Materials for preparing for the Unified State Exam in the Russian language. Preparation for the Unified State Exam in Russian
The Unified State Examination in Russian consists of two parts and 25 tasks.
First part represents 24 tasks. They can be test-type, with a choice of one or more answers, open-ended (fill in the blank yourself).
The answer to the tasks of Part 1 is given by the corresponding entry in the form of a number (number) or a word (several words), a sequence of numbers (numbers) written without spaces, commas and other additional characters.
Part 1 tasks test graduates’ mastery of educational material at both basic and high levels of complexity (tasks 7, 23–24).
Second part - consists of one task - 25. This task involves writing an essay based on the read and analyzed text.
Part 2 task (task 25 - essay) can be completed by the examinee at any level of difficulty (basic, advanced, high).
The work is given 210 minutes - 3.5 hours.
Distribution of tasks by parts of the examination paper
| Parts of the work | Number of tasks | Maximum primary score | Type of tasks |
| 1 part | 24 | 33 | Short answer |
| part 2 | 1 | 24 | Detailed response |
| Total | 25 | 57 |
Unpointing for tasks
Below I will give the “cost” of each task performed.
For the correct completion of each task first part (except for tasks 1, 7, 15 and 24) the examinee receives 1 point. For an incorrect answer or lack thereof, 0 points are given.
For completing tasks 1 and 15, you can score from 0 to 2 points.
The answer that contains all the numbers from the standard and no other numbers is considered correct.
For completing task 7, you can score from 0 to 5 points.
For each correctly indicated digit corresponding to a number from the list, the examinee receives 1 point (5 points: no errors; 4 points: one error was made; 3 points: two errors were made; 2 points: two digits were indicated correctly; 1 point: correctly indicated only one digit; 0 points: completely incorrect answer, i.e. incorrect sequence of numbers or lack thereof.
For completing task 24, you can score from 0 to 4 points. The answer that contains all the numbers from the standard and no other numbers is considered correct.
The maximum number of points that an examinee can receive if he or she completes the task correctly second part , is 24 points.
For correct completion of all tasks of the examination paper, you can receive the maximum 57 primary points .
CONTENTAbout the book “Russian Language” 3
General information about language 6
Language is the most important means of communication (6). Russian language (6).
Phonetics 10
Sounds of language (10). Formation of language sounds (10). Vowel sounds (11). Consonants (11). Alternation of sounds (12). Impact
tion (13). Place of stress in the word (14). Syllable (14).
Graphics 15
Letters of Russian writing (15). Designation of sounds in writing (16). Correlation of sounds and letters (17).
Orthoepy 18
Orthoepy rules (18). Phonetic analysis of the word (18).
Vocabulary 20
Lexical meaning of the word (20). Single-valued and polysemous words (20). Direct and figurative meanings of words (20). Homonyms I (21). Synonyms (21). Antonyms (22). Common and uncommon words (23). Dialect words (23). Professional words (24). Borrowed words (24). Obsolete words (24). New words (25).
Phraseology 25
Phraseologisms (25). Russian language dictionaries (26).
Word formation 32
Composition of the word (32). Base and ending (32). Root word (33). Suffix (34). Attachment (35). Variants of significant parts of the word (35). Ways to form words (36). Add-on method (36). Suffix method (37). Prefix-suffix method (37). Suffixless method (38). Addition as a way of forming words (39). Addition of abbreviated stems (40). Transition of words from one part of speech to another (40). Formation of independent parts of speech (42). Formation of auxiliary parts of speech (44). Analysis of words by composition (44). Word formation analysis (45).
Morphology 48
Independent parts of speech (53).
Noun (53). Meaning and grammatical features of a noun (53). Proper and common nouns (54). Nouns, animate and inanimate (55), Gender of nouns (55). Number of nouns (56). Cases of nouns (57). Declension of nouns (58). First declension (58). Second declension (59). Third declension (62). Indeclinable nouns (63). Indeclinable nouns (64). Morphological analysis of a noun (65).
Adjective (66). Meaning and grammatical features of the adjective (66). Qualitative adjectives (67). Comparative degree (68). Superlative (71). Relative adjectives (73). Possessive adjectives (74). Transition of adjectives from one category to another (75). Changing adjectives (76). Morphological analysis of the adjective (80).
Numeral name (83). Meaning and grammatical features of the numeral name (83). Simple and compound numbers (84). Cardinal numbers (85). Numerals denoting whole numbers (85). Declension of numerals (85). Fractional numbers (88). Collective numbers (88). Ordinal numbers (89). Morphological analysis of the numeral name (90).
Pronoun (91). Meaning and grammatical features of the pronoun (91). Places of pronouns by meaning (92). Personal pronouns (93). Reflexive pronoun self (95). Interrogative and relative pronouns (95). Indefinite pronouns (97). Negative pronouns (98). Possessive pronouns (99). Demonstrative pronouns (100). Determinative pronouns (102). Morphological analysis of the pronoun (103).
Verb (105). Meaning and grammatical features of the verb (105). Indefinite verb form (or infinitive) (106). Types of verb (107). Transitive and intransitive verbs (108). Reflexive verbs (110). Verb moods (110). Use of verb inflections (112). Verb tense (112). Present tense (113). Past tense (113). Future tense (114). Verb conjugation (115). Variably conjugated verbs (117). Impersonal verbs (118). Morphological analysis of the verb (118).
Communion (119). Meaning and grammatical features of participle (119). Active and passive participles (121).
Formation of participles (122). Formation of active participles of present and past tenses (123). Formation of present and past passive participles (125). Short passive participles (126). Transition of participles into adjectives (127). Declension of participles (130). Morphological analysis of the participle (130).
Participle (131). Meaning and grammatical features of gerunds (131). Imperfect participles (133). Perfect participles (134). Difference between gerunds and participles (136). Transition of gerunds into adverbs (137). Morphological analysis of gerunds (138).
Adverb (139). Meaning and grammatical features of the adverb (139). Degrees of comparison of adverbs (142). Morphological analysis of the adverb (143).
Functional parts of speech (143).
Preposition (143). Grammatical features of preposition (143). Non-derivative and derived prepositions (145). Morphological analysis of the preposition (145).
Union (146). Grammatical features of the conjunction (146). Coordinating conjunctions (147). Subordinating conjunctions (148). Morphological analysis of the union (149).
Particle (150). Shaping particles (150). Negative particles (151). Modal particles (151). Morphological analysis of the particle (152).
Interjection (153).
Syntax 156
Collocation (156). Types of phrases (157). Ways to connect words in a phrase (159). Syntactic analysis of phrases (160).
Sentence (160).
Simple sentence (162). Order of words in a sentence. Logical stress (162). Members of a simple sentence (163). Main members of the sentence (163). Secondary members of the sentence (168). Types of simple sentences (176). Types of simple sentences according to the purpose of the statement (176). Types of simple sentences based on emotional coloring (177). Types of simple sentences based on the presence of main members (177). Types of simple sentences based on the presence or absence of minor members (179). Types of simple sentences based on the presence or absence of the necessary members of the sentence (179). Simple complicated sentence (180). Homogeneous members of the sentence (180). Addresses, introductory words and interjections in a sentence (183). Difference between introductory words and sentence members (185). Isolated members of a sentence (186). Types of isolated secondary members of a sentence (186). Syntactic analysis of a simple sentence (192).
Direct and indirect speech. Dialogue (193). Direct speech (193). Dialogue (194). Indirect speech (194). Replacing direct speech with indirect speech (195). Transmitting someone else's speech in a simple sentence (197). Quotes, various ways of citing (197). Plan for syntactic analysis of sentences with direct speech (198).
Complex sentence (198). Complex conjunction sentence (199). Complex sentence (199). Complex sentence (202). The structure of a complex sentence consisting of two simple ones (202). Types of complex sentences by meaning (205). Complex sentences with several subordinate clauses (209). Non-union complex sentence (211). Types of non-union complex sentences (211). Syntactic analysis of complex sentences (213).
Complex sentence with different types of connection (215). Plan for syntactic analysis of complex sentences with different types of connections (216).
Spelling
Spelling (218).
Spelling rule (220).
Spelling groups (221). Spelling patterns at the root of the word (221). Spellings in prefixes (224). Spelling patterns after sibilants and ts in roots, suffixes and endings (226). Spelling vowels (not after sibilants) in suffixes of different parts of speech (228). Spelling patterns at the end of words (233). Spelling patterns - letters ъ and ь (234). Spelling - capital letters (236). Not even in writing (237). Spelling hyphens (240). Uncheckable spellings in words (243). Word wrapping (243). Connecting vowels in compound words (244).
Punctuation
Punctuation marks and their purpose (246). Punctuation rule (246).
Groups of punctuation marks (247). Signs of completion (247). Punctuation marks at the end of sentences (247). Punctuation marks (248). Punctuation marks in a simple sentence (248). Separating punctuation marks between simple sentences in a complex sentence (251) Separating punctuation marks between parts of a sentence with direct speech (253). Distinctive punctuation marks (254). Cases when punctuation is not used (262). List of punctuation rules studied at school (263).
