous formation of the pronoun form	Their pathos, their children
	Misformation of the verb form	They travel, they want, they write the life of nature
	Negotiation violation	I know a group of guys who are seriously into jazz.
	Disruption of control	We need to make our nature more beautiful. Tells readers.
	Violation of the connection between the subject and the predicate	Most objected to such an assessment of his work.
	Violation of the way of expressing the predicate in separate constructions	He wrote a book that is epic. Everyone was happy, happy and cheerful.
	Errors in constructing sentences with homogeneous members	The country loved and was proud of the poet. In the essay, I wanted to talk about the meaning of sport and why I love it.
	Errors in the construction of sentences with adverbial turnover	As you read the text, you get the feeling...
	Errors in constructing a sentence with participial turnover	The narrow path was covered with falling snow underfoot.
	Errors in the construction of a complex sentence	This book taught me to appreciate and respect friends, which I read as a child. The man thought it was a dream.
	Mixing direct and indirect speech	The author said that I did not agree with the opinion of the reviewer.
	Violation of supply boundaries	When the hero comes to his senses. It was too late.
	Violation of the types of temporal correlation of verb forms	The heart stops for a moment and suddenly beats again.

Speech errors

No. p / p	Error type	Examples
	The use of a word in an unusual sense	We were shocked by the wonderful performance of the actors. The thought develops on the continuation of the entire text.
	Indistinguishability of shades of meaning introduced into the word by prefix and suffix	My attitude to this problem has not changed. Effective measures were taken.
	Indistinguishing synonymous words	In the final sentence, the author uses gradation.
	The use of words of a different stylistic coloring	The author, addressing this problem, is trying to send people into a slightly different rut.
	Inappropriate use of emotionally colored words and phraseological units	Astafiev now and then resorts to the use of metaphors and personifications.
	Unjustified use of colloquial words	Such people always manage to fool others.
	Violation of lexical compatibility	The author enhances the impression. The author uses artistic features (instead of means).
	Use of superfluous words, including pleonasm	The author conveys the beauty of the landscape to us with the help of artistic techniques. Young man, very handsome
	The use of cognate words in a close context (tautology)	This story tells about real events.
	Unjustified repetition of a word	The hero of the story does not think about his act. The hero does not even understand the full depth of his deed.
	Poverty and monotony of syntactic constructions	When the writer came to the editorial office, he was accepted by the editor-in-chief. When they talked, the writer went to the hotel.
	Bad use of pronouns	This text was written by V. Belov. It belongs to the artistic style. I immediately had a picture in my mind

Among the most typical grammatical errors include errors associated with the use of the verb, verb forms, adverbs, particles:

errors in the formation of personal forms of verbs: They are driven by compassion(follows: moves);

2) incorrect use of aspect tense forms of verbs: This book provides knowledge about the history of the calendar, teaches you how to make calendar calculations quickly and accurately.(it follows: ... will give .., teach ... or ... gives .., teaches ...);

3) errors in the use of real and passive participles: Streams of water flowing down amazed the author of the text(follows: dripping);

4) errors in the formation of gerunds: Stepping onto the stage, the singers bowed(norm: leaving);

These errors are usually associated with a violation of the laws and rules of grammar and arise under the influence of vernacular and dialects.

In addition, grammatical and syntactic errors, also detected in the papers of the examinees, can be attributed to the typical ones:

violation of the connection between the subject and the predicate: The main thing that I now want to pay attention to is the artistic side of the work.(norm: ... this is the artistic side of the work); To benefit the Motherland, you need courage, knowledge, honesty(norm: ... need courage, knowledge, h

Presentation with a creative task
Option 1

Exercise

1. Listen to the text. Write a concise statement based on a fragment of D. Granin's essay "Couragelessness and indifference."

1. “How, from your point of view, can you answer the final questions of the author of the article?”

Write the essay clearly and legibly, observing the norms of speech *.

Listening text**

I got in trouble last year. I was walking down the street, slipped and fell ... I fell unsuccessfully, nowhere worse: my face on the curb ***, I broke my nose, I smashed my whole face, my hand jumped out in my shoulder. It was about seven o'clock in the evening. In the city center, on Kirovsky Prospekt, not far from the house where I live.

With great difficulty he got up - his face was covered in blood, his hand hung like a whip. I felt that I was in a state of shock, the pain was getting stronger and I had to do something quickly. And I can’t speak - my mouth is broken.

Decided to turn back home.

I was walking down the street, I think that without staggering, holding a bloody handkerchief to my face, my coat was already gleaming with blood. I remember this path well - about three hundred meters. There were many people on the street. A woman walked towards me with a girl, some kind of couple, an elderly

* See the assignment for the examination paper on the websitewww.fipi.ru .

