Baranova Valentina Vasilievna, teacher of Russian language and literature
Features of the examination work GVE-9
In Russian*
The GVE-9 examination model maintains continuity with the traditional and new forms of the Russian language exam for graduates who have mastered educational programs basic general education.
The graduate is given the opportunity to choose one of the forms of examination work: an essay or presentation with a creative task. The student can choose the form of the examination paper (composition or presentation with a creative task) on the day of the exam. To make this choice conscious, the organizer must acquaint the participants of the exam both with the content of the set of topics for the examination essay, and with the examination material for the presentation (the topic of the presentation is indicated and the creative task is voiced).
Exam participants who chose the essay form and those who will write a presentation with a creative task work in different rooms.
Both forms of examination work are constantly used in the practice of teaching the Russian language, they are known to students, and mastering the skills tested in the exam is the basis for the formation of subject competencies.
3 hours 55 minutes (235 minutes) are given to complete the examination paper in the Russian language.
When conducting final certification for exam participants with handicapped health care there are assistants who provide graduates with the necessary technical assistance, taking into account their individual capabilities (sign language translation, assistance in finding a workplace, movement).
* Based on materials from the FI PI website: www.fipi.ru.
4
Russian language. GVE. 9th grade
For deaf and hard of hearing students, the text of the presentation can be given for reading for 15 minutes, after which the organizer takes the text and the student writes a concise presentation and performs a creative task.
For students of correctional schools of type V and VII, the text of the presentation is read 3 times; they can write both detailed and concise statements. The volume of written work of students of correctional schools of type V and VII can be reduced:
♦ essay - at least 150 words (if the essay has less than 100 words, then the essay is scored 0 points; all words, including auxiliary ones, are included in the word count);
♦ concise presentation - at least 40 words (if the presentation is less than 30 words, then the presentation is estimated at 0 points).
The volume of the detailed presentation is not limited. Students of correctional schools of type V and VII, writing both a concise and a detailed presentation, must also complete a creative task in the amount of at least 150 words (if the essay contains less than 100 words, it is rated 0 points.)
* See the book “Russian language. Preparation for the OGE-2015. Training options for new demo for 2015, edited by N.A. Senina. (Rostov-on-Don: Legion, 2014).
Essay-reasoning.
(Preparation for GVE)
Types of wording topics:
1. Theme-concept is such a formulation that does not contain a direct indication of the idea of reasoning; the author defines it himself; for example, "The Image of Onegin"
2. Theme-question - such a formulation also does not express an idea, but indicates a direct path to it; for example, “Why, from your point of view, are environmental issues so acute today?”
3. 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 defines 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.
In such a text, 3 parts are usually distinguished:
1) thesis; 2) proof, that is, arguments; 3) conclusion.
3. 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?
4. Arguments and arguments are the initial theoretical or factual provisions, with the help of which the thesis is substantiated.
5. Arguments must be convincing.
Samples of a set of essay topics for students of the 9th grade, they are topics-questions or topics-judgments. Here is 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. In the case of choosing one of the first three topics of the essay, students can argue their position based both on the content of works of art and on their life experience (personal impressions, their own reflections, knowledge, etc.)
In the case of choosing the fourth topic of the essay, one should rely on a work of art, formulate one's point of view.
Sample construction of an essay-judgment
Let's turn to specific example. One of the themes of the essay-judgment is formulated as follows:
“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 keywords of the theme “books”, “do better”. Express your opinion by defining the range of issues on this topic. (Agree or disagree with the writer’s judgment.) For example: “Does every book help a person 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 had read helped him to 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 moral value 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 appreciate in life, in friends ... A good book will help to find our place among people will help us make our moral choice in favor of goodness.
Note: the volume of the essay on the chosen topic is from 150 words (7 types). Write your essay clearly and legibly, following the rules of speech.
Examples from fiction to confirm the theses for essays at the GVE in grade 9.
Theses (A thesis is a position that needs to be proven) Works that can be cited as evidence
1.The division of people into rich and poor is unnatural, because it causes the poor to experience deprivation and suffering.
AS. Griboedov "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 fortress ballet From mothers, fathers of rejected children", which were then all "sold out" one by one"); N.A. Nekrasov: poems “Thinking at the front door”, “On railway»; VG Korolenko "In a bad society."
2.The irresponsible actions of a person can cause pain to another living being.
Fragment from the essay: “As an example, I 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. By 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 sounds like a bitter reproach to a person, conveying the suffering of a living being: “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 "King-fish" (denunciation of poaching in the broadest sense of the word. A poacher is not only a person A poacher is one who builds a nuclear power plant over a clean lake, and one who gives permission for deforestation in an urban area) ... Violation of the balance of nature and man poses a threat to all mankind, if it is not come to his senses in his intentional or forced cruelty.
4.The moral lessons of war must not be forgotten.
B.L. Vasilyev “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 initial autumn ...”, “I love a thunderstorm in early May ...”, “Not what you think, nature ...”;
MM. 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, warmth of the heart, 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 up " head for their homeland" and protect the country from invaders);
L.N. Tolstoy "Sevastopol stories"; K.F. Ryleev “The Death of Yermak” (Ermak is portrayed by Ryleev as a hero who thinks not about Siberian riches, but about honestly serving the Fatherland: “Siberia is conquered by the tsar, / And we didn’t live idle in the world!”) N.S. Leskov’s 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. He has a hard time living , but for him the main thing is his favorite work and the Motherland.)
A.T. Tvardovsky: a poem "Vasily Terkin (the hero of the poem is a patriot of the "side of his native", 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 comes, saint and sinner,
Russian miracle man...)
7.Labor is the basis 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.
Tales, poems by A.S. Pushkin, M.Yu. Lermontov, S.A. Yesenin (they teach the child to be kind, to understand what beauty is, they show 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.
To prepare for writing an essay for the exam, I recommend that you familiarize yourself with the set of topics presented in the book "Russian language. GVE. 9th grade. Senina N.A."
Approximate essay topics (from the author)
Option 1
1. "The goal 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"?
4. What allowed the author to call Tatyana a "sweet ideal"? (According to the novel
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 “fir 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”?
Notes
* See the assignment for the examination paper on the website www.fipi.ru
* For the methodology of work on preparing for writing an essay-reasoning, see the book Russian language. State final exam (GVE).
9th and 11th grades. Tasks and recommendations: teaching aid/ N. A. Senina. - Rostov n/a: Legion, 2015. -
96 p. - (Master Class.)
* See the book “Russian language. Preparation for the OGE-2015. Training options for the new demo version for 2015, edited by N.A. Senina. (Rostov-on-Don: Legion, 2014).
Moscow, 2016
1. General Provisions. 7
2. GVE-9 in Russian. nine
Features of the GVE-9 examination work in the Russian language. nine
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. thirteen
Duration of GVE-9 in Russian. thirteen
Additional materials and equipment. thirteen
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. sixteen
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. nineteen
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 English language. 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 Russian Federation |
| Ministry of Education and Science of Russia | Ministry of Education and Science of the Russian Federation |
| Educational organization | An organization that carries out educational activities on the basis of state accreditation educational program |
| 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 that carries out educational activities on adapted basic general education programs |
| GIA-9 order | Order of the Ministry of Education and Science of Russia dated 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 that have 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), informatics 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 2015-2016 academic year the basis for obtaining a certificate of basic general education is the successful completion of the 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.
In the event that students at the 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.
In the data methodological recommendations clarifications are given on EM issues in all subjects for the GVE (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 students' essays, writing an essay from the set with the mark “K”, can be shortened: 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 scored 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.
A specialist is involved as the organizer of the exam in the form of a presentation with a creative task (for example, a teacher primary school), owning the methodology of the exam in the form of presentation. It is not allowed to involve in the examination in the form of presentation a specialist in this subject, as well as a specialist who taught this subject to these students.
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 unfulfilled and 0 points are assessed.
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
Marines held the line 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. Loved the sunrise high mountains covered with sparkling glaciers. The sunrise over the ocean is especially beautiful. Being a sailor, standing on watch, I have watched many times how the rising sun changes its color: either it swells up with a flaming ball, or 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 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 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
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 defines 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 advisable to choose an epigraph for the essay, which contains the main idea 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 to test 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 the work, calling the great writer only by his first name and patronymic: Lev Nikolayevich 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 unfulfilled 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 had read helped him to 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
Original 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 does not escape even in his dwelling, even at night they stun the planet and make 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 speed, 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 be erected 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.
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, haste, 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 underlined part subordinate clause: this is just an addition to the 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 the speed, the dirty air, the rush, the lack of time, the overabundance of information, the 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 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 individual 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 most fully, while maintaining the author's style. Tasksummary - convey the main content in a short form.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 point 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 sentences.
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 shortened by replacing with a generalizing word, 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 about complex problems. life themes. 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 one live?” (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 (teaching the child goodness, understanding what beauty is, pointing 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.
Presentation with a creative task
Option 1
Exercise
- Listen to the text. Write a concise statement based on a fragment of D. Granin's essay "Couragelessness and indifference."
- “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
- 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.
- 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 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 do we again and again 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
- 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.
- 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 cannot bear 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
- 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.
- “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 of 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
- 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.
- 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 will 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 the most good people hurt 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 findings should be done 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
- 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.
- 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
- 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.
- 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
- 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.
- 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 of great heart, the purest example of the talent of our people.
(According to K. Paustovsky) 362 words
Option 9
Exercise
- 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.
- 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 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
- 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.
- 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
Textbooks of the Legion publishing house are approved for use
in educational process by order of the Ministry of Education and Science of Russia No. 729 dated 12/14/2009
N. A. Senina
Russian language
STATE FINAL EXAM (GVE)
9th and 11th grades
Tasks and recommendations
Teaching aid
[Download the file to see the picture]
LEGION
Rostov-on-Don
2015
UDC 811.161.1(075.3) BBK 81.2Rus-922 S31
Reviewer s:
N.Ya. Pobortseva teacher of Russian language and literature, honored teacher of schools of the Russian Federation;
I.S. Narushevich is a teacher of Russian language and literature of the highest category.
Senina, N. A.
C31 Russian language. State final exam (GVE).
9th and 11th grades. Tasks and recommendations: teaching aid / N. A. Senina. Rostov n/a: Legion, 2015.
96 p. (Master Class.)
ISBN 978-5-9966-0675-7
This manual is designed to prepare for the GVE (state final exam) in the Russian language in the 9th and 11th grades. The book gives an idea of the nature, level of complexity and content of the examination papers, includes brief information about the exam itself and the criteria for its assessment, as well as training options for the 9th and 11th grades.
