Test in an old and dirty Venetian hotel. How do you understand the meaning of the word beauty in an old and dirty Venetian hotel it was impossible to interrogate ink (USE in Russian)

Presentation with a creative task
Option 1

Exercise

1. Listen to the text. Write a concise summary of a fragment of D. Granin’s essay “Calllessness and Indifference.”

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

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

Listening text**

Last year something bad happened to me. I was walking down the street, slipped and fell... I fell badly, it couldn’t have been worse: my face hit the curb***, I broke my nose, my whole face was broken, my arm popped out in my shoulder. It was about seven o'clock in the evening. In the city center, on Kirovsky Prospekt, not far from the house where I live.

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

I decided to turn back home.

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

* For the exam paper, see the websitewww.fipi.ru .

**Texts for listening were selected by the author.

*** Curb.

Russian language. GVE. 9th grade

a woman, a man, young guys, they all looked at me with curiosity at first, and then averted their eyes, turned away. If only someone along this path would come up to me and ask what was wrong with me, if I needed help. I remembered the faces of many people - apparently with unconscious attention, heightened expectation of help...

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

Later I thought about this story. Could people mistake me for being drunk? It seems that no, it is unlikely that I made such an impression. But even if they took me for a drunk... - they saw that I was covered in blood, something happened - I fell, hit myself - why didn’t they help, didn’t they at least ask what was the matter? So, passing by without wasting time or effort has become a familiar feeling?

Thinking, I remembered these people with bitterness, at first I was angry, accused, perplexed, indignant, but then I began to remember myself. And I looked for something similar in my behavior - the desire to step away, to evade, not to get involved... And, having exposed myself, I began to understand how habitual this feeling had become, how it had warmed up and imperceptibly taken root.

While thinking, I remembered something else. I remembered the time at the front, when in the hungry trenches of our lives it was impossible to walk past him at the sight of a wounded man.

And after the war, this feeling of mutual assistance remained among us for a long time. But gradually it disappeared. It has become so lost that a person considers it possible to walk past a fallen, injured person lying on the ground.

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

(According to D.Granin) 376 words

Tasks. Presentation with a creative task. Option 2

Option 2 Task

1. Listen to the text. Write a concise summary based on a fragment of D. Granin’s essay “The Museum of Forgotten Old Things.”

Convey the main content of the text in at least 70 words.

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

Think over the composition of your essay.

Write an essay of at least 200 words.

If the essay is a retold text, then such work is scored zero points.

Text for presentation

Once in the studio of the artist Vasilkovsky, I saw an album in which he drew people of the 30s from memory. Adult aunts and uncles from his childhood. I flipped through the pages and found out. The drawings came to life, moved, and acquaintances dressed in costumes of those years began to appear from my memory, as if the artist had spied on my memories. Our streets, our yard, cab drivers... This was the city in which we both spent our childhood. And most importantly, I also remembered various things that existed then, but are not there now. Some things have become unnecessary, others have changed, and others may return.

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

The world of things is updating faster and faster, new brands of electric stoves, refrigerators, televisions, cars, and vacuum cleaners are entering the market. Old ones disappear somewhere, improved ones appear. Shoe styles, children's toys, skis... Everything is changing, and already

Russian language. GVE. 9th grade

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

We get rid of worries about things all the time. Most often, plastic dishes are thrown away so as not to wash them, paper tablecloths are thrown away, and clocks that have been running for a year and a half are thrown away. You don’t have time to become attached to things or make friends. Roughly the same thing happens throughout our everyday life. Light chairs, flimsy furniture. Now they don’t buy it with heirs in mind.

Old things are just signs left behind past life. Our life as a boy is remembered through things vividly and objectively. Things may come back. There is no need to say goodbye to the past completely. Childhood will remind you of itself sooner or later. It's not about nostalgia. We return to childhood for kindness, tenderness, the joy of Rain and delight in the enormity of the sky. Of course, those feelings cannot be returned. The city of the 30s is preserved in memory former boys and girls. In this reserve he is seductive in watercolor. In fact, this city was not so good, but it has recognizable, uniquely ardent features. Inspiration and call... Now the city has become much more beautiful, richer, healthier, more radiant in the shoulders. Why do we look again and again at his appearance, looking in him first of all for that not so prosperous and yet happy past?..