** Listening texts are selected by the author.

*** Border.

Russian language. GVE. 9th grade

a woman, a man, young guys, all of them at first looked at me with curiosity, and then averted their eyes, turned away. If only someone on this path came up to me, asked what was the matter with me, if I needed help. I remember the faces of many people - apparently, with unaccountable attention, a heightened expectation of help ...

The pain confused my consciousness, but I understood that if I lay down on the sidewalk now, they would calmly step over me, bypass me. We have to get home.

Later I thought about this story. Could people take me for a drunk? It seems to be no, it is unlikely that I made such an impression. But even if they took me for a drunk ... - they saw that I was covered in blood, something happened - fell, hit - why didn’t they help, didn’t at least ask what was the matter? So, to pass by, not to waste time, effort, has become a familiar feeling?

Pondering, he recalled these people with bitterness, at first he was angry, accused, perplexed, indignant, but then he began to remember himself. And he looked for something similar in his behavior - the desire to move away, avoid, not get involved ... And, having convicted himself, he began to understand how familiar this feeling had become, how it warmed up, imperceptibly took root.

As I thought about it, I remembered something else. He recalled the time at the front, when in our hungry trench life it was impossible to walk past him at the sight of a wounded man.

And after the war, this feeling of mutual assistance remained among us for a long time. But gradually it disappeared. Lost so much that a person considers it possible to pass by a fallen, injured person lying on the ground.

And really, what is happening to us? How did we get to this point, how did we move from normal responsiveness to indifference, to callousness, and how did this also become normal?

(Under D. Granin) 376 words

Tasks. Presentation with a creative task. Option 2

Option 2 Task

1. Listen to the text. Write a concise summary based on a fragment of D. Granin's essay "Museum of Forgotten Old Things."

Give the main content of the text in a volume of at least 70 words.

1. Give a reasoned answer to the question“How, from your point of view, can you answer the final question of the author of the article?”Argument your opinion based on the reader's experience, as well as on knowledge and life observations.

Consider the composition of the essay.

Write an essay of at least 200 words.

If the essay is a paraphrased text, then such work is evaluated with zero points.

Text to present

Once, in the studio of the artist Vasilkovsky, I saw an album in which he drew people of the 1930s from memory. Adult aunts and uncles from his childhood. I flipped through the pages and found out. The drawings came to life, moved, acquaintances dressed in costumes of those years began to appear from my memory, as if the artist had spied on my memories. Our streets, our yard, cabbies... It was the city where we both spent our childhood. And most importantly, I also remembered different things that were then, but now they are not. Some things have become unnecessary, others have changed, and others, perhaps, will return.

That's when we decided to collect everything that was preserved in our memory: the artist will draw, and I will tell, in order to somehow capture the face of that reality, because, unfortunately, we have almost no museums of the history of our Soviet life. Of course, there will be such museums, but there are things that will not get into these museums, they cannot be placed there - for example, the crackling of birch logs in the stove ...

The world of things is being updated more and more quickly, new and new brands of electric stoves, refrigerators, TVs, cars, vacuum cleaners are taking over. The old ones go somewhere, the improved ones appear. Shoe styles, children's toys, skis ... Everything is changing, and already

Russian language. GVE. 9th grade

not once or twice in the life of one generation. Lamps, trains, houses, planes... What can we say about clothes or hats.

We all the time get rid of the worries associated with things. Most often, they throw away plastic dishes so as not to wash them, throw away paper tablecloths, clocks that run for a year and a half. You do not have time to become attached to things, to make friends. The same thing happens in all of our lives. Light chairs, fragile furniture. Now do not buy it based on the heirs.

Old things are just signs left by a past life. Our boyish life is remembered through things vividly and objectively. Items may return. You don't have to say goodbye to the past. Childhood will sooner or later remind of itself. It's not about nostalgia. We return to childhood for kindness, tenderness, for the joy of Rain and delight in front of the vastness of the sky. Of course, those feelings cannot be returned. The city of the 30s is preserved by the memory of former boys and girls. In this reserve, he is seductive in watercolor. In fact, this city was not so good, but there are recognizable features in it, uniquely ardent. Inspiration and call ... Now the city has become much more beautiful, richer, healthier, resounded in the shoulders. Why, then, again and again do we peer into his appearance, looking for in him, first of all, that, not at all so prosperous, but nevertheless happy, past? ..