Each section of the manual contains 10 sets of topics for writing, structured in a certain way, and 10 texts for writing a presentation, various in terms of topics and genre (article, essay, essay, lecture, etc.).
The publication is addressed to teachers of the Russian language who organize the process of preparing for the GVE, as well as graduates for self-study.
The Legion publishing house also publishes a similar manual for preparing for the GVE in mathematics in the 9th and 11th grades.
Comments and suggestions regarding this book can be sent to the email address [ Download the file to view the link ] or by regular mail.
You can discuss the manual, ask questions on the forums of the publisher;
[ Download the file to see the link ]; [Download the file to view the link].
%
UDC811.161.1(075.3)
BBK 81.2Rus-922
ISBN 978-5-9966-0675-7
© Legion LLC, 2015
1
9th CLASS
Features of the GVE-9 examination paper in the Russian language*
The GVE-9 examination model maintains continuity with the traditional and new forms of the Russian language exam for graduates who have mastered the educational programs of basic general education.
The graduate is given the opportunity to choose one of the forms of examination work: an essay or presentation with a creative task. The student can choose the form of the examination paper (composition or presentation with a creative task) on the day of the exam. To make this choice conscious, the organizer must acquaint the participants of the exam both with the content of the set of topics for the examination essay, and with the examination material for the presentation (the topic of the presentation is indicated and the creative task is voiced).
* Based on materials from the FI PI website: [ Download the file to view the link ].
4
Russian language. GVE. 9th grade
For deaf and hard of hearing students, the text of the presentation can be given for reading for 15 minutes, after which the organizer takes the text and the student writes a concise presentation and performs a creative task.
For students of correctional schools of type V and VII, the text of the presentation is read 3 times; they can write both detailed and concise statements. The volume of written work of students of correctional schools of type V and VII can be reduced:
an essay of at least 150 words (if the essay has less than 100 words, then the essay is scored 0 points; all words, including auxiliary ones, are included in the word count);
a concise presentation of at least 40 words (if the presentation is less than 30 words, then the presentation is rated 0 points).
The volume of the detailed presentation is not limited. Students of correctional schools of type V and VII, writing both a concise and a detailed presentation, must also complete a creative task in the amount of at least 150 words (if the essay contains less than 100 words, it is rated 0 points.)
GVE-9 in the Russian language for students with a medical diagnosis of "autism" can be carried out in the form of a dictation. The text for the dictation is taken from the examination material "Statement with a creative task." Students with the specified diagnosis write only a dictation, without performing a creative task. To evaluate the examination paper in the form of a dictation, the Criteria for evaluating the dictation are used (Table 7, p. 18).
Exam participants are allowed to use spelling dictionaries. Dictionaries are provided by the educational organization on the basis of which the PES is organized, or educational organizations whose students are taking the PES exam. It is forbidden for GVE-9 participants to use personal spelling dictionaries.
The writing
The examination set of essay topics includes four topics of different problems, grouped according to a certain structure, and is attached brief instructions for the student. All topics are revealed in the genre of writing-reasoning.
Exam point.
Features of the GVE-9 examination paper in the Russian language
5
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 *; reliance both on the content of works of art and on one's own life experience (personal impressions, own reflections on the topic, etc.). The topics of the essays, formulated in the form of a quotation (a statement by one of the figures of Russian culture), aim at free reasoning, which can include both arguments confirming the validity of the judgment and counterarguments proving the right to exist 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", therefore, the arguments in the essay on this topic are based on the content of works of art. The topics of essays related to poetry should be disclosed on the example of at least two poems, and the topics of essays related to works of a small epic form are disclosed on the example of 12 works, but their number can be increased at the discretion of the examiner.
Statement
The presentation with the creative task contains:
text,
creative task,
commentary on it.
The text for a concise presentation* is a fragment of an article, essay, story of philosophical, social, moral issues. Approximate amount of text for the presentation of 250380 words.
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 listened text is considered as a stimulus for writing an essay-reasoning. Candidates must write a concise
* See the book “Russian language. Preparation for the OGE-2015. Training options for the new demo version for 2015, edited by N.A. Senina. (Rostov-on-Don: Legion, 2014).
6
Russian language. GVE. 9th grade
presentation, conveying the main content of both each micro-topic and the entire text as a whole.
The summary requires:
- skills of selection of essential information,
- singling out the main micro-themes in the text,
- generalizations of the content of the source 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. 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.
The text proposed for presentation is read by the organizer in the audience twice. As the organizer of the exam in the form of a presentation with a creative task, a specialist who knows the methodology for conducting an exam in the form of a presentation (for example, a primary school teacher) is involved. It is not allowed to involve in the examination in the form of presentation a specialist in this subject, as well as a specialist who taught this subject to these students. An assistant sign language interpreter is involved in conducting the exam for deaf participants of the GVE-9.
The following requirements are not mandatory:
S availability of a written examination plan,
S preservation of the author's style.
Evaluation of work
To evaluate the examination paper, a set of criteria is used that corresponds to a certain type of tasks: an essay on a literary topic, an essay on a free topic, a presentation with a creative task. Specific criteria have been developed for each of these types of assignments. Common to all types of work are (table 6, p. 17).
adequately perceive the information of the listened text;
7
the level of the formed ™ of the following skills is assessed:
select persuasive arguments, creating a reasonable statement;
format the text in accordance with the spelling, grammar, punctuation and speech norms of the Russian literary language.
When checking and evaluating an essay or a creative task, it should be borne in mind that their volume is not strictly limited, but the minimum volume is set.
Criteria for assessing the examination paper in the Russian language in the form of GVE-9
1.
An essay on a literary theme is evaluated according to the criteria presented in Table 1 (p. 8).
Literacy writing the examinee and the actual accuracy of the essay are evaluated according to special Evaluation Criteria
8
Russian language. GVE. 9th grade
literacy and actual accuracy of the examinee's speech (see Table 6, p. 17).
Among the criteria by which the essay is evaluated, the first criterion () is the main one. If, when checking the essay, the expert puts 0 points according to the first criterion, then the task is considered not completed and is not evaluated according to other criteria. At the same time, the practical literacy of the examinee is checked, i.e. according to the criteria of GK1FK1, the corresponding scores are given (see Table 6, p. 17).
When evaluating an essay, the length of the written essay should be taken into account. Examinees are recommended to have at least 250 words. If the essay contains less than 200 words (all words, including service words, are included in the word count), then such work is considered unfulfilled and 0 points are assessed.
Table 1
Criteria for evaluating an essay on a literary theme
Points
SLK1
The depth of disclosure of the topic of the essay and the persuasiveness of judgments
The examinee reveals the topic of the essay, based on the author's position (when analyzing poems, taking into account the author's intention); formulates his point of view; convincingly substantiates his thesis
3
The examinee reveals the topic of the essay, based on the author's position (when analyzing poems, taking into account the author's intention); if necessary, formulates his point of view,
BUT
* 2
Criteria for assessing the examination paper...
9
Criteria for evaluating an essay on a literary theme
Points
The examinee reveals the topic of the essay superficially, without relying on the author's position (analyzing poems without taking into account the author's intention) and/or
does not substantiate his thesis
1
0
SLK2
2
The text is drawn, but
1
0
SLKZ
2
1
10 I Russian language. GVE. 9th grade
Criteria for evaluating an essay on a literary theme
Points
The composition lacks compositional intent, and/or
0
The maximum number of points for an essay on a literary topic according to the SLK1-SLKZ criteria
7
2.
An essay on a free topic is evaluated according to the criteria presented in Table 2.
The examinee's written literacy and the actual accuracy of the essay are evaluated according to special Criteria for assessing the literacy and actual accuracy of the examinee's speech (see Table 6, p. 17).
Among the criteria by which an essay is evaluated, the first criterion (the depth of disclosure of the theme of the essay and the persuasiveness of judgments) is the main one. If, when checking the essay, the expert gives 0 points according to the first criterion, then according to the criteria of SSK2 SKKZ, the work is assessed 0 points. At the same time, the practical literacy of the examinee is checked, i.e. according to the GK1-FC1 criteria, the corresponding scores are given (see Table 6, p. 17).
When evaluating an essay, the length of the written essay should be taken into account. Examinees are recommended to have at least 250 words. If the essay contains less than 200 words (all words, including service words, are included in the word count), then such work is considered unfulfilled and 0 points are assessed.
The volume of the composition of students of correctional schools of type V and VII can be reduced: an essay of at least 150 words (if the essay contains less than 100 words (all words, including service words, are included in the count of words), then such work is considered incomplete and 0 points are assessed) .
Criteria for assessing the examination paper...
11
table 2
Criteria for evaluating an essay on a free topic
Points
SSK1
The depth of disclosure of the theme of the essay and the persuasiveness of r judgments
3
substantiates the thesis insufficiently convincingly
2
The examinee reveals the topic of the essay superficially and / or
does not substantiate his thesis
1
0
SCK2
The examinee expressed his opinion on the problem corresponding to the topic of the essay, and gave at least two arguments in support of this opinion.
2
The examinee expressed his own opinion on the problem corresponding to the topic of the essay, and gave only one argument in support of this opinion.
1
The examinee expressed his own opinion on the problem corresponding to the topic of the essay, but did not give arguments, or
the examiner's own opinion is not reflected in the work,
0
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Russian language. GVE. 9th grade
Criteria for evaluating an essay on a free topic
Points
or
the examinee expressed an opinion on a problem that does not correspond to the topic of the essay
0
sskz
Compositional integrity and logical composition
The composition is characterized by compositional integrity, the parts of the statement are logically connected, the thought develops consistently, there are no unreasonable repetitions and violations of the logical sequence
2
The parts of the composition are logically connected, but there are violations of compositional integrity: the thought is repeated, and / or
there are violations in the sequence of presentation (including within the semantic parts of the statement), and / or
there are deviations from the topic of the essay
1
There is no compositional intent in the composition,
and/or v
there are gross violations in the sequence of presentation, and / or
there is no connection between the parts and within the parts of the composition
0
7
3. A set of criteria for evaluating the presentation and fulfilling the creative task for the presentation
The presentation and performance of the creative task for the presentation are evaluated according to the criteria presented in Table * 35 (pp. 13-15).
The literacy of the written speech of the examinee and the actual accuracy of the presentation and performance of the creative task (essay)
Criteria for assessing the examination paper...
13
are evaluated according to special Criteria for assessing the literacy and actual accuracy of the examinee's speech (see Table 6, p. 17).
The assessment of the semantic integrity, speech coherence and consistency of the text created by the examinee (see Table 5, p. 15) is given for the performance of two types of work in general (statement and creative task).
