The authors of the articles are professional tutors I.M. Khrapova, T.V. Vorontsova and O.V. Gushchina

How to prepare for the exam in the Russian language? Here you open the collection of standard USE test items in the Russian language and understand that you managed to forget something, but did not hear about something at all. Then you pick up a voluminous manual and understand that you do not know on which page, in which section to look for information. How to combine theory and practice?

We offer you a short and effective path to success. We have analyzed for you each task of the Unified State Exam in the Russian language separately. In each article you will find theoretical material that contains only what is necessary and sufficient to complete the USE tasks in Russian. we give you an algorithm for completing the USE tasks. We will show you what traps can await you in this or that task. The material that must be learned by heart is presented in the form of hint tables.

Master the test items in order, from 1 to 26. You will notice that in the subsequent assignments you build on the knowledge you gained earlier. Consider our materials as a reference guide, constantly refer to them when you solve the USE tests in the Russian language.

What is the Unified State Exam for the Russian Unified State Exam. What are the requirements and criteria. What is CMM?

December composition for the exam in the Russian language 2019-2020

How to Prepare for the December 2018 Essay?

Video course on Russian language and literature "December 2014".

This course describes the most winning themes of the December essay and reveals the technology of its writing. You will learn how to get high results on your essay guaranteed and with a minimum amount of time.
The author of the video course is Tatyana Vorontsova, a leading teacher of Russian language and literature at the Unified State Examination Studio, Candidate of Science (Philology).

Unified State Exam in Russian consists of two parts and 25 tasks.

First part represents 24 tasks. They can be test, to choose one or several answers, open type (write the gap yourself).

The answer to the tasks of part 1 is given by the corresponding entry in the form of a digit (number) or a word (several words), a sequence of numbers (numbers) written without spaces, commas and other additional characters.

The tasks of part 1 check the mastery of the educational material by the graduates both at the basic and at high levels of difficulty (tasks 7, 23-24).

Second part - consists of one task - 25. This task involves writing an essay based on the read and analyzed text.

The task of part 2 (task 25 - composition) can be performed by the examinee at any level of difficulty (basic, advanced, high).

Work is given 210 minutes - 3.5 hours.

Distribution of tasks by parts of the examination work

Score by assignments

Below I will give the "cost" of each task performed.

For the correct execution of each task first part (except for tasks 1, 7, 15 and 24) the examinee receives 1 point. 0 points are given for an incorrect answer or lack of it.

For completing tasks 1 and 15, you can get from 0 to 2 points.

The answer is considered correct if it contains all the numbers from the standard and there are no other numbers.

For completing task 7, you can get from 0 to 5 points.

For each correctly indicated number corresponding to a number from the list, the examinee receives 1 point (5 points: no mistakes; 4 points: one mistake was made; 3 points: two mistakes were made; 2 points: two numbers were indicated correctly; 1 point: correctly indicated only one digit; 0 points: completely wrong answer, i.e. wrong sequence of digits or its absence.

For completing task 24, you can get from 0 to 4 points. The answer is considered correct if it contains all the numbers from the standard and there are no other numbers.

The maximum number of points that an examiner can get if he / she has completed the task correctly second part , is 24 points.

For the correct execution of all tasks of the examination work, you can get the maximum 57 primary points .

The series of publications with advice from specialists from the Federal Institute of Pedagogical Measurements (FIPI) continues with a story about preparing for the Unified State Exam in the subject, compulsory for all graduates - the Russian language.

When preparing for the unified state exam in the Russian language, it is important to take into account the main thing: there is nothing in the text of the examination paper that would go beyond the school curriculum in the Russian language.

First of all, you need to familiarize yourself with a demo version of the control measuring materials (CMM) of the USE 2017 in the Russian language on the FIPI website.

When preparing for the tasks of the first part of the examination paper, containing 24 tasks with a short answer, it is worth paying attention to the fact that this part is not limited only to checking the ability to write correctly and place punctuation marks. Along with the skills of spelling (tasks 8-14) and punctuation norms (tasks 15-19), the skills of mastering the basic language literary norms (tasks 4-7) and the skills of semantic and speech analysis of the read text (tasks 1-3 and 20 –24).

You should pay special attention to tasks that check the mastery of the following content elements: spelling -н- and -нн- in various parts of speech (task 14), punctuation marks in a complex sentence with different types of communication (task 19), functional-semantic types of speech ( task 21).

It should be borne in mind that in task 17, which tests the ability to isolate constructions that are grammatically unrelated to a sentence, examples with isolated references can now be used. The text can be used both prosaic and poetic, while the wording of the assignment will remain the same.

The change in task 22, focused on testing the ability to conduct lexical analysis of a word in context, will consist in the fact that the phenomenon indicated in the task may not be represented in the original text in a single form. So, a request to write out a phraseological unit from the text does not mean that there is only one phraseological unit in the indicated fragment: there may be several of them. The task of the USE participant is to write out only one phraseological unit.

In task 23, which was devoted to identifying means of communication of sentences in the text and assumed in previous years only one answer, now there can be either one or several answers. In this regard, the wording of the task itself has been changed.

In the process of preparing for the second part of the examination work (task 25), it is recommended to pay special attention to the development of the ability to comment on the problem posed and to express your point of view reasonably. For this, it is necessary to read more in order to be ready to demonstrate the breadth of understanding of any of the worldview problems raised in the text of the examination paper, and to give literary arguments.

“In preparation for the Unified State Exam, it is necessary to conduct systematic and systematic work to improve practical literacy and the level of proficiency in language and speech standards, because it is precisely according to the criteria that test these skills that examinees most often receive low scores,” advises the chairman of the Federal Commission of Developers of the KIM Unified State Exam in Russian by Irina Tsybulko.

Assignment 25 of part 2 is an essay based on the text read. This task is performed on answer sheet number 2.

All USE forms are filled in with bright black ink. The use of a gel, or capillary, or fountain pen is allowed.

When completing assignments, you can use the draft. Draft entries do not count towards grading work.