Stylistics 266
Language means of styles (266).
Styles of literary language (266). Conversational style (267). Official business style (269). Journalistic style (272). Scientific style (273). Artistic style (fiction style) (275). Text (277). Semantic types of texts (278).
Culture of speech (280). Correct speech (280). Speech skills (281).
Using the book, you can review educational material not only from previous grades, but also what is needed for the upcoming lesson.
You can also refer to the manual when performing various exercises contained in the Russian language textbooks for secondary level and in the “Didactic materials for the Russian language textbook” for each class, when preparing for presentations and essays, as well as in cases when you need to find the right one. information about the spelling or pronunciation of a word, its grammatical properties, style, etc. The reference book will also help you when preparing for exams.
Thus, the purpose of the reference book “Russian Language” is to constantly, at all stages of studying the Russian language at school, provide assistance in mastering this academic subject, in improving literacy and language culture in general, in independent work on learning the Russian language.
Theoretical information is presented sequentially. The presentation of the educational material is given in the sections “Phonetics...”, “Vocabulary...”, “Word Formation”, “Morphology” and “Syntax”. Unlike textbooks of the Russian language, where information on spelling and stylistics is presented simultaneously with grammatical material, the reference book contains separate sections “Spelling”, “Punctuation” and “Stylists”, in which all relevant theoretical concepts are grouped. Spelling and punctuation rules in the reference book are given in groups based on similarities in terms of choosing the correct spellings and correct punctuation. Thus, it is indicated, for example, that the choice of the vowel o, e, e after hissing and c depends on the word’s belonging to the part of speech, place in the word and stress (for example: whisper, rustle (in roots); hook, hot, installation, in large , protects (with emphasis); ovrazhek, pear, tovirischem, rdschey, in hot, hides, loaded (without emphasis); that the choice of one or two letters n in suffixes depends on the letter composition of the suffix itself, on the part of speech, on the presence at the end bases of the original word letters "(for example: hotel, clay, artificial, wounded, paved, decorated, decorated, artificial); the choice of one of four separate punctuation marks (period, question mark, exclamation mark and ellipsis) is determined by the meaning and intonation of the sentence; the choice of separators punctuation marks (comma, semicolon, dash and colon) are determined by morphological, syntactic, semantic and intonation conditions, etc.
The formulations of definitions of linguistic facts used in the reference book are similar to those given in textbooks.
The presentation of language material, as well as the rules of spelling and punctuation, is accompanied by visual tables, which in most cases summarize and systematize information on language and spelling.
All definitions and rules are illustrated with examples taken from works of fiction and popular science literature. The didactic material represents examples of different styles: scientific, colloquial, journalistic, official business and artistic. Illustrative material will help you see the specific use of linguistic phenomena in speech.
For a number of topics, in addition, a) information on speech culture, basic literary norms for the use of linguistic facts are given, b) samples of analysis (phonetic, morphological, syntactic, etc.).
Information that constitutes additional clarifications or references and therefore cannot be memorized is given in the book under the heading “Notes.”
5 best textbooks for preparing for the Unified State Exam in Russian
Legotskaya V.S.,
teacher of Russian language and literature
MBOU "Gymnasium No. 5" of Bryansk
I will pass the Unified State Exam! Russian language. Workshop and diagnostics. Tsybulko I.P., Vasiliev I.P., Aleksandrov V.N.
1. I will pass the Unified State Exam! Russian language. Modular course. Practice and diagnostics. Textbook for general education organizations. Ed. I.P. Tsybulko. M.: “Enlightenment”, 2017.-320 p.
2. You can download this manual http://www.alleng.ru/d/rusl/rusl1199.htm
3. The material is presented in an accessible manner
Professional assessment
1. The tasks presented in the manual are easy to understand, correspond to real CIMs, they can be used in Russian language lessons at the stage of summarizing the material and preparing for the Unified State Exam, as well as when students work independently.
2. The level of difficulty of tasks varies - from basic to advanced complexity.
3. All topics of the Russian language school course are studied widely and completely.
5. The material presented in the manual is conveniently systematized and corresponds to KIMs in the Russian language.
6. The tests presented in the manual objectively assess the degree of preparedness of students for the Unified State Exam.
7. This manual can be used under the guidance of a teacher from the 7th grade, individual tasks from the 6th grade.
8. As already noted, there are no illustrations and tables, but this is not necessary to prepare for the Unified State Exam in the Russian language.
9. The benefit is quite expensive, the minimum cost is 320 rubles. We, teachers of the Russian language, know that all books by I.P. Tsybulkoare more expensive than other authors, and we understand why. I.P. Tsybulko headsthe federal commission for developers of control measuring materials in the Russian language and does not hesitate to successfully and expensively sell his books.
conclusions
1. This manual can be used for independent preparation, for frontal work in the classroom, preparation with a tutor. Particularly interesting in the manual is the system of homework from lesson to lesson, the completion of which ensures both repetition and advanced familiarity with the material.
3. The price of the benefit, as already mentioned, is high.
5. All skills that are tested on the Unified State Exam in the Russian language are formed by this manual. I would like to note the rich material for checking morphological and syntactic norms. By reading the manual, you can also organize effective work on an essay in the Unified State Exam format. The manual contains a rich selection of modern texts, an algorithm for completing tasks for writing a creative work.
6. The chances of getting a high score on the Unified State Exam if you prepare conscientiously using this manual are great, but provided that the work is carried out under the guidance of a teacher. You should not rely solely on self-study for this manual.
Unified State Exam. Russian language. Independent preparation for the Unified State Exam. Highest mark.
1. Russian language. Independent preparation for the Unified State Exam. Highest mark.Egoraeva G.T., Serebryakova O.A.M.: “Exam”, 2017.-352 p.
http://www.alleng.ru/d/rusl/rusl1238.htm
3. The material is presented in an accessible manner; I would like to note the rich theoretical material and the dictionary of Unified State Exam terms.
4. Artistic design. There are no illustrations, which is methodologically justified.
5. Offset paper, offset printing.
Professional assessment
1. The tasks presented in the manual are easy to understand and correspond to real CMMs,The manual is intended for teachers who use tests to prepare students for the Unified State Exam; it can also be used by students for self-preparation and self-control. With the help of the manual, the teacher can organize a system of homework that will help develop the necessary skills, primarily speech science.
3. All topics of the school course of the Russian language are studied broadly and completely; the authors’ unconditional merit is a serious study of topics in morphology, which in many ways goes beyond the scope of the Unified State Exam, but is necessary for the formation of general grammatical thinking.
4. Comments on the answers are clear and accessible to students.
7. This manual can be used under the guidance of a teacher from the 7th grade, individual tasks, in particular, spelling roots and prefixes, from the 5th grade. Material on spelling, in particular, spelling of homonymous parts of speech, may be especially valuable for a practicing teacher. This material can be used by the teacher in lessons starting from the 7th grade.
8. As already noted, there are no illustrations, but this is not necessary to prepare for the Unified State Exam in the Russian language. The diagrams and tables presented in the theoretical part allow you to clearly familiarize yourself with the material being studied, they are relevant and methodologically sound.
9. The cost of the manual and the benefits of its practical application are correlated correctly, the average cost is 260 rubles.
conclusions
1. This manual can be used for independent preparation, for frontal work in the classroom, preparation with a tutor. The study of topics on morphology is especially valuable in the manual; these materials can also be used at secondary level in preparation for Olympiads and intellectual marathons, and in extracurricular work.
2. Parents who are far from the Unified State Exam and the Russian language will most likely find it difficult to check, using this manual, how their child is coping with preparing for the exam.
4. The manual meets all the latest Unified State Exam requirements.
5. All skills that are tested on the Unified State Exam in the Russian language are formed by this manual. I would like to note the rich material for checking morphological and spelling norms, for studying and consolidating vocabulary topics.
Unified State Exam 2017. Russian language. 50 variants of typical test tasks.Vasiliev I.P., Gosteva Yu.N., Lvov V.V.
2. You can download this manualhttp://www.alleng.ru/d/rusl/rusl1198.htm
provides readers with information about the structure and content of CIM in the Russian language, the degree of difficulty of tasks.
4. Artistic design. There are no illustrations, which is methodologically justified.
5. Offset paper, offset printing.
Professional assessment
1. The tasks presented in the manual are easy to understand and correspond to real CMMs,there are answers to all test options, comments to the answers; samples of forms used in the Unified State Exam for recording answers.The manual is intended for teachers who use tests to prepare students for the Unified State Exam; it can also be used by students for self-preparation and self-control. With the help of the manual, the teacher can organize a system of homework that will help develop the necessary skills. Particularly valuable is the material with answers to task 24. The table shows an approximate range of problems and the author’s position, which will allow students to correctly navigate the texts and write an essay correctly, following the algorithm.
4. Comments on the answers are clear and accessible to students.
5. The material presented in the manual is conveniently systematized and corresponds to KIMs in the Russian language.
6.The tests presented in the manual objectively assess the degree of preparedness of students for the Unified State Exam.