(According to D. Granin) 378 words

Option 3
Exercise

1. Listen to the text. Write a concise summary of a fragment of Yu. Lotman's lecture "Circles of Conscience".

Give the main content of the text in a volume of at least 70 words.

1. Give a reasoned answer to the question“What do you think people are learning?” .

Argument your opinion based on the reader's experience, as well as on knowledge and life observations.

Consider the composition of the essay.

Tasks. Presentation with a creative task. Option 3

Write an essay of at least 200 words.

If the essay is a paraphrased text, then such work is evaluated with zero points. *

Write your essay clearly and legibly, following the rules of speech.

Text to present

In one of his books, the philosopher Rousseau wrote: "I am like everyone else, and I am not like anyone else." This is a very profound remark: a person, firstly, is like all other people, and secondly, he is individual, he is one of a kind and there is no other like him. But it's not so easy for others to understand me...

Everyone understands the rules of the road in the same way, except for those who did not teach them. Does everyone understand Pushkin in the same way? No, everything is different. And don't say that some understand it correctly and others misunderstand it. Pushkin speaks to everyone as if he had just written for him. And you always have the opportunity to talk with a brilliant person who himself wants to tell you something. Just open your ears, just be careful! The main trouble of our age is that our eyes and ears are closed.

The life of each person passes in some isolated circles. One lives in a small circle, another in a larger circle, and a third in an even larger one. The size of your circle is determined by many signs: what are you curious about, what do you know, what interests you and - another and very important - what hurts you? One, for example, hurts when they hit him, and the other will only say: well, if only they didn’t kill him. A larger circle, when a person responded to an insult with a duel and said that an insult is worse than death: death cannot humiliate a person, and I can’t stand the insult. Another will say: I will not bear the insults of the people I love, I will not let them offend my children, I will not let them insult my mother, but here's a stranger ... When it hurts from someone else's pain - this is the largest circle, the circle of a cultured person.

Life demands a lot from a person. He has many situations when there is a choice: to act in one way or another. There are no circumstances when it is impossible to do otherwise. And if we still have such circumstances,

Russian language. GVE. 9th grade

dyatsya, so we have no conscience. Conscience is what dictates what to do when there is a choice. And there is always a choice...

So what are people learning? People learn Knowledge, people learn Memory, people learn Conscience. These are the three subjects that are necessary in any School and which art has absorbed. And art is essentially a Book of Memory and Conscience. We just need to learn to read this Book.

(According to Yu. Lotman) 357 words

Option 4
Exercise

1. Listen to the text. Write a concise presentation based on a fragment of K. Paustovsky's story "On Painting".

Give the main content of the text in a volume of at least 70 words.

1. “What is the reason for these unshed tears?”

Argument your opinion based on the reader's experience, as well as on knowledge and life observations.

Consider the composition of the essay.

Write an essay of at least 200 words.

If the essay is a paraphrased text, then such work is evaluated with zero points.

Write your essay clearly and legibly, following the rules of speech.

Text to present

Colors and light in nature should not so much be observed as simply lived by them. Only the material that has won a place in the heart is suitable for art. Painting is important for a prose writer not only because it helps him to see and love colors and light. Painting is also important because the artist often notices what we do not see at all. Only after his paintings do we also begin to see this and be surprised that we did not notice it before.

The French artist Monet came to London and painted Westminster Abbey. In Monet's painting, the Gothic outlines of ab-

Tasks. Presentation with a creative task. Option 4

the battlements barely emerge from the mist. The picture is masterfully painted. But when the picture was exhibited, it caused confusion among Londoners. They were astounded that Monet's mist was colored crimson, when even from anthologies it was known that the color of the mist was grey.

Monet's audacity caused outrage at first. But those who were indignant, going out into the streets of London, peered into the fog and noticed for the first time that it really was crimson. Immediately began to look for an explanation for this. It was agreed that the red hue of the fog depends on the abundance of smoke, and that the red brick houses in London impart this color to the fog. After the Monet painting, everyone began to see the London fog as the artist saw it. Monet was even nicknamed "the creator of the London fog."

The Impressionists, as it were, intensified the sunlight. They painted in the open air and sometimes enhanced the colors. This led to the fact that the earth in their paintings appeared in a jubilant light. The earth has become festive. There was no sin in this, just as there is no sin in anything that adds at least a little joy to a person. Almost every artist, no matter what time and no matter what school he belongs to, reveals to us new features of reality.

I was lucky enough to be in the Dresden Gallery several times. In addition to the "Sistine Madonna" by Raphael, there are many paintings by the old masters, in front of which it is simply dangerous to stop. They don't let go. You can look at them for hours, maybe for days, and the longer you look, the wider an incomprehensible emotional excitement grows. It reaches the point where a person can hardly hold back tears.