The points received by you for completed tasks are summed up. Try to complete as many tasks as possible and score the most

number of points.

We wish you success!

Part 1

1 Indicate two sentences in which the MAIN information contained in the text is correctly conveyed. Write down the numbers of these sentences.

1) Real discoveries in historical linguistics concerning the past of language are possible when it is possible to combine a painstaking search for facts and bold thinking.

2) Quite often, judgments about the past of the language allow you to restore a whole world that has long been lost in the past.

3) Only a painstaking search for facts and the courage of thinking of scientists-linguists make it possible to make real discoveries in the field of the past language.

4) Only the courage of thinking allows linguists to gradually restore knowledge about the past of the language, to make real discoveries in historical linguistics.

5) Judgments about the past of the language, which are conjectural in nature, can be confirmed if you painstakingly and purposefully collect historical facts.

2 Which of the following words (combinations of words) should be in place of the pass inthird (3) sentencetext? Write down this word (combination of words).

But

For example,

Nevertheless

Exactly

Because

Answer : _________________________

3 Read the excerpt from the dictionary entry that describes the meanings of the word LANGUAGE. Determine the meaning in which this word is usedin the first (1) sentence mtext. Write down the number corresponding to this value in the given fragment of the dictionary entry. LANGUAGE, -a, pl. -i, -ov, m.

1) unit. A set of means of expression in verbal creativity, based on the nationwide sound, vocabulary and grammatical system.Ya. Pushkin. Ya writers. Ya. Fiction.

2) The historically developed system of sound vocabulary and grammatical means, which is an instrument of communication, exchange of thoughts and mutual understanding of people in society.Great Russian I. Slavic languages. Literary me.

3) unit. Speech, the ability to speak.Lose your tongue. The patient lies without tongue and without movement.

4) transfer. Prisoner, captured to obtain the necessary information (razg.).Take, bring the language.

5) The system of signs (sounds, signals) conveying information.Ya animals. Ya gestures.

Answer : _________________________

4 In one of the words below, a mistake was made in the formulation of stress: the letter denoting a stressed vowel sound is WRONGLY highlighted. Write this word down.

bleeding

giving

handrails

having sealed

it is impossible

Answer : _________________________

5 One of the sentences below uses the highlighted word WRONG. Correct the lexical error by matching the highlighted word with a paronym. Write down the chosen word.

One of the speakers was Alexander Andreevich Kolli, Professor of ORGANIC Chemistry.

People asked the controllers how to FILL out the form correctly.

With his great-grandfather, Styopka developed a particularly CONFIDENTIAL relationship.

After hesitating, the commander said nothing about the REAL motives for his stubbornness.

Of course, it is important for Boris Sergeevich to know that an EXPERIENCE owner of the estate has appeared here.

Answer : _________________________

6 In one of the words highlighted below, a mistake was made in the formation of the word form. Correct the mistake and spell the word correctly.

kilogram of MANDARINS

TRYOMSTAM residents

LOOKED through and through

foreign PASSPORTS

Lie on your side

Answer : _________________________

7 Establish a correspondence between grammatical errors and sentences in which they were allowed: for each position of the first column, select the corresponding position from the second column

Write down the selected numbers in the table under the corresponding letters.

8 Identify the word missing the unstressed alternating vowel of the root. Write this word by inserting the missing letter.

coating

t .. in theory

float ... wok

extended

l .. legendary

Answer : _________________________

9 Identify the row in which the same letter is missing in both words. Write these words by inserting the missing letter.

pr .. magnification, pr..morsky

to ... write, oh ... thundered (fights)

to ... give, not ... overthrow

under..eight, in..youth

time..play, inter..institutional

Answer : _________________________

10 Write down the word in which the letter E is written at the place of the gap.

fool ... oh

accumulate

endured ... in

thawed ... nka

extra pay ...

Answer : _________________________

11Write the word in which the letter I is written at the place of the gap.

headed ... my

shooting ... shh

rusted ... lo

sealed ...

sown

Answer : _________________________

12 Define a sentence in which NOT spelled with the word LITTLE ... Expand the parentheses and write out this word.

The (NOT) SUFFERED soul will never be able to comprehend happiness.

Sofya Pavlovna is (NOT) SO to blame for what happened to us, as it seems.

Choose a friend (DO NOT) HURRY, even less rush to change him.

The fungus is (NOT) HIGH, but strong.

It is already the end of September, and the fields are still (NOT) mowed, the grain begins to fall from the ears.

Answer : _________________________

13 Determine the sentence in which both highlighted words are spelled LITTLE ... Expand the brackets and write out these two words.

In the district center, Ivan rarely appeared, (FOR) THAT he left for the city at every opportunity and (B) FOR several hours he disappeared there, forgetting about the service.

(BY) WHAT I recognized her: by the look, by the outline of her hands - I don't know, but I recognized her, and (BY) THIS heart beat fast.

Timidly and hoping that WHO (THAT) would want to receive uninvited guests, we knocked on the door, but the owners accepted us (ON) BY THE VOYSKI.

And (SO), the youngest son SO (SO) loved books, like everyone else in our family.

The experiment was carried out successfully, FOR (WHAT) for the first time, (FOR) THIS everyone was very happy.

Answer : _________________________

14 Indicate all the numbers in the place of which is written NN.

A well-groomed (1) well-appointed apartment, furnished with (2) old (3) furniture, resembled a manor’s house, once and for all established by (4) orders and customs, in which each thing has its place, and time is a matter.

Answer : _________________________

15 Arrange the punctuation marks... Indicate the numbers of the offers in which you want to put ONE comma. Write down the numbers of these sentences.

1) The forest was noisy, sometimes lulling and melodious, then impetuous and alarming.

2) In the XII century, painters painted pictures with paints or ink on silk or paper scrolls.

3) Suddenly the door on the block screeched and the floor trembled from someone's steps.

4) A real tourist does not feel confusion either on the water, on the ground or in the air.

5) Wild berries are best picked in the morning or evening, and every good berry grower should know this.