When evaluating a condensed presentation, its length should be taken into account. Examinees are recommended to have at least 70 words. If there are less than 50 words in the presentation (all words, including official ones, are included in the word count), then such work is considered unfulfilled and 0 points are assessed.
The volume of a condensed presentation for students of correctional schools of type V and VII can be reduced to 40 words (if the presentation contains 30 words (all words, including service words, are included in the word count), then such work is considered unfulfilled and rated 0 points).
Table 3
Criteria for evaluating a summary
Points
1
0
SG2
Source Compression
1
The examinee did not use text compression techniques
0
2
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Russian language. GVE. 9th grade
The criteria are developed for students of correctional schools of the V and VII types, who can write both a detailed and a concise presentation. The amount of detailed presentation of such examinees is not limited.
Table 3.1
Criteria for evaluating a detailed presentation
Points
The examinee accurately conveyed the content of the listened text
2
The examinee inaccurately conveyed the content of the listened text
1
The examinee did not convey the content of the text he listened to
0
The examinee inconsistently stated the content of the listened text (violation of the logic of presentation, unjustified repetitions of thoughts significantly distort the meaning of the original text)
0
Maximum score for detailed presentation
2
Among the criteria by which the performance of a creative task (essay) is evaluated, the first criterion (formulation of the problems of the source text) is the main one. If, when checking an essay, an expert puts 0 points according to the first criterion, then such a work is estimated at 0 points according to the CT1KTZ criteria.
The volume of the composition of students of correctional schools of type V and VII can be reduced: an essay of at least 150 words (if the essay contains less than 100 words (all words, including service words, are included in the count of words), then the creative work is estimated at 0 points).
Criteria for assessing the examination paper...
15
Table 4
Points
CT1
Statement of the source text problem
The examinee in one form or another gives an answer to the question, taking the wording of the task as a thesis
1
The examinee does not give an answer to the question * Such work according to the criteria of KT1KTZ is estimated at 0 points
0
CT2
Reflection of the examiner's own opinion
The examinee expressed his own opinion on the formulated problem
1
The examiner's own opinion is not formulated or
worded incorrectly
0
KTZ
The examinee argued his own opinion (given at least one argument)
1
The examinee was unable to argue his own opinion
0
The maximum number of points for completing a creative task according to the criteria of CT 1KTZ
3
Table 5
there are no logical errors, the sequence of presentation is not broken,
2
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Russian language. GVE. 9th grade
Criteria for evaluating the semantic integrity, speech coherence and sequence of presentation and creative task
1
In the work of the examinee, a communicative
idea,
but
more than 1 logical error was made, and/or
there are two cases of violation of paragraph articulation of the text
0
2
4. Criteria for assessing the literacy and actual accuracy of the examinee's speech, common to all types of work
The literacy and actual accuracy of the examinee's speech are evaluated according to the criteria presented in Table 6.
When assessing literacy, provisions on the same type and non-gross errors should be taken into account.
When counting errors, two non-gross errors (i.e., not having a significant effect on the literacy characteristic) are counted as one.
Errors per rule are considered to be of the same type if the conditions for choosing the correct spelling are contained in the grammatical (in the army, in the grove; prick, fight) and phonetic (pie, cricket) features of the given word.
Errors in such a rule are not considered the same type, in which, in order to find out the correct spelling of one word, it is required to choose another (reference) word or its form (water of water, mouth, mouth, sad to be sad, sharp sharp).
The first three errors of the same type are considered as one error, each subsequent similar error is taken into account as an independent one.
Criteria for assessing the examination paper...
17
body. If two or more errors are made in one unverified word, then all of them are considered as one error.
Table 6
№
Criteria for assessing literacy and the actual "accuracy of the speech of the examinee"
Points
GK1
2
23 mistakes made
1
4 or more mistakes made
0
GK2
2
34 mistakes made
1
5 or more mistakes made
0
GKZ
2
Made 2 mistakes
1
3 or more mistakes made
0
GK4
Compliance with speech norms
2
34 mistakes made
1
5 or more mistakes made
0
FC1
2
1
2. Zach. No. 44
18 | Russian language. GVE. 9th grade
№
Criteria for assessing the literacy and actual accuracy of the examinee's speech
Points
2 or more errors were made in the presentation of the material or in the use of terms
0
10
5. Criteria for assessing the dictation
Literacy and phonetic accuracy of the examinee's speech are evaluated according to the criteria presented in Table 7.
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 1 error
5
Made 2 mistakes
4
Made 3 mistakes
3
Made 4 mistakes
2
Made 5 mistakes
1
6 or more mistakes made
0
DK2
Compliance with punctuation rules
No punctuation errors, or no more than 1 error
5
Made 2 mistakes
4
Made 3 mistakes
3
Made 4 mistakes
2
Made 5 mistakes
1
6 or more mistakes made
0
2*
Criteria for assessing the examination paper...
19
№
Criteria for assessing the literacy and actual accuracy of the examinee's speech
Points
dkz
Compliance with grammar rules
No grammatical errors or 1 error
2
Made 2 mistakes
1
3 or more mistakes made
0
DK4
Text fidelity
There are no errors in the reproduction of the text
5
1 mistake was made in the reproduction of the text
4
There are 2 errors in the reproduction of the text
3
There were 3 errors in the reproduction of the text
2
There were 4 errors in the reproduction of the text
1
5 or more mistakes were made in the reproduction of the text
0
The maximum number of points for the dictation according to the criteria DK1-DK4
17
Checking the examination work and evaluating the results of GVE-9 in the Russian language
The following approaches to the assessment of examination papers in the GVE-9 form have been defined.
Exam papers are checked by two experts. According to the results of the check, the experts, independently of each other, set points for each answer to the tasks of the examination paper. The results of each assessment are entered into the protocols of verification by the subject committees, which, after completion, are transferred to the RCOI* for further processing. In the event of a significant discrepancy in the scores given by the two experts, a third test is scheduled. A significant discrepancy in points is determined in the assessment criteria for the Russian language.
The third expert is appointed by the chairman of the subject committee from among the experts who have not previously checked the examination paper.
* Regional Information Processing Center.
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Russian language. GVE. 9th grade
The third expert is provided with information about the scores assigned by the experts who previously checked the student's examination work. The points given by the third expert are final.
The results obtained in primary points (the sum of points for correctly completed tasks of the examination paper) are converted by the RCSI into a five-point grading system.
The results of the GIA are recognized as satisfactory if the student in compulsory subjects has scored the minimum number of points determined by the executive authority of the constituent entity of the Russian Federation, carrying out public administration in the field of education, founder, foreign institution.
The examination paper is evaluated by adding the scores according to the specified criteria and converting them into a five-point scoring system.
Criteria for evaluating the content of an essay on a literary theme (Table 1, p. 8) 7 primary points;
Criteria for assessing the literacy and actual accuracy of the examinee's speech (Table 6, p. 17) 10 primary points.
Criteria for assessing the content of an essay on a free topic (Table 2, p. 11) 7 primary points;
Criteria for assessing the literacy and actual accuracy of the examinee's speech (Table 6, p. 17) 10 primary points. .
21
Criteria for evaluating a summary (Table 3, p. 13) or Evaluation criteria for a detailed presentation (Table 3.1, p. 14) of primary scores;
" Criteria for assessing the performance of a creative task for the presentation (essay) (table 4, p. 15) 3 primary points;
Criteria for evaluating the semantic integrity, speech coherence and sequence of presentation of the text created by the examiner (exposition and creative task) (Table 5, p. 15) 2 primary points;
Criteria for assessing the literacy and actual accuracy of the examinee's speech (Table 6, p. 17) 10 primary points (the entire text written by the examinee is assessed: a summary and essay).
The dictation is evaluated according to special criteria for evaluating the dictation (Table 7, p. 18).
The maximum primary score for writing a dictation is 17 points.
if there is a significant discrepancy in the scores given by the two experts, then an additional third check is assigned.
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Russian language. GVE. 9th grade
3
The following scale is recommended for converting the sum of primary points for the completed tasks of GVE-9 in the Russian language (an essay on a literary theme, an essay on a free topic, writing a presentation with a creative task) into a five-point grading system:
"2"
"3"
"4"
"5"
Primary score
6-11
12-15
16-17
The results of the state final attestation are recognized as satisfactory if the examinee, when passing the state final exam in the Russian language, received a mark not lower than satisfactory (“three”).
Below are samples of training materials for GVE-9 in the Russian language in the current academic year.
Tasks. The writing. Option 1
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TASKS
The writing
At the exam, graduates are offered a set of four essay topics with the following task.
Choose only ONE of the proposed essay topics, and then write an essay on this topic in a volume of at least 250 words.
If you choose one of the first three topics of the essay, you can argue your position based on both the content of works of art and your life experience (personal impressions, your own reflections, knowledge, etc.).
If you choose the fourth topic of the essay, rely on the author's position and formulate your point of view. Argument your thesis based on literary works.
We offer you the following sets of themes** for training.
Option 1
“The goal in life is the core of human dignity and human happiness” (K.D. Ushinsky).
“True love purifies and elevates every person, completely transforming him” (N. G. Chernyshevsky).
What is he, "the hero of our time"?
What allowed the author to call Tatyana a "sweet ideal"? (According to the novel by A. S. Pushkin "Eugene Onegin")
Option 2
“In an immoral society, all inventions that increase the power of man over nature are not only not good, but an undoubted and obvious evil” (L. N. Tolstoy).
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Russian language. GVE. 9th grade
What do you think is true beauty?
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
“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).
“Everything unkind in a person’s heart should, it seems, disappear in contact with nature with this direct expression of beauty and goodness” (L. N. Tolstoy).
Do the youth of today have ideals?
What "good feelings" did A. S. Pushkin seek to awaken with his lyrics?
Option 4
“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).
"Life is boring without a moral goal..." (F. M. Dostoevsky)
What does the word "honor" mean to me?
How does provincial Russia appear in N.V. Gogol "Dead Souls"
Option 5
“Friendship must be a strong thing, capable of surviving all changes in temperature and all the shocks of that bumpy road along which “fir and decent people” make their life journey (A. I. Herzen).
“Courage is a great property of the soul; the people marked by him should be proud of themselves ”(N. M. Karamzin).
Tasks. The writing. Option 6
25
Grateful nature and ungrateful man.
Why is love for the motherland called "strange" in the lyrics of M. Yu. Lermontov?
%
w Option 6
“You need to put your life in such conditions that labor is necessary. Without labor there can be no pure and joyful life ”(A. U. Chekhov).
Are intelligence and education the same thing?
Life in harmony with the natural world (polyrical works of Russian writers of the 19th century).