7. This manual can be used under the guidance of a teacher starting from the 7th grade.
9. The cost of the manual and the benefits of its practical application are correlated correctly, the average cost is 230 rubles.
conclusions
1. This manual can be used for independent preparation, for frontal work in the classroom, preparation with a tutor. Particularly valuable in the manual is the selection of texts; they are understandable to modern schoolchildren, the problems raised in them are relevant and interesting to high school students.
3. The price of the benefit and the benefits of its use, as already indicated, are correlated correctly.
4. The manual meets all the latest Unified State Exam requirements.
6. The chances of getting a high score on the Unified State Exam if you prepare conscientiously using this manual are great, but provided that the work is carried out under the guidance of a teacher. You should not rely only on self-study using this manual; you should also not consider this manual as the only one when preparing for the exam, because comments on the answers are given only for two options (No. 20 and 31), which is certainly not enough to prepare for the exam. exam.
Unified State Exam 2017. Russian language. A set of materials for preparing students. Drabkina S.V., Subbotin D.I.
1. Drabkina S.V. Unified State Exam.Russian language. A set of activities to prepare students. Tutorial.-M.: Intellect-Center, 2017.-320 p.
2. You can download this manualhttp://www.alleng.ru/d/rusl/rusl1211.htm
3.The manual presents theoretical material in the most structured form, which allows you to independently master topics in the Russian language.
4. Artistic design. There are no illustrations, which is methodologically justified.
5. Offset paper, offset printing.
Professional assessment
1. This manual presents a step-by-step system of preparation for the Unified State Exam in the Russian language, which provides, firstly, familiarity with the content of exam tasks, and secondly, algorithms and reasoning patterns for their correct solution. The manual contains a logically structured sequence of actions necessary to select the correct answer, given in the form of algorithms. Typical mistakes that students make when completing assignments are discussed. Contains methodological recommendations for writing an argumentative essay and provides sample essays. A set of standard training tasks with methodological instructions and answers allows you to consolidate the acquired knowledge and prepare for passing the Unified State Exam in the Russian language. The manual contains sample versions of the Unified State Exam 2017. The manual is addressed to high school students preparing for the Unified State Exam independently or under the guidance of a teacher. Can be used by a teacher in practical work when developing the necessary skills in the Russian language.
2. The level of complexity of the tasks varies - from basic to increased complexity; working with the manual will ensure both overcoming the minimum threshold and obtaining a high score on the exam.
3. All topics of the school course of the Russian language are studied broadly and fully; the unconditional merit of the authors is a detailed commentary on the solution of such complex topics as “Identification of the main information contained in the text”, “Means of communication of sentences in the text”, “Contextual definition of the lexical meaning of polysemous words."
4. Comments on the answers are clear and accessible to schoolchildren, the algorithm for completing tasks is presented step by step, a sample application of the algorithm is presented, a commentary on completing the task, there are tasks for independent work.
5. The material presented in the manual is conveniently systematized and corresponds to KIMs in the Russian language.
6.The tests presented in the manual objectively assess the degree of preparedness of students for the Unified State Exam.
7. This manual can be used under the guidance of a teacher starting from the 8th grade; theoretical material can be presented to students from the 7th grade, in particular, the algorithm for completing tasks and commentary on them.
8. As already noted, there are no illustrations, but this is not necessary to prepare for the Unified State Exam in the Russian language. The diagrams and tables presented in the theoretical part allow you to clearly familiarize yourself with the material being studied, they are relevant and methodologically sound. The manual contains tables that are not found in many other manuals.
9. The cost of the manual and the benefits of its practical application are correlated correctly, the average cost is 300 rubles.
conclusions
1. This manual can be used for independent preparation of students, for the teacher to organize frontal, pair and individual work in the class, preparation with a tutor. The theoretical material and algorithms for completing tasks are especially valuable in the manual; these materials can also be used at the middle level in preparation for Olympiads and intellectual marathons, and in extracurricular work.
2. Parents can use this manual to check how their child is coping with preparing for the exam.
3. The price of the benefit and the benefits of its use, as already indicated, are correlated correctly.
4. The manual meets all the latest Unified State Exam requirements.
5. All skills that are tested on the Unified State Exam in the Russian language are formed by this manual. I would like to note the rich theoretical material on all topics of the Unified State Exam.
6. The chances of getting a high score on the Unified State Exam if you prepare conscientiously using this manual are great, but provided that the work is carried out under the guidance of a teacher.
Unified State Exam 2017. Russian language. 1000 tasks with answers. All tasks of part 1. Egoraeva G.T.
2. You can download this manual http://www.alleng.ru/d/rusl/rusl1123.htm
3. The material is presented in an accessible manner,will help students not only generalize and systematize the acquired knowledge in all areas of the science of language, but also assess their level of preparation for the upcoming exam.
4. Artistic design. There are no illustrations, which is methodologically justified.
5. Offset paper, offset printing.
Professional assessment
1. The collection contains a large number of tasks corresponding to the demo version of the 2017 Unified State Exam test materials in the Russian language, by solving which graduates will be able to acquire practical skills in completing exam tasks and eliminate existing knowledge gaps in the shortest possible time. The manual is intended for teachers who use tests to prepare students for the Unified State Exam; it can also be used by students for self-preparation and self-control. With the help of the manual, the teacher can organize a system of homework that will help develop the necessary skills.
2. The difficulty level of the tasks is average, but working with the manual will ensure that you not only overcome the minimum threshold, but also get a high score on the exam.
3. All topics of the Russian language school course are studied broadly and completely, in strict accordance with the Unified State Exam KIMs.
4. Comments on the answers are clear and accessible to students.
5. The material presented in the manual is conveniently systematized and corresponds to KIMs in the Russian language.
6.The tests presented in the manual objectively assess the degree of preparedness of students for the Unified State Exam.
7. This manual can be used under the guidance of a teacher starting from grade 5.
8. As already noted, there are no illustrations, but this is not necessary to prepare for the Unified State Exam in the Russian language.
9. The cost of the manual and the benefits of its practical application are correlated correctly, the average cost is 200 rubles.
conclusions
1. This manual can be used for independent preparation of high school students, for frontal work in the classroom, preparation with a tutor. Particularly valuable in the manual is the selection of tasks for practicing morphological and syntactic norms.
2. It will most likely be difficult for parents to check, using this manual, how their child is coping with preparing for the exam.
3. The price of the benefit and the benefits of its use, as already indicated, are correlated correctly.
4. The manual meets all the latest Unified State Exam requirements.
5. All skills that are tested on the Unified State Exam in the Russian language are formed by this manual.
6. The chances of getting a high score on the Unified State Exam if you prepare conscientiously using this manual are great, but provided that the work is carried out under the guidance of a teacher. You should not rely solely on self-study using this manual; you should also not consider this manual as the only one when preparing for the exam.
Reference materials for preparing for the Unified State Exam in the Russian language using the 2015 demo version.
The manual systematically presents the theoretical material of the Russian language course according to the demo version of the Unified State Examination in the Russian language 2015. Particular attention is paid to the ability to algorithmize rules. “Step-by-step” application of the rules helps to bypass the “traps” that abound in Unified State Exam tests in the Russian language. When preparing the materials, Russian language textbooks and methodological recommendations “Unified State Examination - Russian Language” were used (authors: L. A. Krashennikova, I. V. Lukina, Irkutsk State Pedagogical University Publishing House - 2011.- task4), materials from the manual “Express Tutor” by M.M. Baronova.
Tasks 1-3 check the ability to extract main information, the ability to use a word in accordance with its lexical meaning
Task 4. tests the ability to put stress in words. To do this, you need to know the peculiarities of stress in Russian:
Functional parts of speech are always unstressed, since they are adjacent to independent parts.
In verbs with the prefix YOU, the emphasis always falls on it.