Answer : _________________________

16 Arrange all punctuation marks:

Climbing (1) on a wide paternal bed (2) and (3) burying his chin (4) on his father’s shoulder (5) Vanyatka (6) excited (7) by the events of the evening (8) could not sleep for a long time.

Answer : _________________________

17 Arrange the punctuation marks:indicate the numbers in the place of which commas should be in the sentence.

All my life I have loved and love mental work and physical work and (1) perhaps (2) even more than the second. And (3) especially (4) felt satisfied when he introduced some good guess into the latter, that is, he connected his head with his hands.

Answer : _________________________

18 Arrange the punctuation marks:indicate the numbers in the place of which commas should be in the sentence.

And everything calls you to itself (1) that is seen (2) and heard (3) that lives (4) and that blooms.

Answer : _________________________

19 Arrange the punctuation marks:indicate the numbers in the place of which commas should be in the sentence.

It turned out (1) that the manuscript had not yet been finally edited (2) and that (3) until additional work was done (4) it was not possible to submit it to the printing house.

Answer : _________________________

(1) When I entered a new empty apartment, the only one who met me was an old snow-covered poplar outside the window, it remained from the village estate that was in this place, and now, looking into the second floor, as if he said to me: “Hello "- and from its beautiful white branches light poured into the room, pure, immaculate, incorruptible. (2) Then spring came, and one morning, after a warm night rain, something green, smoky, indefinite peeped in the window.

(3) Every spring the same thing is repeated, and every time it is like a miracle, a miracle of renewal, and one cannot get used to it. (4) I stood and looked for a long time and could not get enough of it. (5) Now it was as if someone alive had settled outside the window, made a noise and suddenly fell silent, and in the wind, gently and meekly tapped on the window.

(6) He lived with all his leaves, thousands of thousands of leaves, exposing them to the sun, moon, wind, rain. (7) He enjoyed life with might and main, every minute, every second of his life. (8) And I, reflecting on my life, would like to learn from him this constant joy in freedom under heaven.

(9) Birds flew on its branches, they whistled, sang their short city songs, maybe the poplar told them about me, and they looked out the window and grinned.

(10) What a long wonderful summer it was in that first year of life in a new room, with a living poplar at the very window, what endless sunsets, and bright nights, and light dreams were! (11) Only sometimes I suddenly dreamed that for some reason I had lost a new room and again lived in an old, dark and dreary one, with a bare light bulb on a long cord. (12) But I woke up, and the poplar looked into a room with clean, fresh walls, and the pre-dawn green noise merged with the feeling of a happy awakening. (13) Then autumn came, the leaves turned yellow, and the room became quiet, sad.

(14) Autumn showers and storms began, at night the poplar creaked, groaned, beat its branches against the wall, as if asking for protection from the weather. (15) Gradually leaves flew from its upper branches, and then from the lower ones. (16) Leaves streamed in streams, covering the balcony, and some stuck to the glass and looked with horror into the room, expecting something.

(17) And now not a single leaf remained on the poplar, it stood naked, black, as if burnt, and against the background of the blue sky every black twig, every vein was visible, it was solemnly quiet and sad in nature, the unheating sun shone on summer. (18) And, as always, I remembered my childhood and thought: who are you? (19) What is the meaning of life? (20) Then again there was spring, and everything was all over again, and life seemed endless.

(21) But one morning I heard a sound under the window, as if my poplar were screeching. (22) I rushed to the window. (23) Below, there were scrapers and road rollers that pounded a new street, and a worker was cutting down a poplar in the middle of the road with an electric saw.

(24) And from above, I saw a tremor go through his entire green body, he staggered, thought for a moment and collapsed onto a new street, blocking it in full width with rustling green collapsing foliage.

(25) And a red-brick, boring, bare wall of a house on the other side of the street opened up to me, and since then I see only it and a piece of the sky.

(26) I often remember my poplar. (27) And it still seems that he did not disappear from the ground, but grows somewhere in the forest, in a clearing, rustling with all the leaves.

(According to B. Yampolsky *)

* Boris Samoilovich Yampolsky (1912-1972), Russian writer.

20 Which of the statementsdo not correspondthe content of the text? Enter the answer numbers.

1) Entering a new empty apartment, the narrator saw an old poplar in the window.

2) Looking at the poplar, the hero recalled his childhood and looked for answers to the questions: who are you? What is the sense of life?

3) Poplar still grows near the storyteller's house.

4) Every spring, leaves were blooming on the poplar. And the narrator calls this process the miracle of renewal.

5) The hero does not regret at all that the old poplar was cut down, because it could fall and damage the house or injure a person.

21 Which of the following statements is erroneous? Enter the answer numbers.

1) Sentences 1-2 contain a narrative element.

2) The 17th sentence provides a description.

3) Sentences 21-22 contain a narrative.

4) Proposition 12 provides reasoning.

5) Proposition 2 contains reasoning.

Answer: ___________________________

22 Write out from sentence 15 antonyms.

Answer: ___________________________

23 Among sentences 14-17, find one that is related to the previous one usingpossessive pronoun and word forms... Write the number of this sentence.

Answer: ___________________________

24 “Remembering the poplar that once grew under the window, B. Yampolsky uses such trails as(A) ___________ ("lived by a thousand thousand leaves" in sentence 6),(B) ______________ (“the poplar told them about me” in sentence 9). Such a reception as(V) _________________ (in sentence 27), conveys the feelings of the author. And a path like(G) _____________________(for example, " wonderful branches "in sentence 1), enhances the imagery of the text."

List of terms

1) rows of homogeneous members

2) impersonation

3) comparative turnover

4) hyperbole

5) parceling

6) opposition

7) dialecticism

8) rhetorical question

Formulate one of the problems supplied by the author of the text.

Please comment on the formulated problem. Include in your comment two illustrative examples from the text you read that you think are important to understanding the problem in the original text (avoid overquoting).

Formulate the position of the author (narrator). Write whether you agree or disagree with the point of view of the author of the read text. Explain why. Argue your opinion, relying primarily on the reader's experience, as well as on knowledge and life observations (the first two arguments are taken into account).