(According to D. Granin) 378 words

Option 3
Exercise

1. Listen to the text. Write a concise summary of a fragment of Y. Lotman’s lecture “Circles of Conscience.”

Convey the main content of the text in at least 70 words.

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

Argue your opinion based on your reading experience, as well as knowledge and life observations.

Think over the composition of your essay.

Tasks. Presentation with a creative task. Option 3

Write an essay of at least 200 words.

If the essay is a retold text, then such work is scored zero points. *

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

Text for presentation

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

Everyone understands the rules of the street in the same way, except for those who did not learn them. Does everyone understand Pushkin the same way? No, everything is different. And don’t say that some people understand it correctly, while others understand it incorrectly. Pushkin speaks to everyone as if he wrote it now and specifically for them. And you always have the opportunity to talk with a genius man who himself wants to tell you something. Just open your ears, just be careful! The main problem of our age is that our eyes and ears are closed.

The life of every person passes in certain isolated circles. One lives in a small circle, another in a larger circle, the third in an even larger one. The size of your circle is determined by many things: what are you curious about, what do you know, what interests you and - one more and very important - what hurts you? One, for example, hurts when he is hit, and the other will only say: well, as long as they don’t kill him. There was a larger circle when a person responded to an insult with a duel and said that insult was worse than death: death cannot humiliate a person, and I cannot bear insult. Another will say: I will not tolerate insults from the people I love, I will not allow my children to be insulted, I will not allow my mother to be insulted, but a stranger... When it hurts from someone else’s pain, this is the most big circle, circle of a cultured person.

Life demands a lot from a person. He has many situations when he has the opportunity to choose: to act in one way or another. There are no circumstances when you cannot do otherwise. And if we still find such circumstances,

Russian language. GVE. 9th grade

they fight, it means we have no conscience. Conscience is what dictates what to do when there is a choice. But there is always a choice...

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

(According to Yu. Lotman) 357 words

Option 4
Exercise

1. Listen to the text. Write a concise summary of a fragment of K. Paustovsky’s story “On Painting.”

Convey the main content of the text in at least 70 words.

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

Argue your opinion based on your reading experience, as well as knowledge and life observations.

Think over the composition of your essay.

Write an essay of at least 200 words.

If the essay is a retold text, then such work is scored zero points.

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

Text for presentation

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

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

Tasks. Presentation with a creative task. Option 4

the battalions barely emerge from the fog. The picture was painted masterfully. But when the painting was exhibited, it caused confusion among Londoners. They were amazed that Monet’s fog was colored crimson, while even from textbooks it was known that the color of the fog was gray.

Monet's audacity initially caused outrage. But those who were indignant, going out onto the London streets, peered into the fog and for the first time noticed that it was really purple. They immediately began to look for an explanation for this. They agreed that the red hue of the fog depends on the abundance of smoke, and this color is imparted to the fog by the red brick houses of London. After Monet's painting, everyone began to see the London fog as the artist saw it. Monet was even nicknamed “the creator of the London fog.”

The impressionists seemed to intensify sunlight. They wrote under open air and sometimes the colors were enhanced. This resulted in the earth appearing in jubilant light in their paintings. The earth became festive. There was no sin in this, just as there is no sin in anything that adds at least a little joy to a person. Almost every artist, no matter what time and no matter what school he belongs to, reveals to us new features of reality.

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

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

(According to K. Paustovsky) 380 words

3. Zak. No. 44

Russian language. GVE. 9th grade

Option 5
Exercise

1. Listen to the text. Write a concise summary based on a fragment of N. Akimov’s article “Are good manners necessary?”

Convey the main content of the text in at least 70 words.

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

Argue your opinion based on your reading experience, as well as knowledge and life observations.

Think over the composition of your essay.

Write an essay of at least 200 words.

If the essay is a retold text, then such work is scored zero points.

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

Text for presentation

DO YOU NEED GOOD MANNERS?