In short passive participles with the suffix YON in the masculine gender, the emphasis falls on it, and in other forms it goes to the ending (aimed, striving, striving, striving)
In some short adjectives, the emphasis in the feminine gender goes to the ending, in all other forms it falls on the stem (GRAY-SER-SER-SERA, melko-melok-melko-melka)
In past tense verbs, in most cases (not all!) the stress is on the base, and in the feminine gender on the ending: took, took, took, took; began, began, started, startedA) For verbs steal put send send send the emphasis remains on the basis: krala, sala, sent, postla
When preparing, you should use the “Orthoepic Dictionary of the Russian Language: Pronunciation, Stress, Grammatical Forms” edited by R. I. Avanesov (published no earlier than 1989)
Words most often found in various versions of the Unified State Examination
A1 Nouns:
agent alphabet airports bows beard accountants religion citizenship hyphen dispensary arrangement leisure document heretic blinds significance X catalog monologue dialogue obituary quarter kilometer decimeter centimeter millimeters tr cones cones greed faucets flint flints lecturers lecturers ski terrain jaws honors (but news) garbage pipeline water pipeline gas pipeline oil pipeline intention growth of enemies hatred ailment nail nail Adolescence parterre briefcase handrails dowry call call convocation review (ambassador) Review (for publication) funds statue carpenter milkman schoolboy customs cakes cakes cement centner chain scarves chauffeur kiosk sorch l expert
Adjectives
verA-kr adj. J.roda. long-standing significant (suffering adjective) more beautiful most beautiful bleeding kitchen trick (short adjective) mosaic wholesale visionary cute talkative (but gluttonous) plum
Verbs
pamper indulge spoil spoil... (but the darling of fate) take-take take take take take -undertake turn on-turn on join in perceive -received recreate -recreated hand over -hand over drive -rushed to get - got to wait - waited to get through -getting through Calling Ringing Ringing They're getting through DOSING WAIT - was waiting to cork borrow - occupied - occupied took occupied locked up - locked up exclude exclude exclude exhaust put - put steal stolen send - slala sent stala slala begin began to tilt tilt will make easier make it easier to pour showered surround surround encourage encourage encourage hug hug embraced embitter enraged vulgar vulgarize vulgarize seal form normalize inquire inquire inquire inquire depart departed Open the UNCHOUP, I recalled the recal back to give it to the renewal to force the drill drill drill to draw clicks to deepen the puppy puzemit Schimit lick, Remove
Participles
indulging in corked having begun having given having understood having raised having arrived
Adverbs
in time white to the top to the bottom dry enviably (in the meaning of the predicate) ahead of time before dark after dark from time to top for a long time
Participles: spoiled turned on delivered bent busy occupied locked locked inhabited inhabited bleeding feeding begging begging acquired acquired acquired poured poured hired started begun turned on disconnected repeated divided understood accepted accepted lived removed removed from bent
Task 5 checks ability to differentiate between paronyms.
Paronyms are words with different spellings and similar sounds:
Dawn-dawn, stone-stony, human-humane, pay-pay, conservatory-conservation, affirmative-affirmative action-misdemeanor, mighty-powerful, understandable-understandable, nimble-nimble, etc. The similarity of paronyms in sound and spelling leads to lexical errors. You need to know the lexical meaning and carefully analyze the meaning of the sentence. In preparation, become familiar with the lexical meaning of as many paronyms as possible. When performing this task, you should remember that the lexical meaning can be understood through the selection of synonyms, antonyms, and cognates. It is imperative to do a semantic analysis of the sentence.
Task 6 tests the ability to find violations of morphological norms. Morphological norms are the norms for changing words during declension and conjugation (the correct formation of word forms). The following rules are most often violated:
1) Incorrect form of the word: Chulkov instead of stockings.
Let's remember the genitive plural forms:
a) Bashkirs-Bashkirs(Bulgarians, Buryats, Georgians, Ossetians, Romanians, Tatars, Turkmen, Gypsies, Turks)
b)Kirghiz-Kyrgyz( Kazakhs, Uzbeks, Tajiks, Yakuts.)
c) Felt boots (felt boots) boots, stockings, boots) Straps-thongs, socks-socks
d) volts-volts( amperes, microns, arshins )Meters-meters( grams, kilograms, hectares)
d) Lemon - lemons ( oranges, eggplants, tangerines, tomatoes, tomatoes)
e) Pasta - macaroni ( splashes, trousers, beads, holidays) Money - money, darkness - darkness ( stretchers, sleds.)
e) Shoe-shoes ( waffle, shaft ).Spin-pin( saklya, strife). Wedding - weddings( estate) Fable-fable( shutter, song, blast furnace, tower). Foot-foot( nostril trap). Troops-troops, apples-apples.
g) Saucer-saucer( blanket, towel) Bolotse-bolottsev(hoof, trough,). Clock-clock ((bridges, tongs, vice, pliers. glasses, freezes, abacus )Nursery-nursery(everyday life, ticks)
2) Incorrect form of the plural form of masculine nouns
Remember:
With ending A-Z
With the ending Y-I
Addresses, shores, centuries, directors. doctor, chute, millstone, inspector, boat, feed, number, district, vacation., passport, grade, haystack, professor, paramedic, anchor, stamp.
3) Incorrect formation of degrees of comparison of adjectives and adverbs. We remember that the words MORE and LESS are attached only to the initial form (adjective in the IM case): more beautiful, less smart. (Violation is smarter).
4) Incorrect declension of numerals.
Remember:
1) For complex numerals 50, 60, 70, 80, 500, 600, 700, 800, 900, both parts are declined:
I.fifty, five hundred
R. fifty, five hundred
D fifty, five hundred
At fifty, five hundred
T FIFTY, FIVE HUNDRED
P about fifty, about five hundred
Most often, the assignment gives an example of a violation of the norm in the Instrumental case.
2) the numerals 100, 90, 40 in the genitive, dative, instrumental and prepositional cases have the ending A
3) for the numerals 200, 300, 400, both parts are declined: Four hundred, four hundred, four hundred, about four hundred.
5) Incorrect use of pronouns ( their places, his bike, his parents MUST: THEIR places, HIS bike, HER parents)
6) Erroneous formation of gerunds:( after reading a book, flying over the city ---Norma: after reading a book, flying over the city)
Task 7 tests the ability to grammatically correctly continue a sentence with an adverbial phrase.
You should know:
The participle is a special form of the verb that denotes an ADDITIONAL action with the MAIN one. Therefore, in a two-part sentence, where there is a subject and a predicate, both actions: the main and the additional - are produced by ONE ACTIVE - the SUBJECT. At the same time, we ask a question from the predicate to the gerund.
Algorithm for completing the task:
Defining grammar basics
Let's see what main action is expressed by the predicate.
We substitute the additional action expressed by the gerund and look at the meaning.
For example:
1)I was overcome by doubts
2) the guys turned to the dictionary
3) context is taken into account
If the sentence is definite-personal or indefinite-personal, we substitute the implied pronoun: I, we, you, you - to the definite-personal or they - to the indefinite-personal. These should include both the verb and the gerund.
Determining the meaning of unknown words,
1)I was overcome by doubts
2) refer to the dictionary
3) context is taken into account
4) some of them turned out to be ambiguous
If the sentence is impersonal (it does not and cannot have a subject, that is, no pronoun or noun can be substituted), we look at the meaning, carefully analyzing all the sentences.
Using a new method,
1)brilliant results were achieved
2) the language is learned very quickly
3) You can quickly master any language
4) the time required for language acquisition is reduced
Ego task checks the ability to see and a grammatical error - a violation of syntactic norms. The syntactic norm is the correct construction of sentences and phrases in the Russian language. The words in a phrase are related in meaning and grammatically. Grammatical connections are expressed by prepositions and endings. Hence,
1) a violation of the norm will be the incorrect use of prepositions (especially derivatives) and the incorrect ending of nouns in phrases with a derived preposition (violation of control connections in such phrases)
According to the order director contracts were concluded. (norm: According to by order of Yu- D. case)
The prepositions THANKS, ACCORDING, DESPITE are used only with the Dative case.
The prepositions AT END, AFTER EXPIRATION, UPON ARRIVAL, UPON COMPLETION - have the prepositional ending I (and not the dative)
The preposition ON ARRIVAL is normally in the prepositional case, not the dative case.
The prepositions DURING, IN CONCLUSION, IN CONTINUATION are written in two words, ending with E.
The preposition CONSEQUENCE is written together, at the end E. It must be distinguished from the adverb SUBSEQUENTLY.
2) Violation of agreement in a complex sentence with combinations those who... those who
.Those who wrote the essay were very worried(norm who wrote) The words TE, THAT refer to the main sentence.
3) Incorrect location of the defined word in sentences with a participial phrase and, as a consequence of this, incorrect agreement in the model of the defined word and the participial phrase.
4) Constructing sentences with adverbial verbs
As I approached the station, my hat fell off.(It turns out that the hat was approaching the station)
Norma: As I approached the station, my hat flew off.
5) Violations in the construction of a homogeneous series.
The director organized and runs the school.Correct The director organized the school and runs it.
6) Violations of coordination. The main requirement: ASK THE QUESTION CORRECTLY FROM THE MAIN WORD.
We approached the tree, bending to the ground. Norm: to a tree (WHAT?) leaning towards the ground.
The same task checks ability to construct synonymous constructions: replace the subordinate clause with a separate definition expressed participial phrase.
Please remember: replacement is NOT POSSIBLE in the following cases:
If the subject of the grammatical basis (actor, subject) of the main sentence is not equal to the subject of the grammatical basis of the subordinate clause . In the museumWe met with a picture above whichthe artist worked in the last years of life.
If there is a demonstrative word in the main clause. I will go to TU school, where they study two foreign languages.
If in a subordinate clause the predicate is expressed in the form of the conditional mood (there is a particle BY).
I would like to do something that would bring I feel joy and satisfaction.
Task 8 tests the ability to navigate the spelling rules of the unstressed vowel in the root.