What is the reason for these unshed tears? The fact that in these canvases is the perfection of the spirit and the power of a genius, forcing us to strive for the purity, strength and nobility of our own thoughts. When contemplating the beautiful, anxiety arises, which precedes our inner purification. It is as if all the freshness of rains, winds, the breath of the flowering earth, the midnight sky and tears shed by love penetrates our grateful heart and forever takes possession of it.

(According to K. Paustovsky) 380 words

3. Zach. No. 44

Russian language. GVE. 9th grade

Option 5
Exercise

1. Listen to the text. Write a concise summary based on a fragment of the article by N. Akimov “Do you need good manners?”

Give the main content of the text in a volume of at least 70 words.

1. Give a reasoned answer to the question posed in article title.

Argument your opinion based on the reader's experience, as well as on knowledge and life observations.

Consider the composition of the essay.

Write an essay of at least 200 words.

If the essay is a paraphrased text, then such work is evaluated with zero points.

Write your essay clearly and legibly, following the rules of speech.

Text to present

DO YOU NEED GOOD MANNERS?

If the latest cybernetic machines could calculate how much bad mood, irritation, generated by rude or unkind behavior of people, they would tell us absolutely sensational figures.

A person who feels calm and comfortable in the company of his fellow citizens is many times more efficient and enterprising than the one who must be on the alert every minute to prevent undeserved insult, rudeness and rudeness.

The foundations of bad manners lie, as a rule, in psychology and in the views of a person. What are these fundamentals?

First, an underestimation of their responsibilities. The tolerance and humanity of our society has instilled in many unstable souls the conviction that "everything will do" ...

Secondly, the dulling of the sense of justice.

The concept of justice arises in a person at a very early age, if he is patiently and carefully brought up. First of all, the child is accustomed to the idea that he has no privileges and advantages over his comrades. Then he comprehends

Tasks. Presentation with a creative task. Option 5

most useful for his later life is the ability to mentally put himself in the place of a neighbor and evaluate his actions from these positions. Good manners, as a manifestation of inner delicacy and culture, are a necessary attribute of a person. *

If you delve into the soul of every rude or hooligan person, you can find that his actions are never random, but are based on very specific views.

First of all, this is a disregard for one's neighbor, for his opinion and comforts. A firm belief that all others have no rights, and a desire to snatch as much as possible from life.

Often, even the best people offend their loved ones. And this usually happens without any malicious intent, without the intention to offend, humiliate, offend, but simply - through negligence, thoughtlessness, inattention. Because these good people, often busy with big and important things, did not find time to think over the form of their behavior, did not work out those simple and useful rules that, other things being equal, make life more pleasant, nerves are healthier and improve the mood of the whole team.

So, two very important conclusions should be drawn by every young person.

First: a kind attitude towards others does not cause any additional costs, does not exhaust him with overwork. This is a free application to life, and when it becomes a habit, it is already done automatically.

Secondly, a person who has learned to treat his neighbors well not only gives them joy, but also receives tremendous pleasure from his behavior.

Thus, good manners and properly developed behavior are not only a great contribution of a person to society. This deposit brings to the depositor the most valuable income in the world - a good mood and an optimistic mood.

(According to N. Akimov) 380 words

Russian language. GVE. 9th grade

Option 6
Exercise

1. Listen to the text. Write a concise summary of a fragment of D. Likhachev's article "The Purpose of Life."

Give the main content of the text in a volume of at least 70 words.

1. Give a reasoned answer to the question“What are the main goals and objectives in life?”

Argument your opinion based on the reader's experience, as well as on knowledge and life observations.

Consider the composition of the essay.

Write an essay of at least 200 words.

If the essay is a paraphrased text, then such work is evaluated with zero points.

Write your essay clearly and legibly, following the rules of speech.

Text to present

When a person consciously or intuitively chooses a goal, a life task for himself, at the same time he involuntarily evaluates himself. By what a person lives for, one can judge his self-esteem - low or high.

If a person expects to acquire all the elementary material goods, he evaluates himself at the level of these material goods as the owner of a car of the latest brand, as the owner of a luxurious dacha, as part of his furniture set ...

If a person lives to bring good to people, to alleviate their suffering in case of illness, to give people joy, then he evaluates himself at the level of his humanity. He sets himself a goal worthy of a man. Only a vital goal allows a person to live his life with dignity and get real joy. Yes, joy!

No one is immune from mistakes. But the most important mistake, the fatal mistake, is the wrongly chosen main task in life.