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

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

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

Firstly, an underestimated understanding of one’s responsibilities. The tolerance and humanity of our society has implanted in many fragile souls the belief that “anything goes”...

Secondly, a dulling of the sense of justice.

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

Tasks. Presentation with a creative task. Option 5

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

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

This is, first of all, a disregard for your neighbor, his opinion and convenience. A firm belief that everyone else has no rights, and a desire to grab as much as possible from life.

Often the best people offend their loved ones. And this usually happens without any malicious intent, without the intention to offend, humiliate, insult, but simply due to oversight, thoughtlessness, inattention. Because these good people, often busy with big and important matters, did not find time to think through the form of their behavior, did not develop those simple and useful rules, which, other things being equal, make life more pleasant, nerves healthier and improve the mood of the entire team.

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

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

Second: a person who has learned to treat his neighbors well not only brings them joy, but also receives enormous pleasure from his behavior.

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

(According to N. Akimov) 380 words

Russian language. GVE. 9th grade

Option 6
Exercise

1. Listen to the text. Write a concise summary of a fragment of D. Likhachev’s article “The Purpose of Life.”

Convey the main content of the text in at least 70 words.

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

Argue your opinion based on your reading experience, as well as knowledge and life observations.

Think over the composition of your essay.

Write an essay of at least 200 words.

If the essay is a retold text, then such work is scored zero points.

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

Text for presentation

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

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

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

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

When setting the goal of a career or acquisition, a person experiences much more sorrows than joys, and risks losing everything. What can a person who rejoices in everyone lose?

Tasks. Presentation with a creative task. Option 7

to his good deed? It is only important that the good that a person does should be his inner need, come from an intelligent heart, and not just from the head, and should not be a “principle” alone.

Therefore, the main task in life must necessarily be a task that is broader than just personal; it should not be limited only to one’s own successes and failures. It should be dictated by kindness towards people, love for family, for your city, for your people, for your country, for the entire universe.

Does this mean that a person should live like an ascetic, not take care of himself, not acquire anything and not enjoy a simple promotion? Not at all! I am only talking about the main task in life. And this main life task does not need to be emphasized in the eyes of other people. And you need to dress well (this is respect for others), but not necessarily “better than others.” And you need to compile a library for yourself, but not necessarily larger than your neighbor’s. And it’s good to buy a car for yourself and your family - it’s convenient. Just don’t turn the secondary into the primary, and don’t let the main goal of life exhaust you where it’s not necessary. When you need it is another matter...

(D. Likhachev) 336 words

Option 7
Exercise

1. Listen to the text. Write a concise summary of a fragment of S. Lvov’s essay “Compassion.”

Convey the main content of the text in at least 70 words.

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

Argue your opinion based on your reading experience, as well as knowledge and life observations.

Think over the composition of your essay.

Write an essay of at least 200 words.

Russian language. GVE. 9th grade

If the essay is a retold text, then such work is scored zero points.

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

Text for presentation

Compassion is an active helper.

But what about those who don’t see, don’t hear, don’t feel when someone else is in pain and bad? An outsider, as they consider everyone except themselves, and perhaps their family, to which, however, they are also often indifferent. How to help both those who suffer from indifference and the indifferent themselves?

From childhood, educate yourself - first of all, yourself - in such a way as to respond to someone else's misfortune and rush to the aid of someone in trouble. And neither in life, nor in pedagogy, nor in art should we consider sympathy as a demagnetizing sensitivity, a sentimentality alien to us.

Sympathy is a great human ability and need, a benefit and a duty. People who are endowed with such an ability or who have alarmingly sensed its lack in themselves, people who have cultivated in themselves the talent of kindness, those who know how to turn sympathy into assistance, have a more difficult life than those who are insensitive. And more restless. But their conscience is clear. As a rule, they have good children. They are usually respected by others. But even if this rule is broken and those around them do not understand, if the children deceive their hopes, they will not deviate from their moral position.

The insensitive people think they are having a good time. They are endowed with armor that protects them from unnecessary worries and unnecessary worries. But it only seems to them that they are not endowed, but deprived. Sooner or later - as it comes around, it will respond!