Option 7
“The main thing in a person is not the mind, but what controls him: character, heart, good feelings, advanced ideas” (F. M. Dostoevsky).
“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).
“Twins” by Pechorin (based on the novel by M.Yu. Lermontov “A Hero of Our Time”).
Option 8
“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)
“There is no higher idea than how to sacrifice your own life, defending your brothers and your fatherland ...” (F. M. Dostoevsky)
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Russian language. GVE. 9th grade
“You cannot pretend to be an intellectual” (D. S. Likhachev).
"The current century and the past century" in A. S. Griboyedov's comedy "Woe from Wit".
Option 9
“A house without books is like a body without a soul” (Cicero).
“Humanity has always been one of the most important phenomena in literature, large and small” (D. S. Likhachev).
How often in life do we have to make a choice?
What role does the landscape play in A. S. Pushkin's novel "Eugene Onegin"?
Option 10
“Russia can do without each of us, but none of us can do without it” (I. S. Turgenev).
What meaning do I put in the concept of "faith"?
“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).
Why did V. G. Belinsky consider M. Yu. Lermontov’s novel “A Hero of Our Time” to be an “eternally young book”?
Tasks. Presentation with a creative task. Option 1
27
Presentation with a creative taskOption 1
*
Exercise
Listen to the text. Write a concise statement based on a fragment of D. Granin's essay "Couragelessness and indifference."
Give a reasoned answer to the question “How, from your point of view, can you answer the final questions of the author of the article?”
Consider the composition of the essay.
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, his face rose, 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 well this path of 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 website [ Download the file to view the link ].
*** Border.
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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 remembered 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 also looked for something similar in his behavior, the desire to move away, to evade, not to 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?
(Pod. Granin) 376 words
29
Option 2 Task
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.
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
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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 do we again and again 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 3Task
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.
Give a reasoned answer to the question “What do you think people learn?” .
Argument your opinion based on the reader's experience, as well as on knowledge and life observations.
Consider the composition of the essay.
31
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 incorrectly. 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, the other in a larger circle, the 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 thing that 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 cannot bear the insult. Another will say: I will not endure 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 is 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,
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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 4Task
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.
Give a reasoned answer to the question posed by the author in the text: “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-
33
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 amazed that Monet's fog was purple, while even from anthologies it was known that the color of the fog was gray.
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 of 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
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Russian language. GVE. 9th grade
Option 5Task
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.
Give a reasoned answer to the question posed in the title 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.
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
at
35
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 will 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 due to oversight, 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 made 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 contribution brings to the depositor the most valuable income in the world, a good mood and an optimistic mood.
(According to N. Akimov) 380 words
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Russian language. GVE. 9th grade
Option 6Task
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.
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 also 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, the wrong choice of the 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?
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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 7Task
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.
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.
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Russian language. GVE. 9th grade
Control work on the texts of the administration. Grade 8.
Presentation with a creative task.
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 in such a way 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. People who have cultivated the talent of kindness in themselves, those who know how to turn sympathy into assistance, live more difficult than those who are insensitive. And more restless. But their conscience is clear.
The unfeeling seem to be fine. They are de endowed with armor that protects them from unnecessary worries and unnecessary worries.
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. 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. (S. Lvov)
How do you understand the word "compassion"? Justify your answer.
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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.
(S. Lvov)
Option 8Task
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.
Give a reasoned answer to the question “What huge cultural work, in the author’s opinion, do people like Gilyarovsky do?”
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 unique and talented person as Vladimir Aleksandrovich Gilyarovsky was, a man of indomitable energy and unstoppable kindness.
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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 many-sided 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 poor in Moscow, the famous Khitrovka, a shelter for the poor, tramps, and 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 "the 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 how much or how little they wrote. It is important that they lived, that literary and social circles were in full swing around them.
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military 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, a writer, a connoisseur of 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 9Task
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.
Give a reasoned interpretation of 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 the 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
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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 longing suddenly gripped the heart of longing for our spacious land, its sunsets, its 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 the 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
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Option 10Task
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.
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 compress it a second time, part of the folds will fall along the previous folds: paper “has memory” ... Individual plants, a 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 the "genetic memory" of the memory laid down in the centuries, the memory passing 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
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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.
Keeping memory, preserving memory is our moral duty to ourselves and to our descendants. Memory is our wealth.
(According to D. Likhachev) 303 words
*
11th CLASS
Features of the GVE-11 examination paper in the Russian language*
The GVE-11 examination model maintains continuity with the traditional and new forms of the Russian language exam for graduates who have mastered the educational programs of basic general education.
The graduate is given the opportunity to choose one of the forms of examination work: an essay or presentation with a creative task. The student can choose the form of the examination paper (composition or presentation with a creative task) on the day of the exam. To make this choice conscious, the organizer must acquaint the participants of the exam both with the content of the set of topics for the examination essay and with the examination material for the presentation (the topic of the presentation is indicated and the creative task is voiced).
Exam participants who chose the essay form and those who will write a presentation with a creative task work in different rooms.
Both forms of examination work are constantly used in the practice of teaching the Russian language, they are known to students, and mastering the skills tested in the exam is the basis for the formation of subject competencies.
3 hours 55 minutes (235 minutes) are given to complete the examination paper in the Russian language.
During the final certification for examination participants with disabilities, there are assistants who provide graduates with the necessary technical assistance, taking into account their individual capabilities (sign language translation, assistance in finding a workplace, movement).
Based on materials from the FIPI website: [Download the file to view the link].
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Russian language. GVE. 11th grade
Exam participants are allowed to use spelling dictionaries.
The exam set of essay topics includes five topics of different topics, grouped in accordance with a certain structure, and brief instructions for the exam participant are attached (see exam paper options in essay form).
The first two topics of the set are related to the analysis of works of art studied within the framework of the Literature course. They are selected in such a way that the examination material includes the works of two literary epochs: Literature of the 19th and 20th centuries.
At the same time, literary genres and genres of works of art are diversely represented. The topics of essays related to poetry should be disclosed by the graduate using at least two poems as an example. The themes of essays related to works of a small epic form are revealed on the example of 12 works (their number can be increased at the discretion of the graduate).
The last 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, a graduate can give arguments based on both the content of works of art and the student's life experience (personal impressions, own reflections 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 include both arguments confirming the validity of the judgment and counterarguments proving the right to the existence of a different point of view.
A presentation with a creative task (see the version of the examination paper in the form of a presentation) contains a text, a creative task, and a commentary on it. The text for a concise presentation is a fragment of an article, essay, story of philosophical, social, moral issues. Approximate amount of text to present
Features of the GVE-11 examination paper in the Russian language
47
300450 words. 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. When writing a concise presentation, the task of preserving the author's style is not set.
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.
The text proposed for presentation is read by the organizer in the audience twice. 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 in the examination in the form of presentation a specialist in this subject, as well as a specialist who taught this subject to these students. An assistant sign language interpreter is involved in conducting the exam for deaf participants of the GVE.
The presence of a written examination plan is not a mandatory requirement.
To evaluate the examination work, a set of evaluation criteria is used that corresponds to a certain type of task: an essay on a literary topic, an essay on a free topic, a presentation with a creative task. For each of these types of tasks, special criteria have been developed, common to all types of work are Criteria for assessing the literacy and actual accuracy of the examinee's speech (Table 6, p. 58).
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When checking a condensed presentation, the formation of the following skills is assessed:
adequately perceive the information of the listened text;
accurately and concisely state the content of the listened text, highlight its main idea;
to select and organize linguistic means, to use a variety of grammatical structures and lexical richness of the language when transmitting the content of the listened text;
format the text in accordance with the spelling, grammar, punctuation and speech norms of the Russian literary language.
When checking the essay and creative task to the text of the presentation
the level of formation of the following skills is assessed:
create text in accordance with a given topic;
process and interpret the information embedded in the listened text;
logically express thoughts, building the thesis and evidence part of the essay-reasoning;
select persuasive arguments, creating a reasoned statement;
identify the author's attitude to the problems posed, compare his position with another point of view;
carry out the choice of language means in accordance with the task;
format the text in accordance with the spelling, grammar, punctuation and speech norms of the Russian literary language.
When checking and evaluating an essay or creative task, it should be borne in mind that their volume is not strictly limited, but a minimum volume is set.
Criteria for assessing the examination paper...
49
Criteria for evaluating the examination paper in the Russian language in the form of GVE-11
9
An essay on a literary theme is evaluated according to the criteria presented in Table 1.
Among the criteria by which an essay is evaluated, the first criterion (the depth of disclosure of the theme of the essay and the persuasiveness of judgments) is the main one. If, when checking the essay, the expert puts 0 points according to the first criterion, the task is considered not completed and is not evaluated according to other criteria. At the same time, the practical literacy of the examinee is checked, i.e., according to the criteria of the GK1FK1, the corresponding points are given (see Table 6, p. 58).
When evaluating an essay, the length of the written essay should be taken into account. Examinees are recommended to have at least 300 words. If the essay contains less than 250 words (all words, including service words, are included in the word count), then such work is considered unfulfilled and 0 points are assessed.
Table 1
Criteria for evaluating an essay on a literary theme
Points
SLK1
The depth of disclosure of the topic of the essay and the persuasiveness of judgments
The examinee reveals the topic of the essay, based on the author's position (when analyzing poems, taking into account the author's intention); formulates his own points of view; convincingly substantiates his thesis
3
4. Zach. No. 44
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Russian language. GVE. 11th grade
Criteria for evaluating an essay on a literary theme
Points
The examinee reveals the topic of the essay, based on the author's position (when analyzing poems, taking into account the author's intention); if necessary, formulates his point of view, but
substantiates the thesis insufficiently convincingly
2
The examinee reveals the topic of the essay superficially, without relying on the author's position (analyzing poems without taking into account the author's intention) and / or
does not substantiate his thesis
1
The examinee does not reveal the topic of the essay *If, when checking the essay, the expert puts 0 points according to the first criterion, then the essay is also scored 0 points according to the criteria of SLK2 and SLKZ
0
SLK2
The validity of attracting the text of the work
The text of the work in question is drawn in a versatile and reasonable manner (citations with comments on them, retelling of fragments of the text with their assessment, links to the text of the work)
2
The text is drawn, but
not always justified (i.e. out of direct connection with the thesis put forward)
1
The text is not involved, judgments are not substantiated by the text
0
SLKZ
Compositional integrity and logical composition
The composition is characterized by compositional integrity, the parts of the statement are logically connected, the thought develops consistently, there are no unreasonable repetitions and violations of the logical sequence
2
4-
Criteria for assessing the examination paper...