Setting a career or acquisition as a goal, a person experiences much more grief than joy, and risks losing everything. And what can a person who rejoiced at everyone lose?

Tasks. Presentation with a creative task. Option 7

your good deed? The only important thing is that the good that a person does should be his inner need, come from a smart heart, and not just from the head, would not be only a “principle”.

Therefore, the main life task must necessarily be a task wider than just a personal one, it should not be closed only on one's own successes and failures. It should be dictated by kindness to people, love for the family, for your city, for your people, country, for the whole universe.

Does this mean that a person should live like an ascetic, not take care of himself, not acquire anything and not rejoice at a simple promotion? By no means! I'm only talking about the main task of life. And this main life task does not need to be emphasized in the eyes of other people. And you need to dress well (this is respect for others), but not necessarily “better than others”. And you need to make a library for yourself, but not necessarily bigger than that of your neighbor. And it's good to buy a car for yourself and your family - it's convenient. Just do not turn the secondary into the primary, and do not let the main goal of life exhaust you where it is not necessary. When you need it is another matter...

(D. Likhachev) 336 words

Option 7
Exercise

1. Listen to the text. Write a concise summary based on a fragment of S. Lvov's essay "Compassion".

Give the main content of the text in a volume of at least 70 words.

1. Give a reasoned answer to the question posed by the author in the text:“How to help both those who suffer from indifference and those who are indifferent themselves?”

Argument your opinion based on the reader's experience, as well as on knowledge and life observations.

Consider the composition of the essay.

Write an essay of at least 200 words.

Russian language. GVE. 9th grade

If the essay is a paraphrased text, then such work is evaluated with zero points.

Write your essay clearly and legibly, following the rules of speech.

Text to present

Compassion is an active helper.

But what about those who do not see, do not hear, do not feel when it hurts and feels bad for another? An outsider, as they consider everyone except themselves, and, perhaps, their family, to which, however, they are also often indifferent. How to help both those who suffer from indifference and those who are indifferent themselves?

From childhood to educate - first of all, oneself - so as to respond to someone else's misfortune and rush to help those who are in trouble. And neither in life, nor in pedagogy, nor in art should we regard sympathy as a demagnetizing sensitivity, sentimentality alien to us.

Sympathy is a great human ability and need, a blessing and a duty. People who are endowed with such an ability or who anxiously feel its lack in themselves, people who have cultivated the talent of kindness in themselves, those who know how to turn sympathy into assistance, live more difficultly than those who are insensitive. And more restless. But their conscience is clear. They usually have good kids. They are generally respected by those around them. But even if this rule is violated and those around them do not understand, if the children deceive their hopes, they will not retreat from their moral position.

The unfeeling seem to be fine. They are de endowed with armor that protects them from unnecessary worries and unnecessary worries. But it only seems to them, they are not endowed, but deprived. Sooner or later - as it comes around, it will respond!

I recently had the good fortune to meet the wise old doctor. He often appears in his department on weekends and holidays, not out of emergency, but out of spiritual need. He talks with patients not only about their illness, but also on difficult life topics. He knows how to instill hope and courage in them. Long-term observations showed him that a person who never sympathized with anyone, did not empathize with anyone's suffering, finding himself in front of his own misfortune, is not ready for it. Pitiful and helpless he meets such a

Tasks. Presentation with a creative task. Option 8

torture. Selfishness, callousness, indifference, heartlessness cruelly avenge themselves. Blind fear. Loneliness. Belated remorse.

One of the most important human feelings is empathy. And let it not remain just sympathy, but become an action. Assistance. The one who needs him, who feels bad, although he is silent, you need to come to his aid, without waiting for a call. There is no radio receiver stronger and more sensitive than the human soul. If it is tuned to a wave of high humanity.

(S. Lvov) 354 words

Option 8
Exercise

1. Listen to the text. Write a concise summary of a fragment of K. Paustovsky's story "Uncle Gilyai".

Give the main content of the text in a volume of at least 70 words.

1. Give a reasoned answer to the question“What enormous cultural work, in the author’s opinion, are people like Gilyarovsky doing?”

Argument your opinion based on the reader's experience, as well as on knowledge and life observations.

Consider the composition of the essay.

Write an essay of at least 200 words.

If the essay is a paraphrased text, then such work is evaluated with zero points.

Write your essay clearly and legibly, following the rules of speech.

Text to present

UNCLE GILAY

Nothing can give such a vivid idea of ​​the past as a meeting with his contemporary, especially with such a peculiar and talented person as Vladimir Alexandrovich Gilyarovsky was - a man of indomitable energy and unstoppable kindness.