I recently had the good fortune to meet an old, wise doctor. He often appears in his department on weekends and holidays, not out of emergency, but out of spiritual need. He talks to patients not only about their illness, but also about difficult life topics. He knows how to instill hope and vigor in them. Many years of observations showed him that a person who had never sympathized with anyone, did not empathize with anyone’s suffering, found himself in front of own misfortune, turns out to be unprepared for it. He meets such mistreatment as pitiful and helpless.

Tasks. Presentation with a creative task. Option 8

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

One of the most important human feelings- sympathy. And let it not remain just sympathy, but become action. Assistance. Anyone who needs it, who feels bad, although he is silent, must come to his aid without waiting for a call. There is no radio receiver more powerful and sensitive than the human soul. If you tune it to the wave of high humanity.

(S. Lvov) 354 words

Option 8
Exercise

1. Listen to the text. Write a concise summary of a fragment of K. Paustovsky’s story “Uncle Gilyai.”

Convey the main content of the text in at least 70 words.

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

Argue your opinion based on your reading experience, as well as knowledge and life observations.

Think over the composition of your essay.

Write an essay of at least 200 words.

If the essay is a retold text, then such work is scored zero points.

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

Text for presentation

UNCLE GILYAY

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

Russian language. GVE. 9th grade

First of all, what was striking about Gilyarovsky was the integrity and expressiveness of his character. If the expression “picturesque character” can exist, then it entirely refers to Gilyarovsky. He was picturesque in everything - in his biography, in his manner of speaking, in his childishness, in his appearance, in his versatile, vigorous talent.

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

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

Each time needs its own chronicler of historical events, life and way of life. The chronicle of everyday life brings the past closer to us with particular sharpness and visibility. To fully understand at least Leo Tolstoy or Chekhov, we must know the life of that time. That is why the stories of Gilyarovsky, the “commentator of his time,” are so valuable to us. Unfortunately, we had almost no such writers. They don't exist now. And they did and are doing a huge cultural thing.

About Moscow, Gilyarovsky could rightfully say: “My Moscow.” It is impossible to imagine Moscow of the late nineteenth and early twentieth centuries without Gilyarovsky, just as it is impossible to imagine it without the Art Theater, Chaliapin and the Tretyakov Gallery.

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

There are people without whom it is difficult to imagine the existence of society and literature. This is a kind of fermentation yeast, a sparkling wine current. It doesn’t matter whether they wrote a lot or a little. It is important that they lived, that literary and social life was in full swing around them.

Tasks. Presentation with a creative task. Option 9

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

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

(According to K. Paustovsky) 362 words

Option 9
Exercise

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

Convey the main content of the text in at least 70 words.

1. Give a reasoned interpretation the final phrase of the text. Argue your opinion based on your reading experience, as well as knowledge and life observations.

Think over the composition of your essay.

Write an essay of at least 200 words.

If the essay is a retold text, then such work is scored zero points.

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

Text for presentation

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

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

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

Russian language. GVE. 9th grade

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

Rome sparkled in the distance with the fierce reflections of the sun in the glass walls of multi-story new buildings. The radio often and nervously repeated that Signora Parelli was waiting for his own car at the main exit of the airport terminal.

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

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

Beautiful France, of course, remained magnificent, but indifferent to us. Longing for Russia fell on my heart. From that day on, I began to rush home, to the Oka, where everything was so familiar, so sweet and simple-minded. My heart felt cold at the mere thought that my return to my homeland might, for some reason, be delayed for at least a few days. I fell in love with France a long time ago. Speculative at first. And then in earnest, seriously. But for her sake I could not give up even such a little thing as the morning saffron ray of sun on the log wall of the old hut. You could follow the movement of the beam along the wall, listen to the impudent crowing of village roosters and involuntarily repeat words familiar from childhood:

In Holy Rus' the roosters crow -

Soon there will be a day in Holy Rus'...

No! It is impossible for a person to live without a homeland, just as it is impossible to live without a heart. ,

(According to K. Paustovsky) 370 words

Tasks. Presentation with a creative task. Option 10

Option 10
Exercise

1. Listen to the text. Write a concise summary based on a fragment of D. Likhachev’s article “Memory.”

Convey the main content of the text in at least 70 words.