There are unstressed vowels
1 ) checked by stress (we select a word with the same root or form of a word so that the stress falls on this vowel)
2 )not verified by stress (remember, look in the dictionary)
3 )alternating
ROOTS with alternating A-O ROOTS with alternating E-I
DER-DIR if the root has a suffix A, then RAST-RASH-ROS-before ST and Shch -A
TER-TIR at the root it is written I. There is no suffix A- exceptions p O drain, P O stov r O stockman,
PER-PIR written E. R O stislav, negative A with
MER-MIR KAS-KOS behind the root suffix A, in
STEL-STEEL root A
BLAST-BLIST LAG –LOG in front of F - O, in front of G - A.
ZHEG-ZHIG GAR-GOR under the accent A, without -O.
CHIT-CHIT exceptions: scorch, residue
ZAR-ZOR under the accent O, without –A.
exceptions: glow, dawn
TVAR-TVOR Without emphasis - O. exception-
Utensil.
MAK-MOK from the meaning: get wet (become
wet) dip (in something)
SKOCH-SKAK before CH-O, before K-A.
Exceptions: I'm jumping, jumping
EQUAL (meaning identical, equal) -
ROVN (flat, smooth)
exceptions: plain alignment same age
catch up
PLAV-PLOV – in all words A, except for exceptions:
Swimmer, female swimmer, quicksand
Algorithm for completing the task (if you need to find the vowel being tested)
1) We search in all variants for a word (word) with alternating vowels and exclude these variants
2) We look for words with an untestable vowel and exclude this row (if rows are given) or the word (if single words are given)
3) We select test words for the words of the remaining row (or word)
Task 9 requires knowledge of the following rules:
1) spelling of prefixes
2) the letters I - Y after the prefixes (possibly)_____________were in the demo versions of previous years.
3) separating signs b and b (possibly)
The spelling of prefixes is subject to three rules:
1) Vowels and consonants in prefixes are written the same way, regardless of pronunciation. These are the prefixes ON, ON, FOR, OT, UNDER, OVER, IN, IN, WITH and others.
2)Contents
PRE PR
* Close value to PERE * Approximation
* = word VERY * Join
* Proximity(=about)
*Incomplete action
It must be remembered that the distinction between the prefixes PRE-PRI in some cases is determined by the context:
to arrive in the city to stay in the city (to be)
pretend to betray a friend
receiver (radio receiver) successor (continuator of the work started)
endure (get used to) endure (survive)
bow (branches) bow (before someone)
pretend (door) bring to life
coming (coming) passing (impermanent)
despise the orphan despise the coward
REMEMBER words: NOTORIOUS, PRESIDENT, QUIRK, PRIME, PREMIUM, CONTENDER, ADORABLE, PRIVILEGE, CLAIM, PRIORITY.
3)ACCESSORIES on Z - N: once (ras), without (demon), bottom (nis), through (vos), through (through)
Before a voiced consonant, Z is written at the end of prefixes, and before a voiceless consonant, S is written.
TRAPS: words with two prefixes, one of which is NOT, the second is C: fireproof, intractable, unbending, unrotten, unkind and others
SEPARATING b and b
Kommersant is written
1) After prefixes ending in a consonant, before the letters E, Yo, Yu, Ya.
2) in compound words, the first part of which is numerals two, three, four
before the same letters (two-tier, trilingual).
You should remember the spelling of words with foreign language prefixes: Subject, adjutant, adjunct, injection, trans-European, pan-European, conjunctivitis, conjuncture.
Kommersant is not written
1) Before the letters A, O, U.
2) In compound words (children)
b is written
In the root, suffix, ending before the letters E E Y Y I
In foreign words before the suffix ON: broth, pavilion, battalion.
Y-I after consonant prefixes
After consonant prefixes, Y is written instead of I, except for words
* With attachments OVER, INTERNATIONAL inter-institutional, super interesting.
* With foreign language prefixes dez, counter, post, trance, super, pan: COUNTERGAME
* the first part of which is shortened: pedagogical institute
* word DOUBLE PULSE
* word CHARGE
Task 10 requires knowledge of spelling rules for suffixes of various parts of speech
SUFFIXES OF VERBS.
The spelling of the suffixes OVA-EVA, YVA-IVA always depends on the 1st person singular.
If in the first person the verb ends in YUYU, YUYU, then in the indefinite form and past tense the suffixes OVA-EVA. (ova-eva changes): I advise - advised, advise.
If in the first person the verb ends in IVAYU, YVAYU, then the suffixes IVA-YVA (in other words, yva-iva does not change): paint - paint, paint.
And under stress there is always the suffix BA. Before it is a vowel, which comes before TY: stop-stop.
Exceptions: stuck – stuck – stuck
Eclipse-eclipse-eclipse
Extend-extend-extend.
The first step is setting the accent! If the suffix is stressed, then it is the suffix BA! The second step is exceptions. Only then do we put it in 1st person and determine whether it’s ova-eva or yva-iva!
ADJECTIVE SUFFIXES
1)CHIV-LIV-always with the letter I (there are no suffixes chev-lion): changeable, sympathetic
Exception: gutta-percha
2) CHAT: patterned (no suffixes even, cheat). Before the suffix CHAT, all consonants are preserved, except C: freckle - freckled
Exception: plank.
3) IST (there is no suffix eats): thoroughbred.
4) After hissing and C under the accent OV, without accent-EB: lead, suede
5) Suffix IV under stress, suffix EV without stress (to distinguish from suffixes CHIV-LIV!): lilac, playful, flattering. Exceptions: merciful, holy fool.
In adverbs formed from adjectives, the same suffixes are retained.
Task 11 requires knowledge of the spelling rules for unstressed personal endings of verbs and participle suffixes
To correctly write the unstressed personal ending of a verb, you need to put it in the indefinite form and determine the conjugation. If the verb is in the indefinite form in IT, then the conjugation is second, the letter I is written in all endings, and in the plural. including 3 persons - AT-YAT.
If the verb is not in IT, it has 1 conjugation, and the endings include the letter E and UT - YUT
Exceptions to the 2nd conjugation: SHAVE, LAY, LAY. (in personal endings we write E, UT - YUT)
Exceptions from 1st conjugation: LOOK, OFFEND, HEAR, SEE, HATE, PUSH, BREATHE, HOLD, TURN, DEPEND, TENDER. (in personal endings we write I, AT – YAT)
You can remember the rule in poetic form:
We will, without a doubt, classify as the second conjugation all the verbs in IT, with the exception of SHAVE, LAY; And also: LOOK, OFFEND, HEAR, SEE, HATE, DRIVE, BREATHE, HOLD, TURN, and DEPEND, and TENDER
The FIRST thing you need to do is remember whether this verb is an exception, and only then put it in the indefinite form.
Writing participle suffixes
1 conjugation, in him suffixes USH-YUSH (actual, present time)
EM-OM (suffering present)
If the participle is formed from a verb 2 conjugations then in him suffixes ASH-YASH (valid present time)
MI (stradd, present time)
Exceptions: fleeting, movable
In active past participles the suffixes Ш, ВШ. Remember: before the suffix ВШ the vowel that comes before Ть in the verb of the indefinite form is written:
Bark - barked, build - built, hate - hated.
In passive past participles the suffixes ENN, NN, T.
If the participle is formed from verbs ending in IT, it has the suffix ENN.
If the participle is formed from verbs ending in AT - YAT, it contains the suffix NN, preceded by a vowel placed in front of Т, that is, A or Z. ( NEVER WRITTENABOUT)
In the participle there are NO suffixes INN, ONN, ESH, ISH!
When performing this task, you should remember that in past tense verbs, before the suffix L, the vowel that appears in the verb of the indefinite form before Т is retained
Task12 tests the ability to apply spelling rules NOT and NOR with various parts of speech: verbs, gerunds, participles, nouns, adjectives, adverbs, pronouns.
NOT with verbs, gerunds and short participles written separately, except for those words that are not used without NOT: did not know, without thinking, not painted, not made, but hated, indignant.
Not with nouns, adjectives, participles and adverbs starting with O written separately, 1) if there is or is implied a CONTRAST with the conjunction A (in sentences with the conjunction BUT there is NO opposition.)
2) If there are words FAR NOT, NOT AT ALL, NOT AT ALL, NOT NOT AT ALL, NOT AT ALL, NEVER NOT, etc.
3)NOT with participles written separately if there are dependent words
NOT written separately with short adjectives that do not have a full form: not glad, should not not much (or the full form has a different meaning: not ready)
NOT written separately with adverbs that are used as predicates in impersonal sentences: It’s not a pity, it’s not time, it’s not necessary.
NOT and NI are written separately with negative pronouns if there is a preposition: not with anyone, with no one, with no one, not with anyone. (with emphasis NOT, without emphasis - NOR)
The particle is NOT written together:
1) No opposition
2) no dependent words
3) there are no words far from, etc.
4) words without not are not used
5) you can choose a synonym (for nouns, adjectives, adverbs)
6) in negative pronouns without a preposition
7) with negative adverbs.
ATTENTION: if adjectives, participles and adverbs starting with O include the words AT ALL, VERY, VERY, EXTREMELY, EXTREMELY, strengthening the degree of quality, then it is NOT written CONTINUOUSLY. A completely ill-considered decision (reckless), an extremely uninteresting book (boring) to act extremely carelessly (rashly)
The particle NI is intensifying. It is used primarily to strengthen the negation expressed by the particle NOT or the word NO : The girl did NOT stop talking for a minute.