Russian language. GVE. 9th grade

First of all, in Gilyarovsky I was struck by the integrity and expressiveness of his character. If there can be an expression "picturesque character", then it refers entirely to Gilyarovsky. He was picturesque in everything - in his biography, in his manner of speaking, in his childishness, in his appearance, in his versatile and stormy talent.

Gilyarovsky was the embodiment of what we call "broad nature." This was expressed in him not only in extraordinary generosity, kindness, but also in the fact that Gilyarovsky also demanded a lot from life.

A man of such scope and originality as Gilyarovsky could not be outside the leading people and writers of his time. Chekhov, Kuprin, Bunin and many writers, actors and artists were friends with Gilyarovsky. Gilyarovsky could also be proud of the fact that he was widely known and loved among the Moscow poor of the famous Khitrovka - a shelter for the poor, tramps, renegades.

Each time needs its own chronicler of historical events, life and way of life. The chronicle of everyday life with particular sharpness and visibility brings the past closer to us. To fully understand at least Leo Tolstoy or Chekhov, we must know the life of that time. That is why the stories of Gilyarovsky, “a commentator of his time,” are so valuable to us. Unfortunately, there were almost no such writers in our country. There are none even now. And they did and are doing a huge cultural work.

About Moscow, Gilyarovsky could rightly say: "My Moscow." It is impossible to imagine Moscow at the end of the nineteenth and the beginning of the twentieth century without Gilyarovsky, just as it is impossible to imagine it without the Art Theater, Chaliapin and the Tretyakov Gallery.

The hospitable, open and noisy house of Gilyarovsky was a kind of center of Moscow. In essence, it was a rare museum of culture, painting and life of Chekhov's times. It is necessary to carefully preserve it as an example of the Moscow everyday life of the nineteenth century.

There are people without whom it is difficult to imagine the existence of society and literature. It is a kind of fermenting yeast, sparkling wine current. It doesn't matter if they wrote a lot or a little. It is important that they lived, that literary and social circles were in full swing around them.

Tasks. Presentation with a creative task. Option 9

venous life, that the entire contemporary history of the country was refracted
in their activities. The important thing is that they determined their own time.

Such was Vladimir Alexandrovich Gilyarovsky - a poet, writer, expert on Moscow and Russia, a man with a big heart, the purest example of the talent of our people.

(According to K. Paustovsky) 362 words

Option 9
Exercise

1. Listen to the text. Write a concise summary based on a fragment of the essay by K. Paustovsky.

Give the main content of the text in a volume of at least 70 words.

1. Give a reasoned interpretation. the final phrase of the text. Argument your opinion based on the reader's experience, as well as on knowledge and life observations.

Consider the composition of the essay.

Write an essay of at least 200 words.

If the essay is a paraphrased text, then such work is evaluated with zero points.

Write your essay clearly and legibly, following the rules of speech.

Text to present

It is difficult to explain where habits come from, and unexpected ones at that.

Every time, going on long trips, I always came to Ilyinsky pool. I simply could not leave without saying goodbye to him, to these all-Russian fields. I said to myself: “You will remember this thistle someday when you fly over the Mediterranean Sea. If you get there, of course. And you will remember this last rosy ray of the sun, scattered in the heavenly space, somewhere near Paris. But, of course, if you get there too.

And everything came true. Indeed, the plane was flying over the Tyrrhenian Sea. I looked out the round porthole window. In the bottomless blue

Russian language. GVE. 9th grade

and in the depths, the yellow outlines of an island resembling a thistle flower appeared. It was Corsica. Then I became convinced that the islands from the air take on bizarre shapes, as well as cumulus clouds. These forms are communicated to them by our human imagination.

Rome glittered in the distance with fierce reflections of the sun in the glass walls of high-rise new buildings. The radio often and nervously repeated that Signor Parelli was waiting at the main exit of the terminal for his own car.

And I unbearably wanted to go home, to a simple log house, on the Oka, on the Ilyinsky pool, where willows, foggy Russian lowland sunsets and friends are waiting for me.

As for the rosy ray of the sun, I also saw it a few days later near Paris in the town of Ermenonville, where Jean-Jacques Rousseau spent his last years in an old estate and died ... I remembered the same rosy evening at Ilyinsky pool, and a friend melancholy suddenly squeezed my heart - longing for our spacious land, our sunsets, our plantain and the modest rustle of fallen leaves.