The length of the essay is at least 150 words.

A work written without reference to the text read (not according to this text) is not evaluated. If the essay is a retelling or completely rewritten of the original text without any comments, then such a work is estimated at 0 points.

PROMOK

A B C D E

4 2 3 8 7

FLOAT

RETURNDROTDOWN

Endured

You will shoot

Not high

WHY THIS

1234

UPPER LOWER

or UPPER BOTTOM

or UPPER BOTTOM

4269

Text information

Algorithm for completing USE tasks

In Russian.

Part 1.

Exercise 1. Which of the following sentences correctly conveyed the MAIN information contained in the text?

Algorithm for completing the task:

Task 2. Which of the following words (word combinations) should be in place of the gap in the third (3) sentence of the text? Write this word down.

Algorithm for completing the task:

1. Read the text carefully.

2. By sequentially selecting the proposed means of communication, establish a logical correspondence between the sentence with a gap and the one that precedes it. This technique will help you determine which word should be in place of the gap.

Task 3. Read the fragment of the dictionary entry, which gives the meanings of the word (………). Determine the meaning in which this word is used (…….) The sentence of the text. Write down the number corresponding to this value in the given fragment of the dictionary entry.

Algorithm for completing the task:

1. read the assignment carefully;
2. find the specified offer;
3. include each of the suggested lexical interpretations instead of the word given for the analysis;
4. listen to the new sound and meaning of the sentence;
5. Determine whether or not a sentence has lost its semantic integrity in the course of a linguistic experiment:

• if the sentence has not lost its semantic integrity, the answer is correct;
• if the meaning of the sentence has changed, the answer is correct.

Task 4. In one of the words below, a mistake was made in the formulation of stress: the letter denoting a stressed vowel sound is WRONGLY highlighted. Write this word down.

Remember: the fluidity of the Russian stress creates objective difficulties in completing this task.

Task 5. In one of the suggestions below WRONG used the highlighted word. Correct the mistake and spell the word correctly. Algorithm for completing the task:

• read all sentences carefully;
• determine the lexical meanings of each of the paronyms by choosing synonyms and antonyms or taking into account which words each of them can be combined with;
• please provide the correct answer.

Addressee - addressee... Addressee - the person or organization to whom the postal item is addressed (recipient); addressee - a person or organization sending a postal item (sender).

Anecdotal - Anecdotal... Anecdotal - inherent in an anecdote, based on an anecdote (anecdotal story); anecdotal - ridiculous, ridiculous (anecdotal case).

Archaic - archaic... Archaic - characteristic of antiquity (archaic view), archaic - obsolete, not corresponding to new views, rules (archaic use).

Weekday - everyday... Weekday - not a holiday (weekday); everyday - prosaic, monotonous (everyday work).

Breathe in - breathe. Inhale - to take in, to draw in air (to breathe in oxygen), to inspire something (to breathe in courage); breathe - breathe out (breathe a sigh of relief); rest a little (let me breathe); yearn, sad (sigh for children).

Educational - educational... Educational - related to education (educational system); educational - related to the educator (educational room).

Everyone - everyone... Everyone - everyone (every minute); all kinds - the most diverse (all kinds of searches).

Elective - selective... Elected - related to elections, elected by voting (elective office); selective - partial (random check)

Harmonic - harmonious... Harmonic - related to harmony (harmonic series); harmonious - harmonious, harmonious (harmonious personality).

Main - capital... Main - main, most significant, central, senior (main street); capital - related to the title (title role).

Engine - mover... Engine - a machine that sets in motion a force (electric motor); mover - what sets in motion, contributes to it (the mover of society, progress is outdated.).

Democratic - Democratic... Democratic - referring to democracy, democrat (democratic camp); democratic - characteristic of a democracy, a democrat (a democratic act).

Dynamic - dynamic.Dynamic - related to dynamics, motion (dynamic theory); dynamic - possessing great internal energy (dynamic pace).

Diplomatic - diplomatic.Diplomatic - related to diplomacy, diplomat (diplomatic post); diplomatic - subtly calculated, evasive (diplomatic behavior).

Long - long... Long - having a great length (long report); long - long term (long vacation, long period).

Voluntary - voluntary... Voluntary - performed without compulsion (voluntary labor); volunteer - referring to a volunteer (volunteer initiative, volunteer army).

Dramatic - dramatic... Dramatic - expressing strong feelings, full of drama (dramatic situation); dramatic - related to drama (drama circle).

Friendly - friendly... Friendly - referring to a friend, friends (friendly meeting); friendly - based on friendship (friendly country).

Pitying - pitying... Pitying - expressing sorrow, longing, suffering; plaintive, sad (pitiful voice); compassionate - inclined to pity, sympathy; compassionate, touching (compassionate words, people).

Spare - thrifty... Spare - available as a reserve (emergency exit); thrifty - able to stock up (thrifty person).

Evil - malicious ... Evil - full of feelings of enmity (evil person); malicious - having a bad purpose, willful (malicious defaulter).

Executive - performing... Executive - diligent, having as his goal the implementation of something (executive worker); performing - referring to the performer (performing skill).

Business traveler - business trip... Posted - a person on a business trip (posted specialist); business trip - referring to a business traveler (travel expenses).

Comic - comic. Comic - related to comedy (comic character); comic - funny (comic look).

Critical - critical... Critical - referring to criticism (critical article); critical - having the ability to criticize (critical approach).

Logical - logical... Logical - related to logic (logical thinking); logical - correct, reasonable, consistent (logical reasoning).

Methodical - methodical... Methodical - related to methodology (methodical conference); methodical - exactly following the plan (methodical work).

Hateful - hateful... Hateful - infused with hatred (hateful actions); hateful - hateful (hateful enemy).

Intolerant - Intolerant... Intolerable - one that cannot be tolerated (intolerable cold); intolerant - intolerable (intolerant attitude).

Lunch - impoverish... To become poor - to become poor (to become poor as a result of inflation); impoverish - make poor (impoverish life).