I
Criteria for evaluating an essay on a literary theme
Points
The parts of the composition are logically connected, but there are violations of compositional integrity: the thought is repeated, and / or "
there are violations in the sequence of presentation (including within the semantic parts of the statement), and / or
there are deviations from the topic of the essay
1
The composition lacks a compositional intent, and/or
there are gross violations in the sequence of presentation, and / or
there is no connection between the parts and within the parts of the composition
0
The maximum number of points for an essay on a literary topic according to the SLK1SLKZ criteria
7
An essay on a free topic is evaluated according to the criteria presented in Table 2 (p. 52).
The examinee's written literacy and the actual accuracy of the essay are evaluated according to special Criteria for assessing the literacy and actual accuracy of the examinee's speech (see Table 6, p. 58).
Among the criteria by which an essay is evaluated, the first criterion (the depth of disclosure of the theme of the essay and the persuasiveness of judgments) is the main one. If, when checking the essay, the expert gives 0 points according to the first criterion, then according to the criteria of SSK2 SKKZ, the work is assessed 0 points. At the same time, the practical literacy of the examinee is checked, i.e., according to the criteria of the GK1FK1, the corresponding points are given (see Table 6, p. 58).
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Russian language. GVE. 11th grade
"When evaluating an essay, the volume should be taken into account. The examinee is recommended a volume of at least 300 words. If the essay contains less than 250 words (all words, including service words, are included in the word count), then such work is considered unfulfilled and 0 points are assessed.
table 2
Criteria for evaluating an essay on a free topic
Points
SSK1
The depth of disclosure of the topic of the essay and the persuasiveness of judgments
The examinee reveals the topic of the essay, formulates his point of view, convincingly substantiates his theses
3
The examinee reveals the topic of the essay, formulates his point of view, but
substantiates the thesis insufficiently convincingly
2
The examinee reveals the topic of the essay superficially and / or
does not substantiate his thesis
1
The examinee does not disclose the topic of the essay *If, when checking the essay, the expert puts 0 points according to the first criterion, then the essay is also scored 0 points according to the criteria of SSC2 and SSKZ
0
SCK2
Argumentation by the examinees of their own opinion on the topic of the essay
The examinee expressed his opinion on the problem corresponding to the topic of the essay, and gave at least two arguments in support of this opinion.
2
The examinee expressed his opinion on the problem corresponding to the topic of the essay, and gave only one argument in support of this opinion.
1
Criteria for assessing the examination paper...
53
Criteria for evaluating an essay on a free topic
Points
The examinee expressed his opinion on the problem corresponding to the topic of the essay, but did not give arguments, or *
the examinee's opinion is not reflected in the work at all, or
the examinee expressed his opinion on a problem that does not correspond to the topic of the essay
0
sskz
Compositional integrity and logical composition
The composition is characterized by compositional integrity, the parts of the statement are logically connected, the thought develops consistently, there are no unreasonable repetitions and violations of the logical sequence
2
The parts of the composition are logically connected, but there are violations of compositional integrity: the thought is repeated, and / or
there are violations in the sequence of presentation (including within the semantic parts of the statement), and / or
there are deviations from the topic of the essay
1
The composition lacks a compositional intent, and/or
there are gross violations in the sequence of presentation, and / or
there is no connection between the parts and within the parts of the composition
0
The maximum number of points for an essay on a free topic according to the criteria of SSK1SSKZ
7
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Russian language. GVE. 11th grade
3. A set of criteria for evaluating a concise presentation and fulfilling a creative task for the presentation (essay)
The condensed presentation and the fulfillment of the creative task for the presentation are evaluated according to the criteria presented in tables 35 (pp. 54-57).
The literacy of the written speech of the examinee and the actual accuracy of the condensed presentation and the performance of the creative task (essay) are evaluated according to special Criteria for assessing the literacy and actual accuracy of the examinee's speech (see Table 6, p. 58).
The assessment of the semantic integrity, speech coherence and consistency of the text created by the examinee (see Table 5, p. 57) is given for the performance of two types of work in general (statement and creative task).
3.1. Criteria for evaluating a summary
When evaluating the presentation, the volume of the condensed presentation should be taken into account. Examinees are recommended to have at least 70 words. If there are less than 50 words in the presentation (all words, including official ones, are included in the word count), then such work is considered unfulfilled and 0 points are assessed.
Table 3
Criteria for evaluating compressed data
Points
The examinee accurately conveyed the main content of the listened text
1
The examinee did not convey the main content of the text he listened to
0
SG2
Source Compression
The examinee has applied one or more text compression techniques
1
The examinee did not use text compression techniques *
0
The maximum number of points for a concise presentation according to the criteria of SG1SG2
2
Criteria for assessing the examination paper...
55
3.2. Criteria for evaluating the performance of a creative task for the presentation
The creative task is evaluated according to the criteria presented in Table 4.
Among the criteria by which the creative task is evaluated, the first criterion (formulation of the problem of the listened text) is the main one. If, when checking the essay, the expert puts 0 points according to the first criterion, then such work according to the criteria of KT1 KTZ is estimated at 0 points.
When evaluating an essay, the length of the written essay should be taken into account. Examinees are recommended to have at least 200 words. If the essay contains less than 150 words (all words, including service words, are included in the word count), then such work is considered unfulfilled and 0 points are assessed.
Table 4
Criteria for evaluating a creative task
Points
CT1
Formulation of the problem of the listened text
The examinee (in one form or another in any part of the composition) correctly formulated one of the problems of the listened text.
There are no factual errors related to the understanding and formulation of the problem.
1
The examinee could not correctly formulate any of the problems of the text he listened to *If the examinee did not formulate or formulated incorrectly one of the problems of the listened text (in one form or another in any part of the composition), then such a work is assessed by CT1KTZ criteria 0 points
0
The examinee correctly formulated the position of the author (narrator) of the listened text on the commented problem.
There are no factual errors related to understanding the position of the author of the listened text.
1
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Criteria for evaluating a creative task
Points
ktz
Argumentation by examinees of their own opinion
The examinee expressed his own opinion on the formulated problem corresponding to the topic of presentation, argued it (given at least one argument)
1
The examinee expressed his own opinion on the formulated problem, corresponding to the topic of presentation, but
did not justify his own opinion, or
the paper does not express its own opinion on the formulated problem, but only an argument without a thesis is given, or
the examinee's own opinion is not reflected in the work at all, or
the examinee expressed an opinion on a problem that does not correspond to the topic of presentation
0
The maximum number of points for completing a creative task according to the criteria of CT1KTZ
3
Criteria for assessing the examination paper...
57
3.3. Criteria for evaluating the semantic integrity, speech coherence and sequence of presentation of the text created by the examinee (statement and creative task)
Table 5
Criteria for evaluating the semantic integrity, speech coherence and sequence of presentation and creative task
Points
The work of the examinee is characterized by semantic integrity, speech coherence and sequence of presentation:
there are no logical errors, the sequence of presentation is not broken;
there are no violations of paragraph articulation of the text in the work
2
The work of the examinee is characterized by semantic integrity, coherence and consistency of presentation, but
1 logical error was made in the entire work, and/or
there is 1 violation of paragraph division of the text in the work
1
In the work of the examinee, a communicative intent is visible, but
more than 1 logical error is made, and/or
there are 2 cases of violation of paragraph articulation of the text
0
The maximum number of points for semantic integrity, speech coherence and consistency of presentation
2
4. Common for all types of work Criteria for assessing the literacy and actual accuracy of the speech of the examinee
The literacy and actual accuracy of the examinee's speech are evaluated according to the criteria presented in Table 6 (p. 58).
58 I Russian language. GVE. 11th grade
Table 6
Criteria for assessing the literacy and actual accuracy of the examinee's speech
Points
GK1
Compliance with spelling rules
No spelling errors, or no more than 1 error
2
23 mistakes made
1
4 or more mistakes made
0
GK2
Compliance with punctuation rules
There are no punctuation errors, or no more than 2 errors were made
2
34 mistakes made
1
5 or more mistakes made
0
GKZ
Compliance with grammar rules
No grammatical errors or 1 error
2
Made 2 mistakes
1
3 or more mistakes made
0
GK4
Compliance with speech norms
There are no speech errors, or no more than 2 errors were made
2
34 mistakes made
1
5 or more mistakes made
0
FC1
The actual accuracy of written speech
There are no factual errors in the presentation of the material, as well as in the understanding and use of terms.
2
1 mistake was made in the presentation of the material or in the use of terms
1
2 * or more errors were made in the presentation of the material or in the use of terms
0
The maximum number of points for an essay or presentation according to the criteria of FK1, GK1GK4
10
Exam check...
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Checking the examination work and evaluating the results of GVE-11 in the Russian language
The following approaches to the assessment of examination papers in the form of GVE-11 have been determined when conducting the GIA in the form of GVE, a five-point evaluation system is used;
examination papers are checked by two experts;
according to the results of the first and second checks, experts independently assign points for each answer to the tasks of the GVE examination paper. The results of each assessment are entered into the protocol of verification by the subject commissions of the examination papers of students;
in the event of a significant discrepancy in the scores given by the two experts, a third test is scheduled. A significant discrepancy in points is determined in the assessment criteria for the Russian language. The expert who performs the third check is provided with information about the scores given by the experts who previously checked the examination paper;
distribution of the GVE examination papers, the calculation of the final points of the GVE examination work is carried out by the chairman of the subject committee and recorded in a protocol, which is then transferred to the SEC;
the results of the GIA are recognized as satisfactory if the student in the compulsory subjects, when passing the GVE, received marks not lower than satisfactory (three points).
In addition to the requirements listed above, the following approaches to the assessment of examination papers in the Russian language are defined.
The examination work is evaluated by adding the primary scores according to the specified criteria and converting them into a five-point scoring system.
An essay on a literary theme is evaluated according to the following criteria:
Criteria for evaluating the content of an essay on a literary theme (Table 1, p. 49) 7 primary points;
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An essay on a free topic is evaluated by adding points:
Criteria for assessing the content of an essay on a free topic (Table 2, p. 52) 7 primary points;
Criteria for assessing the literacy and actual accuracy of the examinee's speech (Table 6, p. 58) 10 primary points.
The maximum primary score for writing an essay is 17 points.
A presentation with a creative task is evaluated according to the following criteria:
Criteria for evaluating a condensed presentation (Table 3, p. 54) 2 primary points;
Criteria for assessing the performance of a creative task for the presentation (essay) (Table 4, p. 55) 3 primary points;
Criteria for assessing the semantic integrity, speech coherence and sequence of presentation of the text created by the examiner (exposition and creative task) (Table 5, p. 57) 2 primary points;
Criteria for assessing the literacy and actual accuracy of the examinee's speech (Table 6, p. 58) 10 primary points (the entire text written by the examinee is assessed: a summary and essay).