Beautiful France, of course, remained magnificent, but indifferent to us. Longing for Russia fell on the heart. From that day on, I began to hurry home, to the Oka, where everything was so familiar, so sweet and simple-hearted. My heart sank at the mere thought that the return to my homeland might, for whatever reason, be delayed for at least a few days. I fell in love with France a long time ago. At first it is speculative. And then close, seriously. But for her sake I could not refuse even such a small thing as the morning saffron ray of the sun on the log wall of an old hut. It was possible to follow the movement of the beam along the wall, listen to the impudent cries of the village roosters and involuntarily repeat the words familiar from childhood:

In holy Russia, roosters crow -

Soon there will be a day in holy Russia...

Not! A person cannot live without a homeland, Just as one cannot live without a heart. ,

(According to K. Paustovsky) 370 words

Tasks. Presentation with a creative task. Option 10

Option 10
Exercise

1. Listen to "re text. Write a concise summary of a fragment of D. Likhachev's article "Memory".

Give the main content of the text in a volume of at least 70 words.

1. Give a reasoned answer to the question"Why is memory our wealth?"

Argument your opinion based on the reader's experience, as well as on knowledge and life observations.

Consider the composition of the essay.

Write an essay of at least 200 words.

If the essay is a paraphrased text, then such work is evaluated with zero points.

Write your essay clearly and legibly, following the rules of speech.

Text to present

Memory is one of the greatest properties of being, of any being: material, spiritual, human...

Paper. Squeeze it and straighten it. Wrinkles will remain on it, and if you squeeze it a second time, some of the folds will fall along the previous folds: paper “has memory” ... Individual plants have memory, stone, on which traces of its origin and movement during the ice age remain, glass, water. Birds have the most complex forms of tribal memory, allowing new generations of birds to fly in the right direction to the right place. And what can we say about "genetic memory" - a memory laid down for centuries, a memory that passes from one generation of living beings to the next.

However, memory is not mechanical at all. This is the most important creative process: it is the process and it is creative. What is needed is remembered; through memory, good experience is accumulated, a tradition is formed, everyday skills, family skills, work skills, social institutions are created ...

Memory resists the destructive power of time. This property of memory is extremely important. It is customary to divide time primitively

Russian language. GVE. 9th grade

to the past, present and future. But thanks to memory, the past enters into the present, and the future, as it were, is foreseen by the present, connected with the past. Memory - overcoming time, overcoming death. This is the greatest moral significance of memory.

Irresponsibility is born from the lack of consciousness that nothing passes without leaving a trace. A person who commits an unkind deed thinks that this deed will not be preserved in his personal memory and in the memory of those around him.

Conscience is basically memory, which is joined by a moral assessment of what has been done. But if the perfect is not stored in memory, then there can be no evaluation. Without memory there is no conscience.

That is why it is so important to be brought up in a moral climate of memory: family memory, national memory, cultural memory. Family photos are one of the most important "visual aids" of moral education not only for children, but also for adults. Respect for the work of our ancestors, for their traditions and customs, for their songs and entertainment - all this is dear to us. And just respect for the graves of ancestors.

Preserving memory, preserving memory is our moral duty to ourselves and to our descendants. Memory is our wealth.

(According to D. Likhachev) 303 words

Preparation of students with hearing disabilities for the Russian language class (presentation with a creative task).

, teacher of Russian language and literature

MOU-SOSH No. 18 of the city of Neryungri

It is impossible not to agree with the statement, which believed that "a strong, experienced teacher becomes a teacher who knows how to analyze his work." In this article, I will make an attempt to analyze the results of preparing a high school student with disabilities for the GVE in the Russian language. GVE is a state final exam, which is a form of passing the state final certification for students with disabilities, for disabled children who have mastered the educational programs of basic general education. For five years I have been a participant in the organization of the educational process for children with hearing impairments. And all these years we went to the state final exam.

Organization examination for the deaf and hearing impaired students has a number of features.

For hearing-impaired students, exam rooms are equipped with sound-amplifying equipment for both collective and individual use (see clause 34 of the GIA-9 Order). If necessary, an assistant sign language interpreter is involved. (see paragraphs 34 and 37 of the GIA-9 Order). The duties of the assistant-sign language interpreter include the implementation of sign language interpretation at all stages of the exam (if the deaf and hard of hearing testee wishes), including the oral explanation of the procedural features of its conduct, the oral presentation by the organizer of the text of the presentation for all examinees (implementation of simultaneous sign language interpretation), if necessary, clarification with with the help of sign language translation of a creative task, etc.

After the repeated oral presentation of the text by the organizer for all examinees (if the student with hearing impairments wishes, simultaneous sign language interpretation is provided), it is necessary for each deaf and hard of hearing participant to provide this text for reading and preparatory work for the presentation. At this stage, the selection of the basic (reference) dictionary for presentation is carried out, work with the speech material presented by the organizer on the board from the text - terms, proper names, archaisms, dates, etc., which is determined by the members of the SEC at the PES before the exam after receiving the text of the presentation. At the discretion of the examinee, a presentation plan is drawn up (this is a recommendation, not a mandatory requirement).