Dangerous - cautious... Dangerous - associated with danger (dangerous bridge); cautious - acting cautiously (cautious person).

Clerk - unsubscribe ... Clerk - an accidental mistake in writing (annoying clerk); unsubscribe - an answer that does not affect the essence of the case (daring unsubscribe).

Learn - Learn... To master - to learn how to use something, to include in the circle of their activities (to master the release of new products); to learn - to make it habitual; understand, remember (assimilate what you read).

Organic - organic... Organic - related to the plant or animal world (organic matter); organic - inextricably linked, natural (organic integrity).

Condemnation - discussion... Conviction - an expression of disapproval, passing a sentence (conviction of a criminal); discussion - comprehensive consideration (discussion of the problem);

Responsible - responsible.Response - being the response (response); responsible - responsible, important (responsible employee).

Reporting - distinct... Reporting - related to the report (reporting period); distinct - well distinguishable (distinct sound).

Political - Political... Political - related to politics (politician); political - acting diplomatically, cautiously (political hint).

Intelligent - understandable.Intelligent - quickly understanding (quick-witted person); understandable - clear (understandable reason).

Representative - Representative.Representative - making an advantageous impression (personable appearance); representative - elected (representative body); related to representation, representative (representation expenses).

Presentation - giving.Presentation - presenting for acquaintance, nomination for promotion (presentation of characteristics); provision - the allocation of something to someone's order (granting a loan).

Perceptive - perceptible... Sharp-witted - able to notice (sharp-witted critic); conspicuous - conspicuous (conspicuous displeasure).

Realistic - realistic... Realistic - following realism (realistic painting); realistic - true, quite practical (realistic goal).

Hidden - secretive... Hidden - secret, invisible (latent threat); secretive - unrepentant (secretive person).

Tactical - tactical... Tactful - possessing tact (tactful act); tactical - related to tactics (tactical task).

Technical - technical.Technical - related to technology (technical progress); technical - possessing high skill (technical actor).

The lucky one is the lucky one.Lucky is happy; the one who is lucky (lucky researcher); successful - successful (lucky day).

Actual - factual. Factual - corresponding to the facts (actual state of affairs); factual - containing many facts (factual report).

Master's - economic... Master - related to the owner; such as that of a good owner (owner's interest); economic - busy with the economy, related to the economy (economic issues).

Explicit - Explicit.Explicit - obvious, unconcealed (clear superiority); distinct - distinct, well distinguishable (distinct whisper).

Task 6. In one of the words highlighted below, a mistake was made in the formation of the word form.Correct the mistakeand spell the word correctly.

Find mistakes in education and use

• case forms of names of numerals;
• numerals one and a half, one and a half hundred;
• collective numerals, including numerals both, both;
• comparative and superlative degrees of adjectives and adverbs;
• nominative and genitive plurals of some nouns;
• forms of the imperative mood of some verbs.

Algorithm for completing the task:

1. Determine which part of speech this word belongs to.

2. If this name is a numeral, remember that

• for complex quantitative names of numeralsboth sides are inclined;

• when declining compound ordinal numbers only changes the last word ;
• numeral both used with masculine and neuter nouns, and both - female;

• collective numbers (two, three, fouretc.) are used with nouns denoting males, the names of baby animals, paired objects, or having only a plural form.

3. If this name is an adjective, see if the forms of the degrees of comparison are formed correctly. Remember: you cannot mix simple and compound forms of degrees of comparison.

4. If this is a verb, pay attention to the correctness of the formation

• forms of imperative mood;
• forms of the past tense, used without a suffix, are -УУ-.

(there is - well - in the verb - error - correct answer)

5. If this is a noun, make sure the education is correct.

• nominative plural forms;
• forms of genitive plural.

Task 7. Establish a correspondence between the sentences and the grammatical errors made in them: for each position of the first column, select the corresponding position from the second column.

1. Look for mistakes in sentences:

1) with homogeneous members; (look for homogeneous predicates with the conjunction I. Ask a question from a verb to homogeneous members of a sentence. The question should be the same, if not, then an error !!! This will be the correct answer. (Isee ??? (missing sentence member) and proudnature? See what?, Proud of what?)

2) with participial phrases; (look at the end of the participle, remember that there must be agreement with the word being definedin gender, number, case.)

3) with proper names, enclosed in quotation marks and being the name of newspapers, magazines, books, paintings, films;

4) with derived prepositionsthanks, according to, in spite ofand the non-derivative preposition on , used in turns of speechupon completion, upon arrival, upon completion, upon arrival;

5) with double unionsnot only but; like ... so and;

6) using quotes;

7) starting with the words:all who ...; those who ...; none of those who ...

Task 8. Find the word missing the unstressed verifiable vowel of the root. Write this word by inserting the missing letter.

Algorithm for completing the task:

1. Cross out words with alternating vowels, as they will not be the correct answer:

1.1. read each word carefully and look for words with alternating vowels at the root (gar - gor, zar - zor, clan - clone, creature - creature, lag - lodge, bir - ber, pir - per, dir - der, tir - ter, mir - mer, blist - shine, style - stele, gig - burned, cheat - even, cas - kos, rast - rash - grew, skok - skoch, poppy - mok, equal - even).

2) select test words for the remaining words, remembering that among them there may be dictionary words, an unstressed vowel in which requires memorization;

3) if you find a dictionary word, then you can cross it out, since it will not be the correct answer;

4) if you managed to find a test word for a word, in which an obscure vowel sound was stressed and clearly heard, then you have found the correct answer.

Task 9. Define a row in which the same letter is missing in both words in the prefix. Write these words by inserting the missing letter.

You need to know the following spelling rules:

• spelling of prefixes in -З and -С;
• spelling of the prefixes PRE and PRI;

• Remember:

Task 10. Write down the word in which the letter E / I / is written at the place of the pass

Algorithm for completing the task:

1) Find out in which part of the word the letter is missing: in the ending or in the suffix.