Negation (the word NO) can only be implied : The sky is clear.
Attention: If there is a double negative in a sentence, then the sentence takes on an affirmative meaning, and there are TWO particles NOT in it: I cannot NOT mention (that is, I will mention). He could NOT NOT know (knew).
The particle Ni can be part of repeating conjunctions. In this case, it can be replaced by the union AND: The Cossack does not want to rest in an open field, in an oak grove, or during a dangerous crossing.
The particle NI is written in stable combinations:
Neither day nor night, neither give nor take, neither light nor dawn, neither this nor that, at all costs, neither alive nor dead
We distinguish: A lot = a lot (did a lot) – Not a little (= didn’t get bored at all)
NOT once (many times) - more than once put in danger NEVER (never) Not alone (many) NOT alone I think so. Not one (no one) Not one spoke out against it.
Task13 Homonymous parts of speech
DISTINCTION between derived prepositions (they can be replaced by other prepositions) and homonymous parts of speech, for example, nouns with prepositions (they have dependent words and act in a direct meaning), combinations of pronouns or adverbs with a particle or preposition.
Prepositions
Homonymous parts of speech
During (day)= in continuation
For a long time = for a long time
In conclusion (of his speech)
Due to (bad weather) = due to bad weather
Like (habits) = like
About (lessons) = about lessons
Instead of (teacher, me)
Below(sheet of paper)
Above (pleasure, happiness)
Towards (tests, sun)
Side (at home)
Despite (bad weather) = not paying attention
Despite (difficulties) - not paying attention
Due to (bad weather)
During (the river)
In continuation (of the novel)
In conclusion (of experts)
In consequence (on the case)
In gender (and number agreed)
To account (deposit money)
To (this) place (to come)
At the (very) bottom of the sideboard
At the (very) top of the Christmas tree
To a meeting (with a childhood friend)
From the side (right, turn on side)
Without looking (from side to side, in her face)
Despite (the languid beauties)
In sight (bays, cities) = close
The difference between conjunctions and allied words and homonymous parts of speech
Conjunctions and allied words
Homonymous parts of speech
SO THAT (= in order to, so that. It is important that everything is completed on time.)
ZATO (= but: Small, but reliable)
ALSO, ALSO = (and) (the particle Zhe cannot be omitted. I will also go to the circus. And I will go to the circus.)
WHY (= why. Why is it easy for me
Moreover, AND (= besides, = besides, besides. He is handsome and, moreover, smart. He was late, and he did it on purpose.
SO (= therefore, means) (acts in the meaning of an introductory word) So, the decision has been made.
THEN (=for what purpose did I then come, to find out everything.)
WHY (=why: Why is everything so bad?)
SO (=because of this: The weather was bad, so we didn't go on the excursion.
THEREFORE (=therefore: Therefore we have accepted
such a decision.)
HOW MUCH (=at what price: How much is milk now?)
BECAUSE (=because: Everything works out for me, that’s why I’m in a great mood)
WHAT (a combination of a pronoun and a particle WOULD, which can be omitted: what could I come up with?
REMEMBER: no matter what
FOR THAT (combination of preposition and pronoun: hide behind that tree)
THE SAME (the same thing), THE SAME (in the same way, the SAME particle can be omitted
WHAT (combination of a preposition with a pronoun: What does your happiness depend on?)
AT WHAT, AT WHAT (preposition + pronoun:: There are clubs at that school.)
AND SO (Conjunction + adverb, which can be rearranged to another place: And so he does every morning.)
BEHIND (preposition + pronoun: The village was around that corner)
WHAT (preposition + pronoun): What do I miss most about being away from home?
ON THIS (preposition + pronoun: People don’t walk on this bridge)
BY THIS (obsolete) (preposition + pronoun: TO BE BY THIS)
BY WHAT (preposition + pronoun)): He hit on anything.
BY THIS (preposition + pronoun: It was easier to walk along that path)
Task 14 checks the application rules for spelling НН and Н in different parts of speech.
To make the right choice, you need to determine the part of speech, only then reason in accordance with the algorithm for applying the rule for a specific part of speech.
ADJECTIVE
1) in the suffixes AN-YAN (material) 1) in the suffixes ONN, ENN
2) in the suffix IN (from an animal) 2) base on N + suffix N
Exceptions: tin glass Exceptions: pig, windy(day, person)
wood
There are as many Ns in short adjectives as there are in full ones.
PARTICIPLE and verbal adjective
1) from an imperfective verb 1) from a perfective verb
Mown, worn, purchased, deprived, decided
2) there is no prefix (except NOT) 2) there is a prefix (except NOT)
beveled worn
3) there are no dependent words 3) there are dependent words
Sauerkraut sauerkraut sauerkraut
4) do not end in OVANNY EVANNY 4) end in OVANNY EVANNY
carbonated paved 5) in short participles exceptions: wounded, forged, chewed
(until a prefix or dependent words appear)
ADVERB
IN adverb has as many N as in the adjective from which it is derived
The most difficult thing in this task is to distinguish a participle from an adjective. We check for the following signs:
the participle has 2 questions
The participle can be replaced by the phrase which + verb
Communion has a form and a tense.
Task 15 Conjunction And in complex sentences and simple sentences with homogeneous members connected by this conjunction.
Things to remember:
A simple sentence has one grammatical basis. Homogeneous members answer the same question and refer to the same member of the sentence. If homogeneous members are connected by a single conjunction AND, a comma is not placed before it. A comma is placed only before the repeated conjunction I.
A complex sentence has two or more grammatical stems. Simple sentences in a compound sentence do not depend on each other. A comma is placed before the conjunction And.
Attention! A comma is not placed before the conjunction I in a complex sentence in the following cases:
In the presence of a common minor member : Shortly after sunrise a cloud came and rain started pouring down.
If there is a general introductory word . Apparently, the weather will turn bad and we won’t go on an excursion.
If there is a common subordinate clause (in sentences with different types of connection ) Bye Alekhine told, the rain stopped and the sun came out.
If the conjunction AND connects two interrogative or two exclamatory sentences
How brightly the sun shines and how warm it is on the soul!
Execution algorithm: 1) Highlight the grammatical basics (base) and determine whether the sentence is simple or complex. 2) if the sentence is simple, find homogeneous members (a comma is not placed before a single conjunction) 3) If the sentence is complex, look
A) is there a common minor term (if there is ----- we don’t put a comma)
B) is there a general introductory word (there is - we don’t put it)
C) the type of both sentences according to the purpose of the statement (if they are interrogative or exclamatory, we do not put them)
If there is none of this, put a comma.
This task also tests the ability to put punctuation marks in sentences with homogeneous members.
A comma is placed for homogeneous terms
There is no comma for homogeneous terms
1) If the connection is non-union: Yellow and red leaves curl and fly in the wind
1) Before single connective (and, yes = and, too, also) and disjunctive conjunctions (or, il, or ).Someone was tidying up the mansion and waiting for the owners.
2) If homogeneous members are connected by adversative conjunctions (a, but, however, on the other hand, yes = but ) Small spool but precious
2) In stable expressions: about this and that, neither light nor dawn, neither day nor night, etc.
3) With repeated conjunctions And in the snow, and in the wind, and in the stars, the night flight of my heart calls me to the anxious distance.
3) For different series of homogeneous terms. We let's move forward and soon saw pioneers And schoolchildren.
4) Before the second part of double conjunctions (not only, but also; both..., so and; not that..., not that; neither..., nor; if not..., then; although and..., but;) He collected both stamps and postcards.
4) Between two verbs that form a single whole or indicate movement and the purpose of this movement: I'll go wash myself. I'll go and have a look. Can't wait.
Task 16 They will test the ability to use punctuation marks in separate definitions and applications. Separate definition more often expressed by a participial phrase. Application is a definition expressed by a noun.
General conditions for separating definitions and applications.
1) stand after the word being defined;
2) refer to a personal pronoun;
3) have additional circumstantial meaning.
4) the distance of the definition from the word being defined (see table).
Separate definitions and applications.
Conditions of separation
Separate definitions
Dedicated Applications
1) After the word being defined
Young forest, into green smoke dressed up, impatiently waiting for warm thunderstorms (A. Tolstoy)
I often dream about those guys friends of my war days.((M. Matusovsky.)
2) The word being defined is a personal pronoun.
How , poor, I don’t have to grieve. (I. Krylov)
We, children, were shocked by this war. (K. Paustovsky)
3) Circumstantial meaning
Lost in my thoughts he did not answer this question. (A. Chekhov)
Renegade of stormy pleasures, Onegin locked himself at home. (A. Pushkin)
4) distance from the word being defined
Sunlit Buckwheat and wheat fields lay across the river. (M. Sholokhov.)
Task17 Punctuation marks for introductory words and inserted constructions
Introductory words -- words that are grammatically unrelated to the members of the sentence and express the speaker’s attitude to the thought being expressed.