The maximum primary score for writing a concise presentation and a creative task (essay) is 17 points.
The resulting scores for the examination paper are determined based on the following provisions:
if the scores given by the two experts coincide, then these scores are final;
if there is an insignificant discrepancy in the scores given by two experts, then the final scores are determined as the arithmetic mean of the scores of the two experts, rounded in accordance with the rules of mathematical rounding;
Exam check...
61
· if there is a significant discrepancy in the scores given by two experts, then an additional third check is assigned.
A significant discrepancy in the scores given by two experts is a discrepancy of 8 or more points.
The following scale is recommended for converting the sum of primary points for the completed tasks of GVE-11 in the Russian language (an essay on a literary theme, an essay on a free topic, writing a presentation with a creative task) into a five-point grading system:
Mark on a five-point grading system
"2"
"3"
"4"
"5"
Primary score
0-5
6-11
12-15
16-17
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TASKS
The writing
At the exam, graduates are offered a set of five essay topics with the following task.
Choose only ONE of the proposed essay topics, and then write an essay on this topic in a volume of at least 300 words.
In the case of choosing the first or second topic of the essay, rely on the author's position and formulate your point of view. Argument your thesis based on literary works.
If you choose the third, fourth or fifth theme of the essay, you can argue your position based on both the content of works of art and your own life experience (personal impressions, own thoughts, knowledge, etc.).
Consider the composition of the essay.
Write the essay clearly and legibly, observing the norms of speech *.
We offer you the following sets of themes** for training.
Option 1
What is the inconsistency of the image of Sofia Famusova? (According to the play by A. S. Griboyedov "Woe from Wit")
"A simple man" in the prose of A. I. Solzhenitsyn.
“War is one of the greatest blasphemy against man and nature” (A. S. Pushkin).
“An enlightened one who understands the meaning of his life” (L.P. Tolstoy).
* See the assignment for the examination paper on the website [ Download the file to view the link ].
** Topics for essays selected by the author.
Tasks. The writing. Option 2
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Option 2
How L. N. Tolstoy in the novel "War and Peace" answers the question
"What power governs everything?" .
The image of the Beautiful Lady in the lyrics of A. A. Blok.
Man and Faith: What I Believe.
“There is no happiness in inaction ...” (F. M. Dostoevsky)
“Patriotism, no matter who it is, is proved not by word, but by deed ...” (V. G. Belinsky)
Option 3
How does F.I. Tyutchev depict the spiritual life of a person in his lyrics?
The theme of love in the works of Russian writers of the XX century (on the example of one or several works).
Life success: as I understand it.
“The defense of the Motherland is also the defense of one’s dignity” (N. K. Roerich).
“The most important thing in friendship is the ability to understand and forgive” (V.P. Nekrasov).
Option 4
Why don't the Kirsanov brothers accept Bazarov's nihilistic ideas? (Based on the novel by I. S. Turgenev "Fathers and Sons")
Man and nature in the work of S. A. Yesenin.
“Every noble person is deeply aware of his blood ties with the fatherland” (V. G. Belinsky).
Is it necessary to search for the meaning of life?
“Man is the whole world...” (F. M. Dostoevsky)
Option 5
1. Why did Tatyana, continuing to love Onegin, reject him? (According to the novel by A. S. Pushkin "Eugene Onegin")
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The theme of the Russian character in the story of M. A. Sholokhov "The Fate of a Man".
“Love is so omnipotent that it regenerates ourselves ...” (F. M. Dostoevsky)
“Finding your own path, finding your place in this is everything for a person, for him it means becoming himself ...” (V. G. Belinsky)
“In important epochs of life, sometimes a spark of heroism flares up in the most ordinary person ...” (M. Yu. Lermontov)
Option 6
How do the heroes of N. A. Nekrasov’s poem “Who Lives Well in Russia” solve the issue of happiness?
Good and Evil: Eternal Struggle (Based on the novel by M.A. Bulgakov "The Master and Margarita").
I want to tell you about the book...
“War is unkindness, but the most disgusting thing in life ...” (L. I. Tolstoy)
“To live means to feel, think, suffer ...” (V. G. Belinsky)
Option 7
Why did F. M. Dostoevsky consider the epilogue of Crime and Punishment to be the main part of his novel?
The tragedy of the image of Grigory Melekhov (Based on the novel by M.A. Sholokhov "Quiet Flows the Don"),
How do I see the future of our country?
“Love has thousands of aspects, and each of them has its own light, its own sadness, its own happiness and its own fragrance” (K. G. Paustovsky).
“War is one of the greatest blasphemy against man and nature” (A. S. Pushkin).
Tasks. The writing. Option 8
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Option 8
What vices does A.P. Chekhov denounce in his early stories?
The truth about the war in the works of modern writers (based on the works of Russian writers of the 20th century).
Profession and vocation... Can they coincide?
“Art has always helped a person in finding the ideal ...” (F. M. Dostoevsky)
“It is not difficult to despise the court of people, it is impossible to despise your own court ...” (A. S. Pushkin)
Option 9
What is the role of Natasha Rostova in the fate of Andrei Bolkonsky? (According to the novel by L. N. Tolstoy "War and Peace")
The dispute about the truth and the purpose of a person in M. Gorky's play "At the Bottom".
“Justice requires standing up for suffering people” (N. G. Chernyshevsky).
“The soul must work day and night, day and night!” (N.A. Zabolotsky)
"Blessed be the love that is stronger than death!" (D. S. Merezhkovsky)
Option 10
Why does Startsev turn into Ionych? (According to the story of A.P. Chekhov "Ionych")
The problem of moral choice in the works of Russian writers of the XX century.
“That is the sign of real art, that it is always modern, vitally useful ...” (F. M. Dostoevsky)
“A person cannot live without a homeland, just as one cannot live without a heart” (K. G. Paustovsky).
“Evil in a person is always associated with a misunderstanding of another person ...” (D. S. Likhachev)
5. Zach. No. 44
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Presentation with a creative taskOption 1Task
Listen to the text. Write a concise summary of a fragment of B. Vasiliev's work.
Give the main content of the text in a volume of at least 70 words.
Consider the composition of the essay.
Write an essay of at least 200 words.
Write the essay clearly and legibly, observing the norms of speech *.
Listening text**
Oh, how fast my horses are! I don’t drive them away, but I don’t hold them either: the days flash by like milestones, and I don’t know their final score "And this is wonderful, and you need to start every day as if it were your last, and when you go to bed, feel with glee what lies ahead whole life. Yes, and unfinished.
The writer is distinguished by one strange property: the ability to clearly remember what has never happened to him. This is not the memory of the mind, but the memory of all the feelings inherent in man, and when you open it, you see, hear, smell and feel, as if in reality. And if this happens, you talk to the characters as if they were real people, rooting for their pains and laughing at their jokes. And if you
* See the assignment of the examination paper on the website [ Download the file to view the link ].
** Listening texts are selected by the author.
G
Tasks. Presentation with a creative task. Option 2
67
you sincerely get sick and laugh heartily, the reader will also get sick and laugh. He will weep where you wept, he will be indignant at your anger and will shine with your joy. If you were sincere. The only way. The sincerity of the writer is his only pass into the reader's soul. One time, of course. And each time it has to be written out again with each new line.
And it seems to me that the writer is the Creator. He creates a world that did not exist before, and inhabits it with people born not of a woman, but of himself. He controls events in this world he created, he knits a story out of events, he makes the sun shine when he wants it, and sends rain and bad weather of his own free will. He has a huge, divine power in the worlds he created from his own insomnia, and, therefore, he must be fair, as the highest judge. And justice is the victory of good. And I dream of this victory. I dream about her constantly, passionately and impatiently, and fight for her on every front available to me. Good must triumph in this world, otherwise everything is meaningless. And I believe that it will prevail, because my dreams have always come true.
True, one dream remained unfulfilled. All my life I dreamed of taking a break. For a long, long time from May to October, wander around the villages and rivers, meet people, pick mushrooms, fish, look into the night fire with a cozy thought and wake up from dew drops. Instead, I keep running and running I don't know where, running, panting and falling, and still I can't run. Oh, how fast my horses fly! ..
(B. Vasiliev) 348 words
Option 2Task
1. Listen to the text. Write a concise summary based on a fragment of V. Rasputin's essay "Baikal".
Give the main content of the text in a volume of at least 70 words.
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Formulate one of the problems posed by the author of the text. Formulate the position of the author (narrator). Write whether you agree or disagree with the point of view of the author of the listened text. Explain why. 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 not based on the listened text or is a retold text, then such work is evaluated with zero points.
Write your essay clearly and legibly, following the rules of speech.
Listening text
Baikal, it would seem, should suppress a person with its grandeur and size, everything in it is large, everything is wide, freely and mysteriously, on the contrary, it elevates him. You experience a rare feeling of elation and spirituality on Baikal, as if in the mind of eternity and perfection, the secret seal of these magical concepts touched you, and you were enveloped in the close breath of an omnipotent presence, and a share of the magical secret of everything that exists entered you. You already seem to be marked and distinguished by the fact that you are standing on this shore, breathing this air and drinking this water. Nowhere else will you have the feeling of such a complete and so desired fusion with nature and penetration into it: you will be intoxicated by this air, swirled and carried away over this water so soon that you will not even have time to come to your senses; you will visit such protected areas that we never dreamed of; and you will return with a tenfold hope: there, ahead, is the promised life...
And the cleansing, but inspiring, and invigorating action of Baikal both our soul and thoughts! .. It is impossible to take into account or mark it, again, you can only feel it in your soul, but it is enough for us that it exists.
Nature itself is always moral; only man can make it immoral. And who knows, is it not she, not nature, that keeps us to a large extent in those more or less reasonable still frameworks that determine our moral compo-
Tasks. Presentation with a creative task. Option 3
69
standing, is it not by this that our prudence and beneficence are fastened?! It is she who, with prayer, hope and warning, day and night looks into our eyes with the souls of the dead and unborn, those who were before us and will be after us. And don't we all hear this call? Once upon a time, an Evenk on the shore of Lake Baikal, before cutting down a birch for the need, repented for a long time and asked for forgiveness from the birch for being forced to destroy it. Now we have become different. And yet, is it not because we are able to keep the indifferent hand that was no longer brought over the birch, as two hundred and three hundred years ago, but over Father Baikal himself, because we return to it a hundredfold what nature has invested in us, including them?! For good for good, for mercy for mercy along the eternal circle of moral being... Baikal was created as the crown and secret of nature, not for production needs, but so that we could drink plenty of water from it, its main and priceless wealth, admire it sovereign beauty and breathe its reserved air. He never refused to help a person, but only to the extent that the water remained clean, beauty undestroyed, the air unpolluted, and the life in it and around it unspoiled.