2) If the vowel is missing in the ending, then use the indefinite form of the verb to set its conjugation:

• vowels E, U are written in the personal endings of the verbs of the first conjugation;
• in the personal endings of the verbs of the second conjugation, the vowels I, A (Z) are written.

3) If the vowel is missing in the suffix, then analyze the nature of the spelling:

• missing vowel in participle suffixesyasch, yusch, asch, yasch, im, eat (ohm).
• missing vowel before participle suffix lice, nn.

4) Spelling participle suffixesyasch, yasch, asch, yasch, im, eat (ohm)depends on the conjugation of the original verb:

• in participles formed from verbs I conjugation, suffixes are written uzh, yusch, eat (ohm);
• in participles formed from verbs II conjugation, suffixes are written asch, yasch, im.

5) Vowel spelling before suffixes participles lice and nn depends on whether to start - to or to - to the indefinite form of the original verb ends:

• nn or yat, then before the vowel is preserved in the passive past participles and I);
• if the original verb ends in it or et, then only e is written in front of nn;
• before the suffix vsh keeps the same vowelas before the end be in an indefinite form.

TIP: Put the verb in the 3rd person plural. (WHAT DO THEY DO? WHAT DO THEY DO?) E,

Ending - at-yat- verb 2 conjugation - in the endings you should write the letter AND .

Task 11. Write down the word in which the letter I is written at the place of the pass

You need to know the spelling of suffixes

• noun names (ec, itz; inc, enk; out, in; ichk, echk; hik, ek);
• adjectives ( iv, ev; liv, chiv);
• verbs ( willow, yva; eva, ova; I, E before the shock suffix wa).

Algorithm for completing the task:

1) Determine which part of speech (noun, adjective, verb) the word with the missing letter in the suffix belongs to.

2) Apply the required rule.

Task 12. Determine a sentence in which NOT with a nightingale is written LITTLE. (SEPARATE). Expand the parentheses and write out this word.

)? It should be remembered that the rules for writing NOT with different parts of speech can be grouped as follows:

• NOT with nouns, qualitative adjectives, adverbs in - О and - Е;
• NOT with verbs and participles;
• NOT with participles.

1. Not with nouns, adjectives., Adverbs in O, E

2. Not with verbs and participles

3. Not with participles and verbal adjectives.

4.NOT and NOR with negative PRONOUNDS

Task 13. Define a sentence in which both highlighted words are written LITTLE (SEPARATE). Expand the brackets and write out these two words.

Algorithm for completing the task:

1) Read the sentence, think about its meaning.

2) Determine which part of speech the highlighted word belongs to.

• Alliances so that, too, also, but, moreover, and, so, therefore, written together ; they can be replaced with synonyms of the same part of speech.
• Words similar to these unions in sounding of other parts of speech what would be the same the same, for that, though, at what, and so, from that are written separately. They consist of two components: one of them(same, would) can be either removed from the sentence, or rearranged to another place; another component(that, that, that, that, that) replace with other words.
• Derivative prepositions are written together:CONSEQUENCE = because of, I LOOK = because of, ABOUT = oh, FACE = to, in spite of = in spite of.
• Derivative prepositions are written separately:OVER = IN CONTINUATION, IN EXCELLENCE, IN CONCLUSION, OVER.
• For continuous, hyphenated, or split adverbs, apply the appropriate rules.

Task 14.Indicate all the numbers in the place of which НН (Н) is written

1. determine to which part of speech a word with a missing letter belongs;
2. apply the spelling rule H and HH in the suffix of this part of speech.

Noun:

Adjective:

Communion:

Task 15.Arrange punctuation marks. Specify the numbers of the sentences in which you need to put one comma.

Execution algorithm:

1. Find homogeneous terms in the sentence.

2. Determine which unions connect them:

• if it is a single connecting or separating union (and, or, or, yes (= and), commain front of himnot put;
• if it is a double union (both ... and; not so much ... how much; not only but; although ... but), a comma is placed only before the second part of the double conjunction;
• if thisrepeated unions, thencomma is putonly in front of those that arebetween homogeneous members;
• in front of adversarial alliancesbetween homogeneous membersalways put a comma.

3. Check if the sentence contains homogeneous members connected in pairs. Remember: ifhomogeneous membersin a sentence are connected in pairs, thena comma is placed between paired groups and only one!

Task 16.Solve punctuation marks: include all numbers, in place of which in the sentence must be commas.

Remember:

• participialanswers the questionswhich? which? which? which?;
• gerundsanswers the questionswhat having done? what are you doing?And denotes an additional action with a verb - predicate; participial turnoveranswers the questionsas? when? why?
• the setting of punctuation marks in the participial turnover depends on its location in relation to the noun being defined;
• the adverbial turnover is always highlighted in the letter with commas;
• homogeneous definitions and circumstances, expressed by participial and adverbial phrases and connected by a single union And, are not separated by a comma.

Algorithm for completing the task:

1) Find participles and adverbs in the sentence, correctly defining their boundaries. Always separated by commas.

2) Determine what position in the sentence the participial turnover occupies (BEFORE - is not separated by commas !!! AFTER the word being defined - is highlighted !!!).

3) Check if there are homogeneous members in the sentence with the conjunction And, expressed by participial or participial phrases. There is no comma in front of the AND conjunction.

4) .Attention! there should not be numbers in the middle of a turn, this isprovocation!!! Eliminate them !!!Use the technique of excluding the highlighted turnover.

Task 17.

Remember: introductory words can be removed from a sentence without changing the main idea of ​​the syntactic structure.Use the technique of excluding highlighted words.

Algorithm for completing the task:

1) Check if the highlighted words are introductory.

• Introductory words can be removed from the sentence or replaced with synonymous introductory words; they are separated by commas.
• Members of a sentence that are homonymous with introductory words cannot be removed without changing the meaning of the syntactic construction; they are not separated by commas.