After 40 minutes, the organizer takes the text, and the student completes the examination paper using the materials prepared by him.

The criteria for assessing the literacy and actual accuracy of the examinee's speech are developed taking into account the specific difficulties of students with hearing impairments and students with severe speech impairments (Table 6.2).

When developing the examination model, continuity was observed with traditional and new forms of the Russian language exam for students in educational programs of basic general education.

Now let's move on to highlighting the methodology for preparing for such the form of examination work, as a presentation with a creative task. At the first stage, it is necessary to introduce the student to the structure, content (types of tasks) and evaluation of the examination paper.

Sets of presentations with a creative task marked "K" have their own specifics. The volume of text for presentation does not exceed 350 words. Texts for presentation are selected of a narrative nature with a clear content, a clear presentation of the sequence of events, not containing the complex reasoning of the author, a large number of actors. The texts do not use complex syntactic constructions, an abundance of figurative means and tropes, dialectal, archaic vocabulary. In addition, the instructions for completing assignments contain other requirements for the minimum amount of presentation and creative work in the form of an essay.

Graduates taking the exam on examination materials with the mark "K" are given the choice: writing a concise or detailed presentation.

Students who pass the exam on examination materials with the mark "K" can write both a detailed and a concise presentation (at the choice of the graduate). They have different volume requirements:

concise presentation - from 40 words (if the summary is less than 30 words (all words, including service words, are included in the word count), then the presentation is rated 0 points). The volume of a detailed presentation is not limited;

creative task (essay) - from 70 words (if the essay has less than 50 words (all words, including service words, are included in the word count), then the essay is scored 0 points).

A creative task is attached to the text, which aims at commenting on one of the author's statements and arguing his own position. Examinees must write a concise summary, conveying the main content of both each microtopic and the entire text as a whole.

A concise presentation requires the skills of selecting essential information, isolating the main micro-topics in the text, generalizing the content of the original text. By presenting the text concisely, graduates show communication skills associated with the ability to process information: exclude details and generalize homogeneous phenomena, while maintaining the main micro-topics. Students with disabilities can write both a detailed and a concise presentation. The volume of written work of students with disabilities can be reduced.

In the system of preparing for the presentation, I used the manual and “Russian language. State final certification.

Presentation. Essay", which offers theoretical

It should be noted that there are few methodological manuals for teaching how to create your own speech work in the format required at the GVE. I only know one book « Preparation of students with disabilities for a written exam in the Russian language for the course of the basic school, which is designed to prepare students with special educational needs for a written exam in the Russian language in the form of a concise presentation with a creative task.

Of course, without a template for an essay and speech clichés, it is impossible to prepare a high school student with disabilities for the GVE. In order to teach a graduate to analyze a text, you need a sufficiently large number of texts for training. Separately, it is necessary to say about the argumentation of one's own opinion: But children of the 9th grade are limited in communicating with others, having a small vocabulary, they are flawed compared to other peers. Therefore, in teaching the Russian language to children with disabilities, the main teaching method is communicative. This is the use of methodological techniques based on live communication with the student, on the formation of language competence.

since the reading experience of a graduate with disabilities is small, they learned to argue their own position based on knowledge and life observations.

I want to show you fragments of the creative task of students of the 9th grade. For analysis and comprehension, students were offered a text based on the materials of the periodical press. The main idea of ​​the text was formulated and the question for the creative task was formulated. Why can't anyone educate a person if he doesn't educate himself? Let's see how the guys did.

The works of the students were brought to your attention, and as you may have noticed, some of them have arguments based on life experience (Kataeva Agafya and Tretyakova Yana), and some did not cope. In this regard, the following work is envisaged:

1. developing the skill of arguing a text based on the life experiences of students

2. drawing arguments from works of art

Colleagues-philologists who had to prepare a disabled child for HPE, experience difficulties in their work, will definitely support my point of view. We need to think about changing the system of assignments in the Russian language submitted to the GVE. In my opinion, the USE test tasks in the Russian language are simpler and more accessible than the voluminous text for presentation offered at the GVE. In addition, I have a firm conviction that today there is not enough methodological literature on preparing children with disabilities for HPE, training seminars on interaction with this category of children, retraining and advanced training courses for teachers working with children with disabilities are not organized. health limitations.

I would like to hope that my experience will be useful for philologists working with this category of children.