This is what we need first and foremost.
Baikal, Baikal...
It has long become a symbol of our relationship with nature, and now too much depends on whether or not to be clean and safe for Baikal.
(V. Rasputin) 432 words
Option 3Task
Listen to the text. Write a concise summary of a fragment of an article by psychologist V. Shakhidzhanyan.
Give the main content of the text in a volume of at least 70 words.
Write an essay based on the text you have heard.
Formulate one of the problems posed by the author of the text. Formulate the position of the author (narrator). Write whether you agree or disagree with the point of view of the author of the listened
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text. Explain why. 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 not based on the listened text or is a retold text, then such work is evaluated with zero points.
Write your essay clearly and legibly, following the rules of speech.
Listening text
Communication helps in solving personal problems.
I am often asked about how to make peace with a loved one, friend, relatives, neighbors, teachers. Well, let's try to figure it out!
Why did the spat happen? Who is guilty? What was the reason, and what was the cause? You can answer these questions?
As a rule, when people quarrel, both the one who offended another person and the one who was offended are right in their own way. How to be?
First, try to forgive. If you were offended by the one you love, then you need to calm down and, after analyzing everything, think about how to extinguish the quarrel, how to make peace.
You said something unpleasant to someone. The showdown began. Instead of being silent, calming down, in response you were reminded of all your past sins. Is not it?
How to be? Again, forgive and understand: a momentary reaction is not always correct. A rude word does not necessarily speak of the other person's true attitude towards you. If you were told something harsh, it could be an emotional reaction, nothing more. In fact, a person treats you perfectly, but he thinks that you devote little time to him, do not notice, and he, in order to attract attention to himself, somehow stir you up, starts talking nasty things, finding fault. Yes, yes, sometimes they say nasty things, sincerely loving a person.
If a person is dear to you, then you need to forgive him. And be the first to say: let's make peace, let's forget the bad, let's look at each other and smile...
Don't have the strength to do so? Let the first, you think, be another, then you will forgive him. Many people talk like that. Well, you will
Tasks. Presentation with a creative task. Option 4
71
pout at each other for a day, two, a week, a month, and the crack in your relationship will gradually become an abyss. Whether it is necessary? Who should be the first to ask for forgiveness, to offer to make peace? The one who is smarter!
And, perhaps, you will forgive your friends, relatives, lovers, and again begin to smile, rejoice, do a lot, and life will seem amazing. You will stop scolding yourself and others, you will stop thinking about the same thing: why are other people so unfair to you, why does no one understand you? You will try to understand others yourself.
If I can't change the world and other people, then maybe I can change myself?!
Think about it!
(V. Shahidjanyan) 325 words
Option 4Task
Listen to the text. Write a concise summary of a fragment of an article by Y. Lotman.
Give the main content of the text in a volume of at least 70 words.
Write an essay based on the text you have heard.
Formulate one of the problems posed by the author of the text. Formulate the position of the author (narrator). Write whether you agree or disagree with the point of view of the author of the listened text. Explain why. 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 not based on the listened text or is a retold text, then such work is evaluated with zero points.
Write your essay clearly and legibly, following the rules of speech.
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Listening text
I am an old man. Survived as a soldier in a great war, went on foot both Russia and Europe. Among my close friends were and are Armenians, Azerbaijanis, Georgians, Estonians, Germans, and many others. And now I am compelled to observe that clinical madness of hatred that embraces entire spaces of our earth. I pity those who are blinded by hatred. Do they really not see that they are being played with and that those who are now kindling a bloody fog from behind the scenes will direct a blow against them tomorrow? What they do with their hands will very soon be done with them by someone else. And those behind the scenes will act as peacekeepers when they think both sides have shed enough blood.
Well, it's my job to open the eyes of Azerbaijanis. And who will open the eyes of us, the intellectuals of this crackling empire, who will open the eyes of the Russian intelligentsia? But the bell never rings for anyone else, no matter how much we would like it, it always rings for me, and the explosion in Moscow came at the right time: it should open the ears of those who do not hear the bells in Karabakh and Vilnius, those who thinks that if you plug your ears, the bell will stop ringing, for those who hope that they will sit out, or they place their hopes on the liberals of the West: perhaps they will set such conditions for financial assistance that internal reaction will be forced to retreat. No, no one will help someone who does not help himself. The Munich capitulation did not save the West from World War II. The Molotov-Ribbentrop Treaty did not save Russia from the terrible war in her history. Supporters of violence are cowards. As soon as they are faced with courage, they retreat. But as soon as they see before them the weak, the old or the cowardly, unarmed, indecisive, they are seized with a thirst for violence. They avenge their cowardice and their humiliations. This is how the device is set up. In the depths of it are those who would rather blow up the world than give up the smallest of their advantages, and the executors of their will are eaten away by an inferiority complex, a humiliated crowd^ that hates those whom it envies, and it envyes everyone.
Tasks. Presentation with a creative task. Option 5
73
The era of petty conflicts and private clashes is over. The world is one, and what happens at one end inevitably resonates at the other. Nobody can hide. The bell tolls for each of us.
(According to Yu. Lotman)
340 words
Option 5Task
Listen to the text. Write a concise summary of a fragment of the article by A. Genis.
Give the main content of the text in a volume of at least 70 words.
Write an essay based on the text you have heard.
Formulate one of the problems posed by the author of the text. Formulate the position of the author (narrator). Write whether you agree or disagree with the point of view of the author of the listened text. Explain why. 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 not based on the listened text or is a retold text, then such work is evaluated with zero points.
I'm not afraid that people will stop reading or, moreover, writing. In America alone, 8 million bloggers hysterically scribble notes in the margins of their simple lives. Nor do I believe in the complete liquidation of the book, for I cannot imagine anything more convenient: cheap, cheerful, and without batteries. Moreover, I do not see the tragedy in the fact that electronic book will soon come off the paper original
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and start independent life on the screen of every computer. Let us recall that literature, and the best from folklore to Homer, was able to do not only without books, but even without writing. Therefore, in all the coming changes, in fact, I am not so much afraid of the death of a book as its consequences, the future fate of myself reading.
Although the cultural cosmos seems to be as vast as the ordinary one, both can be measured. If astronomers are able to calculate the size of the universe, then archivists know how much information we have accumulated throughout our history, from the Sumerian tablets to the Night Watch. Namely: 32 million books, 750 million articles, 25 million songs, 3 million TV shows, and 100 billion web pages. Today, all this could fit in a modest barn, the size of rural library. But soon all the knowledge of the world will fit into one iPod. And then the great democratic upheaval will make each of us the owner of the second digitized world. The question is, what are we going to do with it?
In this perspective, I am afraid that the computer will kill not so much the book as its idea. The pages left without binding are not necessarily read all and read in a row.
The gigantic difference between regular and computer reading is that the second allows us to learn only what we need. Mo-nitor servant, a well-trained butler, laconically answering questions. The book is a teacher, a mentor: it answers those questions that we did not think to ask her.
It turns out that I, in essence, do not mourn the book, but the binding. However, it is he who creates the composition, hierarchy, discipline, in other words, civilization. We willingly sacrificed it for the sake of culture, a rebellious element that despises any bridle. Today, in our 21st century, tangled by the returned barbarity, it has become clear that culture is civilization. Considering form as content, it reveals to us not the essence of things, but their order. It's not "what" that matters, but what
what it's after.
*
Tasks. Presentation with a creative task. Option 6
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To learn this lesson, one must overcome the childish temptation to rebellion and calmly indulge in tradition. The book teaches how to read it, the law how to live, God how to die, an obituary how to bury.
(According to A. Genis)
374 words
Option b
Exercise
Listen to the text. Write a concise summary of a fragment of a note by academician D. Likhachev "Love, respect, knowledge." Give the main content of the text in a volume of at least 70 words.
Write an essay based on the text you have heard.
Formulate one of the problems posed by the author of the text. Formulate the position of the author (narrator). Write whether you agree or disagree with the point of view of the author of the listened text. Explain why. 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 not based on the listened text or is a retold text, then such work is evaluated with zero points.
Write your essay clearly and legibly, following the rules of speech.
Listening text
How to relate to the historical and cultural heritage of your country? Everyone will answer that the inheritance we have inherited must be protected. But life experience awakens in memory other, sad, and sometimes woeful pictures.
I once had a chance to visit the Borodino field together with a wonderful person, restorer Nikolai Ivanovich Ivanov. He has already forgotten when he goes on vacation, he cannot
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to live without the Borodino field!.. Nikolai Ivanovich and I bared our heads in front of the monuments that were erected on the Borodino field by grateful descendants. It is here, on the field of our glory, in 1932, an unprecedented desecration of the people's shrine took place: the cast-iron monument on the grave of Bagration was blown up. Those who did this committed a crime against the most noble of feelings of gratitude to the hero, the defender of the national freedom of Russia, the gratitude of Russians to their Georgian brother.
I was born and lived most of my life in Leningrad. In its architectural appearance, the city is associated with the names of Rastrelli, Rossi, Quarenghi, Zakharov, Voronikhin. On the way from the main Leningrad airfield stood Rastrelli's Travel Palace. Remarkably: the first large building of the city bore the stamp of an outstanding talent. The palace was in very poor condition and stood close to the front line, but our fighters did everything to save it. Touch it with the hands of the restorers and how festive the overture to Leningrad would become. Demolished! Demolished in the late sixties. And there is nothing in this place. Empty where he stood, empty in the soul when you pass this place. And it is bitter, because the loss of any cultural monument is irreparable: after all, they are always individual, the material signs of the past are always associated with a certain era, with specific masters.
The stock of cultural monuments and cultural environment is extremely limited in the world, and it is being depleted at an ever-increasing rate. There is less and less space left on earth for cultural monuments, and not because the earth is getting smaller. The thing is that patriotism has been called for for too long, and it must be brought up from a very early age.
Love to native land, to one's native culture, to one's native village or city, to one's native speech begins small with love for one's family, for one's home, for one's school. And also with respect for the same feelings of people who also love their home, their land, their native word, albeit incomprehensible to you. These are the most important human qualities that history will help you discover in your soul: love, respect, “knowledge.
(According to D. Likhachev) 335 words
Tasks. Presentation with a creative task. Option 7
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Option 7Task
Listen to rkst. Write a concise summary of the fairy tale by E. Permyak.