Remember that words are not introductory and are not separated by commas:as if, as if, perhaps, for the most part, as if, literally, in addition, after all, in the final analysis, it seems, it is unlikely, all the same, after all, even, precisely, sometimes, as if, moreover, only, meanwhile, for sure, extremely rare, I suppose, certainly, definitely, partly, at least, truly, still, therefore, simply, albeit decisively, nevertheless, only, ostensibly.

Task 18.Arrange punctuation marks: include all numbers, in their place in the sentence must be commas.

Execution algorithm:

1. Find the grammatical foundations of the sentence.

2. Determine the boundaries of the main and subordinate parts.

3. Read the sentence, observing the selected signs. This will help to determine the incorrectly found solution, or, conversely, to confirm the correct choice.

Remember!As a rule, complex sentences are presented in this task.with clauses, in themunion word whichis not at the beginning of the subordinate clause, butIn the middleher, thereforeno comma is placed before the union word. (1.Exclude the numbers around the word "which"

4. Attention to the union I). Determine what it connects:parts of a complex sentence - a comma, homogeneous members of a sentence - no comma.

Task 19.Arrange punctuation marks: include all numbers, in their place in the sentence must be commas.

To complete the task, use the algorithm:

1. Indicate the grammatical foundations in the sentence.

2. Determine the boundaries of simple sentences in a complex syntactic structure.

3. See how these parts are related.

4. Find out if the sentence is presentunion And, and if present in the sentence, define what it connects:

• ifhomogeneous members, then there is a comma in front of itnot put;
• ifparts of a complex sentence, then there is a comma in front of itput.

5. Find 2 unions next to each other: what if, what when, and if, and although, but when, so if, and when:

• Comma between unionsNOT putif the words go further in the sentencethen, so, but
• Comma between unionsput, ifno THAT, SO, BUT.

Task 20.Which of the statements correspond to the content of the text? Enter the answer numbers.

Particular attention should be paid to the second and third sentences:

• they (argument and output) contain the main information;
• therefore, among the answer options, one should look for one in which the information of the 2nd and 3rd sentences is combined.
• Remember the main information is given only in its direct meaning. (EXACTLY and SPECIFICLY)

Algorithm for completing the task:

1. Highlight in each sentence the key words that are important for understanding the issue that is raised in this text; pay attention to the main part of complex sentences.

2. Determine the cause-and-effect relationship between sentences in the text by analyzing conjunctions, union words, introductory constructions.

3. Reduce the text by deleting secondary information (various kinds of explanations, details, descriptions of minor facts, comments, lexical repetitions).

4. Convey in one sentence the main information contained in the text.

5. Correlate your version of text compression (your proposal that conveys its main idea) with the answer options.

Task 21.Which of the following statements are true? Enter the answer numbers.

Algorithm for completing the task:

1. Read the text.

2. To determine his type of speech, use the technique of imaginary "photographing":

• if it is possible to "photograph" the entire text in one frame, this isdescription;
• if it is possible to "photograph" the text with a successive series of frames - this isnarration;
• if the text cannot be "photographed" - it isreasoning.

3. Remember that

• descriptionshows (this is what we see: a portrait of a person, a landscape, an interior);
• narrationtells (this is a chain of events or actions and actions of the characters);
• reasoningproves and builds according to the scheme: thesis - proof - the final conclusion.

1. Determine what type of speech the proposed text belongs to.

Task 22.Write out synonyms (synonymous pair) from the specified sentences. (There may be different lexical means.

Algorithm for completing the task:

1. If in the task you need to find a certain lexical unit in the specified passage of text, you must

remember the definition of this lexical unit:

Antonyms- these are words of the same part of speech, opposite in their lexical meaning.! Antonyms can be contextual, that is, they become antonyms only in this context.

Synonyms- These are words of the same part of speech, the same or similar in meaning, but different in sound and spelling. Like antonyms, synonyms can be contextual.

Homonyms- these are words that are the same in sound (with a possible different spelling) or spelling (with a possible different sound), but different in meaning.

Histories- these are outdated words that have gone out of use due to the disappearance from life of the objects and phenomena that they denoted.

Neologisms- new words of limited use.

Phraseologism- Lexically indivisible phrases reproduced in finished form: hang up your nose, win a victory, a crying voice)

Task 23.Among sentences 1-8 (there may be other sentence numbers), find one that is related to the previous one using a possessive pronoun (another means of communication). Write the number of this sentence.

Lexical means of communication required in task B7:

• lexical repetitions (repetitions of words and phrases);
• synonyms and synonymous substitutions;
• contextual synonyms;
• antonyms (including contextual ones).

Morphological means of communication:

• unions;
• personal, demonstrative and some other pronouns instead of words from previous sentences;
• adverbs;
• the degree of comparison of adjectives and adverbs.

The syntactic means of linking sentences include:

• syntactic parallelism (the same word order and the same morphological design of the members of adjacent sentences);
• parceling (removal of any part from the proposal and its registration in the form of an independent incomplete proposal);
• incomplete sentences;
• introductory words and sentences, addresses, rhetorical questions.

Algorithm for completing the task:

1. It is necessary to firmly learn the categories of pronouns, since the pronoun connection is most in demand in tasks of this type.

2. Remember that you must define the relationship of the given sentencewith the previous, with the one that isbefore the proposal you are considering.

Task 24.Restore the terms missing in the text of the review, with the help of which the linguistic features of this text are characterized.

Algorithm for completing the task:

1. Carefully read the list of figurative and expressive means of language presented in the sample of answers.
2. Divide all terms into 3 groups: Paths, Figures, Vocabulary.
3. Read the review carefully, insert the necessary IVS.

4 . In case of difficulty, you can use the technique of excluding from the list of those terms that, according to their meaning, cannot be in the place of gaps in the text.