Introductory words are separated by commas
Groups
1)
Expressing the speaker's feelings
Fortunately, unfortunately, unfortunately, to surprise, to joy, to chagrin, to horror, what good, a strange thing, to shame, there is no point in hiding, the hour is uneven, an amazing thing
2) Varying degrees of confidence (uncertainty)
Of course, undoubtedly, probably, should be, tea, know, apparently, truly, perhaps, maybe, beyond any doubt, right, tea, essentially, apparently, should be, I believe, I hope, of course, naturally, of course , obviously, definitely.
3) Message source
G they say, report, according to words, in my opinion, in your opinion, they say, they say, I remember, it is heard, from the point of view, in our opinion, according to legend, in your opinion, in my opinion, by definition.
4) The semantic connection of the parts of the sentence, the sequence of presentation and methods of forming thoughts.
So, therefore, it means, further, finally, on the contrary, however, by the way, the main thing, for example, thus, in particular, by the way,
in a word, briefly speaking, in general, as they say, in a word, in general terms, firstly, secondly, let’s say, on the contrary.
5) Attracting attention
You see, imagine, please, excuse me, excuse me, believe (whether), let's say, let's say, assume, understand, say, agree, listen
6) Indicating an assessment of the measures of what is being reported
At most, at least, at least, etc.
Attention!
If a word is missing in the introductory phrase, then a dash is placed instead of one of the commas
On the one hand, I wanted to continue the road, on the other, I felt the need to rest
Finallyis an introductory word if the particle then cannot be attached to it in a sentence. If this is possible, then finally - the circumstance is not separated by commas
At allis an introductory word in the meaning"generally speaking"and is not the meaning"in general, on the whole"
Howeveris an introductory word if it is at the end or middle of a sentence (He, however, is mistaken; he is mistaken, however). At the beginning of a sentencehowever has the meaning Butand is not an introductory word
When two introductory words meet, each is isolated separately
Are not introductory words
little by little, at first, suddenly, as if, after all, supposedly, ultimately, hardly, after all, even, hardly, exclusively, precisely, as if, almost, as if, just, besides, between that, by proposal, simply, by decision, by decree, approximately, moreover, almost, therefore, simply, decisively, once, as if, to top it all, since then, as if, decisively, exclusively, here, approximately, evenParticleit happened
separated by commas
Task18 tests the ability to put punctuation marks in complex sentences.
The main thing here is to correctly determine the boundaries of the main and subordinate clauses, since as examples in all demo versions, sentences are given in which the conjunction or allied word is not at the beginning of the subordinate clause, but between it and the boundary of the main there is a word (words) - a distanced arrangement. Basic rule: in a complex sentence, the subordinate clause is separated from the main one by a comma, and if it is inside it, then it is separated by commas on both sides . She was sent to the ball in a blue dress, the ruffles of which softly hugged her figure and made her look airy. The path along which the guide took us meandered between the trees..
A comma is not placed between the main clause and the subordinate clause if:
Before a subordinating conjunction or allied word there is NOT: He didn’t come for that in order to study but to chat with friends.
The subordinate clause consists of one conjunction or allied word: I am writing to you by chance; right, I don't know how and why.
Homogeneous subordinate clauses are connected by single conjunctions AND, OR: The defenders of Stalingrad knew that they would win and that the enemy would not pass through.
Also this task tests the ability to put punctuation marks in a complex sentence, the parts of which are connected by compound conjunctions. Things to remember:
If a subordinate clause is attached to the main clause using a compound conjunction due to the fact that, due to the fact that, because, despite the fact that, after, since, until, due to the fact that, instead of, due to the fact that, then while, just as a comma is placed depending on the meaning of the statement and intonation ONLY ONCE. We were able to overcome this obstacle due to the fact that we prepared for the test for a long time. We were able to overcome this obstacle due to the fact that we prepared for the test for a long time.
Task 19 tests the ability to put punctuation marks in complex sentences with different types of connections.
Between two or more clauses A comma is used if:
if they are connected by parallel subordination. To catch the train, we got up early and packed the things we had prepared the day before.
They are homogeneous and are not connected by conjunctions or are connected by repeated conjunctions : In this city, where he was born, where he spent his childhood, he felt especially good.
With two subordinating conjunctions standing next to each other, if the second part is omitted.
I knew that when the hour of choice came, the decision would come by itself. (TO omitted)
There is no comma:
with two subordinating conjunctions standing next to each other, if the second part of the conjunction follows:
I knew that when the hour of choice came, THE decision would come by itself.
The rule is simple: if there is (the second part of the conjunction), then there is no (comma). And vice versa: if not, then there is
Tasks 20,21 aimed at determining the main idea of the text, determining the statement that contradicts or corresponds to the content of the text and determining the type of speech (text)
The topic of the text is what is said in the text. (The topic only names what is said in the text)
Types of speech (text): narration, description, reasoning.
Description is a type of text that describes the characteristics of objects, phenomena, animals, people. The purpose of a description is to show the reader the subject of the description so that he can visualize it in his mind. Description of nature – scenery, description of a person – portrait.
Elements of the composition (construction) of the description: a general idea of the subject, individual characteristics of the subject, the author’s assessment, conclusion, conclusion.
There are no events in the description. The description can be in the form of any style: artistic, scientific, journalistic, official - business, colloquial.
Narration is a type of text that describes events in a certain sequence.
Narration comes in the form of fictional or conversational styles. A narrative text has a certain structure (composition). The following parts are distinguished:
exposure (the environment preceding the start of the action)
plot (what starts the action)
development of action, in it culmination (the highest point of development of action)
denouement (end of event)
Reasoning is a type of text in which any fact, phenomenon, concept is affirmed or denied. The reasoning goes as follows:
arguments to prove it
The thesis must be clearly formulated, the arguments must be convincing. Reasoning can appear in different genre forms: letters, reports, articles, political speeches.
Task 22 tests the ability to find synonyms, antonyms, phraseological units, etc.
Terms
Meaning
Examples
Antonyms,
Contextual
antonyms
Words with opposite meanings.
Contextual antonyms - it is in the context that they are opposite. Without context, this contrast is lost.
Wave and stone, poetry and prose, ice and fire... (A. Pushkin.)
Synonyms,
Contextual
synonyms
Words that are close in meaning.
Contextual synonyms - it is in the context that they are close. Without context, intimacy is lost
To desire - to want, to have a desire, to strive, to dream, to crave.
Homonyms
Words that sound the same but have different meanings.
Knee - the joint connecting the thigh and lower leg; passage in birdsong, combat forest and combat commander.
Homographs
Different words that match in spelling but not in pronunciation.
Castle (palace) – lock (on the door), Flour (torment) – flour (product)
Paronyms
Words that are similar in sound but different in meaning
Heroic - heroic, affirmative - affirmative, stony - stony,
Words in figurative meaning
In contrast to the direct meaning of the word, which is stylistically neutral and devoid of imagery, the figurative meaning is figurative and stylistically colored.
Sword of justice, sea of light.
Dialectisms
A word or phrase that exists in a certain area and is used in speech by the residents of this area
Draniki, shanezhki, beetroot, stem, peten (rooster), korets (bucket), pima (felt boots)
Jargonisms
Words and expressions that are outside the literary norm, belonging to some kind of jargon - a type of speech used by people united by common interests, habits, and activities
Head - watermelon, globe, pan, basket, pumpkin...
Professionalisms
Words used by people of a particular profession
Galley, boatswain, watercolor, easel
Terms
Words intended to denote special concepts of science, technology, etc.
Grammar, surgical, optics
Book vocabulary
Words that are characteristic of written speech and have a special stylistic connotation.
Immortality, incentive, prevail...
Prostorechnaya
vocabulary
Words used in a conversational style, characterized by some rudeness.
Blockhead, fidgety, wobble
Neologisms (new words)
New words emerging to represent new concepts that have just emerged. Individual author's neologisms also arise (they are called occasionalisms)
There will be a storm - we will argue
And let's be brave with her.
Obsolete words (archaisms)
Words displaced from the modern language by others denoting the same concepts.
Fair - excellent, zealous - caring, sail - windstranger - foreigner
Borrowed words (foreign words)
Words transferred from other languages.
Parliament, Senate, deputy, consensus, beetroot, doll, drum
Phraseologisms
Stable combinations of words that are close in lexical meaning to one word.
To be disingenuous - to be a hypocrite, to play dumb - to mess around, to hastily - quickly
Expressive - emotional vocabulary
Conversational.
Words that have a slightly reduced stylistic coloring compared to neutral vocabulary, are characteristic of spoken language, and are emotionally charged.
Dirty, loud, bearded
Emotionally charged words
Words with emotional suffixes
Estimated character, having both positive and negative connotations.
Words with emotional evaluation suffixes
Adorable, wonderful, disgusting, villain
Cute, smart, clever, brainchild
Task 23 Tests the ability to find means of connecting sentences in the text.