Give the main content of the text in a volume of at least 70 words.
Write an essay based on the text you have heard.
Formulate one of the problems posed by the author of the text. Formulate the position of the author (narrator). Write whether you agree or disagree with the point of view of the author of the listened text. Explain why. 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 not based on the listened text or is a retold text, then such work is evaluated with zero points.
Write the essay clearly and legibly, observing the norms of speech. Listening text
Once upon a time, an old bear thought about life. I thought about it and asked the bear:
Tell me, grandma, how is life alive?
And she ate fresh forest raspberries, lies in her bushes, basks in the sun and does not lead with her ear. Dozing. Then the bear barked louder:
Don't pretend to be deaf! Answer, what is life alive?
The bear yawned, turned on the other side and muttered through her sleep:
Food sustains life...
The fox heard this and said:
Sheer truth. Life is sustained by food. Chicken, black grouse, hare ... Whoever has what taste, he feeds on that. The hare gnaws at the bark. Squirrel cones peel off...
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Russian language. GVE. 11th grade
Ha! the fox was killed by a wolf running past. Life is not supported by food alone, try to live without a lair.
Or without a hole! the mole replied.
And the woodpecker confirmed:
Without housing, a well-fed creature dies.
Brightened in the head of the bear, He realized that without food and without shelter, every animal would perish, and yet he decided to ask people. He had a guy friend. The bear told the peasant what the animals had told him, and asked:
Is it so?
Yes, the man replied. It's just not enough for a man.
What else does he need? asks the clubfoot.
And the man to this:
You yourself, Potapych, realize.
He says so and points to his fur coat.
The bear understood and answered himself:
My coat is ready. It grows on me. And you don't have one.
That's it, the man admonishes the bear. Only fur coats are not enough for a person. A shirt, zipun and other clothes are also needed. And how can a man walk undressed? At least bast shoes, but you need to weave.
Until late they tried and dressed up a man with a bear, and things went far. The bear's head even began to swell.
Enough! he barked, I do not need this letter in the forest. I can live without her.
That's right, the man agreed, you can live without her. You, the beast, why do you need to know a lot, but people need it. Because life is not based on food alone, but housing, and clothing, it is kept and strong by learning.
The bear did not listen to learning. And we hardly need to ignore these words. After all, it was for them that the fairy tale was told.
(E. Permyak) 316 words
Tasks. Presentation with a creative task. Option 8
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Option 8Task
Listen to the text. Write a concise summary based on a fragment of the essay by Yu. Arakcheev.
Give the main content of the text in a volume of at least 70 words.
Write an essay based on the text you have heard.
Formulate one of the problems posed by the author of the text. Formulate the position of the author (narrator). Write whether you agree or disagree with the point of view of the author of the listened text. Explain why. 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 not based on the listened text or is a retold text, then such work is evaluated with zero points.
Write your essay clearly and legibly, following the rules of speech.
Listening text
One day I read an amazing book. It told how a boy and a girl, Karik and Valya, climbed into the laboratory of a professor they knew and drank some delicious pink liquid that smelled of peaches. Then the boy and girl sat down on the windowsill, dangling their legs, and then ... Everything around them began to grow uncontrollably, and Karik and Valya themselves became so small that they easily fit on the back of a dragonfly, which had just landed on the windowsill. The dragonfly took them to the dense thickets on the bank of the stream. And the journey of two little men in the green country began. The book was called "The Adventures of Karik and Vali". It was written by the wonderful writer Ian Larry.
I remember later my fascinating mental wanderings somewhere in a forest glade. I was lying on my stomach right in a bowl of green grass, blades of grass pricked, ants climbed under my T-shirt, desperately tickled, biting, and my ardent imagination followed some
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or like an ant along a narrow path among thick grassy trunks that look like tropical bamboo.
Then, having washed himself with a drop of dew, he jumped on the back of a ground beetle and, holding on to the sharp edges of its ribbed shiny shell, raced along the unknown roads of the dense jungle faster than the fastest car ...
I lived in the wilds of some bush or in a flower, like Thumbelina, I flew on the back of a tamed dragonfly over an endless ocean of grasses, like Karik and Valya ...
Oh, what a pity that all this is only in the imagination, what a pity!
"Happy, irretrievable time childhood!" Why does it go by so fast? Why do we ourselves so easily and as if even willingly part with it? What for? Would children's enthusiasm, attentiveness, liveliness prevent us from doing our “adult” affairs. Did many of the greatest scientists, writers, artists, travelers differ in childish enthusiasm, attentiveness, the ability to see and be surprised? They were above the depressing, monotonous routine of so-called adulthood, and this helped them to make discoveries, create works of art set out to explore new lands. The striving for purely materiality, the incessant evaluation of everything in the world from the point of view of utilitarian, momentary, quite often only economic benefits, have not some of us led to the most, perhaps, terrible disease of the twentieth century, materialism? Veshchism with all the consequences that follow from this sad phenomenon: coldness in relations with each other, insincerity, insensitivity, selfishness, forgetfulness of the necessary truth that people are still brothers, that man is part of nature and that we treat each other, and even with nature, it is necessary humanly ...
(According to Yu. Arakcheev) 357 words
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Tasks. Presentation with a creative task. Option 9
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Option 9Task
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Listen to the text. Write a concise summary based on a fragment of S. Lvov's essay "The Scream".
Give the main content of the text in a volume of at least 70 words.
Write an essay based on the text you have heard.
Formulate one of the problems posed by the author of the text. Formulate the position of the author (narrator). Write whether you agree or disagree with the point of view of the author of the text you have listened to. Explain why. 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 not based on the listened text or it is a retelling of the text, then such work is evaluated with zero points.
Write your essay clearly and legibly, following the rules of speech.
Listening text
Young married woman with higher education. Her husband also higher education. They live in a good apartment. They have a car, a lot of interesting books, a TV and everything else. When this woman from a seemingly prosperous family raises children, you can hear it through doors, windows, walls... On the stairs. In the yard. in neighboring apartments. Not embarrassed by those around her, she yells: “Shut up, rubbish!” younger daughter. "Arms, legs I'll break!" senior. "Idiots!" both children. Unable to stand it, a dog begins to bark in the next apartment, and, really, the barking of a dog sounds more intelligent than this cry. The saddest thing is that the children are already used to it. Now obedience cannot be won from them either with calm words or with a cry: “I will kill you!” The husband puts up with this orgy of screaming. However, spouses yell at each other too. I sometimes see this young woman in a paroxysm of screaming, her face, usually pretty, becomes a terrible mask. She ages for many years at once.
b. Zach. No. 44
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It is not difficult to guess what will happen next: one unbeautiful day, the younger or eldest daughter, or even both together, will answer their mother with shouting and scolding. Dangerous chain reaction...
I am convinced that behind the unwillingness to endure the cry is a sense of socially valuable self-esteem. What is behind the cry? Inferiority complex? It is unlikely that the head of the savings bank and the saleswoman from the grocery store think about why they are screaming. But people see: with their cry they cover up their inability to work, they pretend to be active, which does not exist.
Infinitely dangerous screaming in pedagogy. One newspaper feature enthusiastically described a famous coach working with children and teenagers. The author wrote that this master of his craft can be unrestrained and rude. It was said about these qualities of his nature as about the facets of original talent.
If the teacher cannot do without shouting, then this is a bad teacher. My own teaching experience tells me this. I often had to speak at schools. I almost always knew in advance how communication with a young audience would be relaxed, joyful, creative or intense and painful. The most important sign is whether loud shouts of teachers are heard in the lobby and corridors, or all wishes, comments, demands are expressed calm voices. A school where screaming hits the ears is usually a bad school...
Scream mask of professional incompetence! backwardness. It is very important to understand this. It is even more important to fight what caused this phenomenon.
(According to S. Lvov) 338 words
Option 10Task
*
1. Listen to the text. Write a concise summary of V. Astafiev's story "A flax field in bloom."
Give the main content of the text in a volume of at least 70 words.
Tasks. Presentation with a creative task. Option 10
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2. Write an essay based on the text you have listened to.
Formulate one of the problems posed by the author of the text. Formulate the position of the author (narrator). Write whether you agree or disagree with the point of view of the author of the listened text. Explain why. 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 not based on the listened text or is a retelling of the text, then such work is assessed as zero bsgp.
Write your essay clearly and legibly, following the rules of speech.
Listening text
Blue field under blue sky.
I close my eyes and there it is clearly in front of me. Weak-looking greenery reflected from other, more lush, assertive vegetation. The silence of the field is open to a trusting heart. The ancient obedience of life in everything reigns here to the sun, the light of heaven, from which a field of modest, homely and also trustingly quiet color is recruited. But this unobtrusive monotony, monotony and solitude of his seeming, insinuating shyness. Already at a close distance, the field spills into a hazy-sky expanse, the further to the horizon, the more clearly it shines, and it is no longer possible to understand: where is the field, where the sky is alive, plunging blue into its depths.
A flax field in bloom seems to be listening to itself, carefully, as if even a little secretly pouring its seemingly weak stems with cotton raindrops, and an unobtrusive, but invincible confidence is present in the field and over the field no one can fly around it, pass by, everyone will linger look at him, stop his step, admire him, soften his heart, regret something that has passed and decide that not everything in life is lost, since there is this hopeful beauty accessible to everyone on earth. Over a flowering field of flax, even bees and bumblebees become humble, fly slowly, sit down on a flexible stalk for a long time, aim with concentration at a flower and, having found its pale radiant core, freeze in a sweet slumber. The lark will choose a minute, free himself from families -
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Russian language. GVE. 11th grade
many troubles, it will soar into the sky and ring over the field, calling all the living and seeing to marvel at it; a swift hawk, having spotted a mouse in the thick of the flax, suddenly falls from above, and the field trembles from its whirlwind wings, a blue wave rolls along it, spreading like a plowed layer to the very mezhnik; from the cool air flowing from the hollows soundless lightnings go over the flax, showering the foot of the stems with spray, and the flax stands knee-deep in the blue, crumbled water.
On a short summer night, the moon, forgotten by everyone, will appear in the sky, and then a blue glow will come to it from the field, and the night sky, the night moon will stop, freeze in themselves, protecting the heavenly world from unrest and anxiety, and protecting this timid, secretly shining field.
Calm down too, anxious person, calm down, restless soul. Listen! Attention! Admire! Grace reigns in the world. Believe in its inviolability and eternity. And don't say any words. Do not cry, do not moan sleep and peace all around.
Quiet, quiet field. Marvelous distance. Russia.
(According to V. Astafiev) 351 words
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