1. Trails- words and expressions used in a figurative sense:

• epithet- figurative definition (Throughwavyfog the moon sneaks in ... / А.S. Pushkin /);
• impersonation- attribution of qualities, actions, emotions of a person to objects, nature, abstract concepts (The earth sleepsin blue radiance / M.Yu. Lermontov /);
• comparison- comparison of two objects or phenomena, in order to explain one of them with the help of the other (Icefragile on the icy riverlike melting sugarlies on. Nekrasov /);
• metaphor- transfer of properties from one object to another based on their similarity (onmountain ash bonfirered / S.A. Yesenin /);
• metonymy- allegorical designation of the subject of speech, "renaming", replacing one concept with another that has a causal relationship with it (All flagswill visit us / A.S. Pushkin /);
• synecdoche- a kind of metonymy, when the name of the part is used instead of the name of the whole or vice versa (We all look at Napoleons / A.S. Pushkin /);
• hyperbola- excessive exaggeration of certain properties of the depicted object (In a hundred thousand suns, the sunset blazed / V.V. Mayakovsky /);
• litotes- excessive understatement of the properties of the depicted object or phenomenon (your spitz, adorable spitz, no more than a thimble / A.S. Griboyedov /);
• irony- hidden mockery; the use of a word or expression in the opposite sense of the literal (Split,cleveryou are ravinghead? / I.A. Krylov /);
• paraphrase– replacing the name of an object or phenomenon with a description of their distinctive features or an indication of characteristic features (King of beasts/instead ofa lion/);

2. Figures of speech- special syntactic constructions that give expressiveness to speech:

• antithesis- a sharp opposition of concepts, thoughts, images (You are poor, You are abundant, You are powerful, You are powerless, Mother - Russia! / N.A. Nekrasov /);
• inversion- reverse word order (turns whitelonely sail/ M.Yu. Lermontov /);
• gradation- the arrangement of words or expressions in ascending or descending order of their meaning (semantic or emotional) (Shone, burned, shonehuge blue eyes);
• oxymoron- a contrasting combination of words that are opposite in meaning (Dead souls, living corpse, sad joy);
• parceling- deliberate violation of the boundaries of the proposal (It happened a long time ago. Anna had a problem. Big.);
• anaphora- monotony, repetition of similar words at the beginning of stanzas or closely spaced phrases (Waitme and I'll be back. Just wait really hard.Waitwhen the yellow rains bring sadness,Waitwhen the snow is sweptWaitwhen it's hotWait, when others are not expected, having forgotten yesterday / K. Simonov /);
• epiphora- repetition of the same words or phrases at the end of several adjacent structures (I would like to know why Ititular counselor? Why exactlytitular counselor? / N.V. Gogol /);
• a rhetorical question- a question that is posed in order to draw attention to a particular phenomenon (to be or not to be? / Shakespeare /);
• rhetorical address- an emotional appeal to people who are not directly involved in communication, or to inanimate objects (People of the world, take care of the world!);
• ellipsis- the omission of the predicate, giving the speech dynamism (We villages - to ashes, hailstones - to dust / V.A. Zhukovsky /);
• lexical repetition- deliberate repetition of the same word or phrase to enhance emotionality, expressiveness of the statement (It seemed that everything in nature fell asleep:sleepinggrass,slepttrees,sleptclouds).
• questioningly- response form of presentation- a form of presentation in which questions and answers alternate (What to do? I don’t know. Who to ask for advice? Unknown.);
• syntactic parallelism- the same syntactic structure of neighboring sentences, the same arrangement of similar members of the sentence in them (I look at the future with fear, / I look at the past with longing. / M.Yu. Lermontov /);
• homogeneous members of a sentence.

3 .Lexical means of expression: Vocabulary

Dialect words -a word or phrase used in a particular locality (territorial dialectism), social group (social dialectism) or profession (professional dialecticism):rooster-cocks

Slang- speech of a social group, different from the general language, containing many artificial words and expressions. Jargon is different: salon, bourgeois, thieves, student, school, army, sports, etc."Chuyat" - from the hunter's jargon, "amba" - from the sea.

Antonyms(fromGreek Ant- against and onuma- name) - words that have opposite meanings:"Treachery and Love", "Only the shine is whiter, the shadow is blacker."

Archaisms(from the Greek. Archaios - ancient) - an outdated word or turn of speech.

Neologisms(from the Greek. Neos - new and logos- word) - a word, newly formed, appeared in connection with the emergence of new concepts in life (in science, technology, culture, in everyday life). The neologism emphasizes the expressiveness of speech. For example, "mediocrity" instead of "mediocrity".

Synonyms(from the Greek - the same name) 1) Words, different in spelling, but close (or the same) in meaning: conquer-conquer (the enemy); run - rush; beautiful - adorable; hippopotamus - hippo. 2) Contextual synonyms are words or phrases that converge in meaning in the same context, these words are of an individual, situational nature: needle - Ostankino needle (tower); talk (murmur) of waves; noise (rustle, rustle, whisper) foliage.

Contextual synonyms -words or a combination of words that acquire a similar meaning only in a certain context.Doing nothing is passive rest.

Phraseologism -lexically indivisible, stable in its composition and structure, integral in meaning, a phrase reproduced in the form of a ready-made speech unit. (Frown up, win a victory, lower your head, bruise your nose, burn out with shame, grinning your teeth, sudden death, melancholy takes, bitter frost, fragile boat, delicate question, delicate position)

Homonyms-the same sounding words that have different meanings, for example: club (couple and sports), change your mind (a lot and change your decision). In oral speech, sound homonyms (homophones) arise - words that sound the same, although they are spelled differently: cry and cry, boil and open.

PART 2

It is necessary to analyze the proposed text, identifying the author's position on one of the problems raised in it, correctly and convincingly expressing your own attitude to what you read. The length of the essay is at least 200 words.

To complete the task correctly, you need to knowcriteria for evaluating part C.

Essay writing plan - reasoning on the proposed text

Regardless of the content of the text, you can use the following plan, drawn up on the basis of the requirements for completing the task of Part C:

1. Formulate the problem - K 1

2. Comment on the problem. K-2

4. Express your own opinion, agreeing or disagreeing with the author. K-4

5. Prove your point of view by giving at least two arguments (each of them is given in a new paragraph).

6. Final conclusion (conclusion).

Problem- a question that interests the author of the source text and causes his thoughts and reflections.