The sentences are interconnected not only in meaning, but also grammatically. Basic means of communication: lexical repetition, cognates. pronouns (personal, demonstrative, possessive), pronominal adverbs (there, then), synonyms, words with the meaning of part of a whole, particles, introductory words, syntactic parallelism, incompleteness of sentences (including parcellation).
Task 24 It contains a review of the text, in which the names of visual and expressive means are omitted. The numbers indicating their names must be inserted in place of the spaces. The task is difficult, but there is a hint in the text of the review itself: the type of figurative and expressive means is usually indicated. It is necessary to navigate them.. Fine-expressive means are divided into lexical means, tropes, syntactic means of expressive speech.
Lexical means include synonyms, antonyms, homonyms, neologisms, historicisms, archaisms, dialectisms, phraseological units, colloquial words, colloquialisms, book vocabulary, lexical repetition. Among synonyms and antonyms, contextual synonyms and antonyms stand out (that is, they become synonyms and antonyms only in a specific text.) Examples of contextual synonyms: cheerful, good-natured laughter; a deserted, inhospitable house; stuffy oppressive darkness
Examples of contextual antonyms: tight shoes - loose shoes; cramped apartment - spacious apartment.
Trails – these are epithets, personification, metaphors, comparisons, synecdoche, metonymy, periphrasis, hyperbole, litotes, etc.
Epithets– figurative (colorful) definitions. Can be expressed as an adjective, noun, adverb. Frost is the governor, the tramp is the wind, the old man is the ocean. Petrograd lived tensely, angrily, frantically.
Metaphor– use of the word in a figurative meaning . A red rowan bonfire is burning.
Metonymy _ the use of the name of one object instead of the name of another based on an external or internal connection between them. The connection can be:
between an object and the material from which the object is made. NOT on silver - I ate on gold.
Between content and containing. Well, eat another plate. my dear!
Between the action and the instrument of this action. His pen breathes revenge
Between a place and the people in that place. But our open bivouac was quiet.
Synecdoche- a type of metonymy, consisting in the transfer of meaning from one object to another based on the quantitative relationship between them. The most common types of synecdoche are:
A part of a phenomenon is named in the sense of the whole. And at the door there are pea coats, overcoats, sheepskin coats.
The whole in the meaning of the part. Oh, are you going to fight? Aren't they vile people?
The singular number has the meaning of general and even universal. There a man groans from slavery and chains.
Replacing a number with a set. Millions of you. Us- darkness, and darkness. And darkness.
Hyperbola- exaggeration. At one hundred and forty suns, the sunset glowed.
Litotes- an understatement. You have to bow your head below the thin blade of grass. Tom Thumb.
Periphrase. Periphrase (can be written as a paraphrase) A trope consisting of replacing an object or phenomenon with a description of its essential features or an indication of its characteristic features. King of Beasts (instead of a lion), Foggy Albion (instead of England), creator of Macbeth (Shakespeare)
Comparison- a trope consisting of likening one object to another based on a common feature. The comparison is expressed:
Instrumental case Snow dust stands in the air like a column.
Comparative form of an adjective or adverb: You are the nicest and kindest of all.
Turnover .The pond shines like a mirror.
Personification– a trope consisting in the attribution of qualities, characteristics or actions to an inanimate object. Characteristics of a person - the gift of speech, the ability to think, feel .What are you howling about, night wind, why are you complaining so madly? The sea played with the shores.
Allegory– an unambiguous allegory.. An allegorical image of an abstract concept with the help of a specific life image. For example, in fables and fairy tales, cunning is shown in the form of a fox, greed in the form of a wolf, and cunning in the form of a snake.
Syntactic means of expression : inversion, anaphora, alliteration, antithesis, parcellation., gradation, rhetorical question and rhetorical appeal, syntactic parallelism, series of homogeneous members, oxymoron, question-answer form of presentation, citation.
Antithesis– opposition : Where there was a table of food, there is a coffin. The rich feast on weekdays, but the poor grieve on holidays.
Alliteration– repetition of identical consonant sounds or sound combinations. The hiss of foamy glasses and the blue flame of punch.
Anaphora unity of command, that is, repetition of the same elements at the beginning of a verse or stanza. excerpt:
Two furious propellers, two tremors of the earth,
Two menacing roars, two rages, two storms..
Rhetorical questions These are questions that do not require answers.
Rhetorical appeals and exclamations help convey the thoughts and feelings of the author or lyrical character. (usually addressed to an inanimate person) Dreams Dreams! Where is your sweetness!
Syntactic parallelism is built on the same construction of sentences following each other:
An old man will pass by and cross himself, a young man will pass by and will become poised, a girl will pass by and will become sad, and guslar players will pass by and sing a song.
E pythora the opposite of anaphora. This is a repetition of the same elements at the end of the verse, stanzas:
Dear friend, and in this quiet house,
The fever hits me.
I can't find a place in a quiet house
Near the peaceful fire.
Oxymoron- an unusual combination of words that contradict each other: Light sadness, bitter joy.
Inversion- reverse word order. In the Russian language there is a direct word order: first - the subject, then the predicate, object and circumstance. Definitions should come before the main words. Violation of word order is inversion.
The forest drops its crimson robe,
The frost will silver the withered field.
Parcellation- such a division of a sentence in which the content of the utterance is realized not in one, but in two or more intonation-semantic units, which follow one after another after a dividing pause. He soon quarreled with the girl. And this is why.
Elena is in trouble. Big.
Ellipsis- omission of an element of a statement that is easily restored in a given context or situation. There are curious people in all the windows, boys on the roofs.
Gradation- such an arrangement of parts of a statement (words, segments of sentences, in which each subsequent part strengthens (or reduces) the semantic meaning, thereby creating an increase (or weakening) of the impression it makes.
Chiasmus– arrangement of parallel members of a sentence, first in direct and then in reverse order: We were four sisters, we were four sisters.
Task 25 – Composition. This essay is an argument. You should read the instructions carefully.
The reference book is intended for high school graduates and applicants preparing for the Unified State Exam (USE) in the Russian language.
The publication contains 11 sections, including theoretical material on all sections of the Russian language school course, recommendations for completing all exam tasks. The practical part includes samples of test tasks that are close in volume, structure and selected material to those control measurement materials that are offered at the unified state exam for the course of grades 6-11.
Section 1 contains materials on the topic “Phonetics”. They allow you to learn what a sound and a letter are and what acoustic and articulatory characteristics of sounds underlie their classification. To the extent provided for by the school curriculum, the section introduces phonetic alternations and phonetic processes.
Section 2 includes theoretical information about morphemics and word formation. The exercises in this section are aimed at developing the ability to isolate morphemes in a word and determine the method of ply formation.
Section 3 includes theoretical material about various ways of forming words and the means that are used for this.
Section 4 is devoted to spelling. The principles of the Russian spelling system, the basic spelling of roots, prefixes, suffixes and endings, continuous, separate and hyphen spellings, and the rules for capitalizing words are considered. Thanks to the minimum vocabulary and practical test tasks available in the section, you can learn to apply knowledge in practice.
Section 5 “Lexicology” contains material about the word as a unit of language, its meaning and the main systemic associations of words (synonyms, antonyms, homonyms, etc.). The classification of words according to their occurrence in speech and their origin is considered; there is also information about phraseological units.
Section 6 “Morphology” teaches you to distinguish parts of speech based on meaning, morphological features and syntactic role. The theoretical part provides information about all lexical-semantic groups - parts of speech - available in the modern classification.
Section 7 improves students' understanding of phrases and sentences. It contains material about the types of ways to connect words in a phrase; one-part and two-part sentences; common and uncommon sentence; types of sentence complications; simple and complex sentences. Completing the tests proposed in this section will help develop the skills necessary to complete short-answer tasks, as well as improve the grammatical structure of students’ speech and create the basis for teaching punctuation.
Section 8 includes theoretical material on punctuation, practical recommendations for preparing for the tasks of Part 1, in which the examinee must demonstrate well-developed punctuation skills. In addition, punctuation skills are also assessed when analyzing an essay (Part 2 of the exam paper).
Section 9 “Language Norms” introduces the morphological and syntactic norms of the Russian literary language. Practical tasks will not only help you cope with the short answer tasks of Part 1, but will also help improve the level of students’ speech culture.
Section 10 introduces the system of tropes and figures of speech, develops the ability to see figurative expressions and non-stereotypical grammatical structures in texts and differentiate them, which is necessary for completing task 24 of the Unified State Exam in the Russian language.
Section 11 “Speech, text” introduces the concepts of “text”, “semantic and compositional integrity of the text”, “style”, “system of literary language styles”, “stylistic coloring”, “stylistic error”. In this section, attention is paid to recommendations for writing an essay in Part 2.
Section 12 contains a general exam test and a commentary for each test task, systematizes knowledge and improves students’ skills.
Thus, this manual allows you to master, repeat, generalize knowledge from all sections of the Russian language during a high school course and improve the skills necessary to complete numerous tasks of the Unified State Exam of the modern format.
The answers to the test tasks are given at the end of the manual.
We wish you success in the exam and excellent grades!
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