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

Argue your opinion based on your reading experience, as well as knowledge and life observations.

Think over the composition of your essay.

Write an essay of at least 200 words.

If the essay is a retold text, then such work is scored zero points.

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

Text for presentation

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

Paper. Squeeze it and spread it out. There will be folds on it, and if you squeeze it a second time, some of the folds will fall along the previous folds: paper “has memory”... Individual plants, a stone on which traces of its origin and movement during the Ice Age remain, glass, water. Birds have the most complex forms of ancestral memory, allowing new generations of birds to fly in the right direction to the right place. And what can we say about “genetic memory” - memory embedded in centuries, memory passing from one generation of living beings to the next.

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

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

Russian language. GVE. 9th grade

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

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

Conscience is basically memory, to which is added a moral assessment of what has been done. But if what is accomplished is not retained in memory, then there can be no evaluation. Without memory there is no conscience.

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

To preserve memory, to preserve memory - this is ours moral duty before ourselves and before our descendants. Memory is our wealth.

(According to D. Likhachev) 303 words

GVE – 2017 9th grade

Russian language

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

Essay-reasoning

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

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

2. Topic-judgment - in this formulation the idea of ​​reasoning is already expressed, for example, “Onegin is an extra person.” The topic-judgment is the easiest: it offers a ready-made idea for an essay.

The independence and originality of the writer can only be manifested in the selection of arguments to substantiate this idea and in the arrangement of the material. The topic-question assumes greater degree independence of the writer: he himself determines the idea of ​​reasoning. Moreover, different authors can answer the same question differently, therefore, each will have their own idea, each will select their own arguments to justify it. The topic-concept gives the greatest scope for independence: the author of the argument himself defines the problem contained in the topic, resolves it himself, that is, formulates the main idea of ​​the essay.

What is reasoning and how to build it

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

2. Structure of a text-argument: 1) thesis; 2) evidence, that is, arguments; 3) conclusion.

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

Arguments and arguments are the initial theoretical or factual provisions with the help of which the thesis is justified. Arguments must be convincing.

Essay requirements

1. It is advisable to choose an epigraph for the essay that contains the main idea work. (You can do without the epigraph.)

2. In the essay, you must express your own view on the chosen topic, arguing your position based on one or two works of domestic or world literature.

3. It is important to fulfill the requirements of criterion No. 1 “Relevance to the topic.” This criterion aims to check the content of the essay. The graduate discusses the proposed topic, choosing the way to reveal it (for example, answers the question posed in the topic, or reflects on the proposed problem, or constructs a statement based on theses related to the topic, etc.).

4. It is necessary to fulfill the requirements of criterion No. 2 “Argumentation. Attracting literary material." This criterion aims to test the ability to use literary material to construct an argument on the proposed topic and to argue one’s position.

5. Essay structure:

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

First argument from Russian literature must be expanded and reveal the idea contained in the thesis, demonstrate the graduate’s ability to analyze artistic text in the aspect of the chosen topic (approximately 120 words).

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

remember, that works of art won't be on the exam! Everything is from memory.

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

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

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

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

9.Copy the work carefully, legibly, avoid blots and corrections.

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

Maximum amount words in the essay are not established: in determining the volume of his essay, the graduate must proceed from the fact that 3 hours 55 minutes are allotted for the entire work.

Sample of an essay-judgment structure

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

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

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

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

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

Conclusion. Thus, thinking about the statement of I.A. Goncharova, we can conclude that most of fiction is dedicated to man, and therefore helps us understand what each of us is, what we should value in life, in friends... A good book will help us find our place among people, help us make our moral choice in favor of good.270 words.

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

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

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

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

4. What moral issues puts M.Yu. Lermontov in the novel “Hero of Our Time”?

The first three topics are free, the fourth is on a literary topic. If you choose one of first three For essay topics, students can argue their position based on both the content of works of art and their life experience (personal impressions, personal reflections, knowledge, etc.) If they choose the fourth topic of the essay, they should rely on the work of art and formulate their point of view.

Presentation with a creative task

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

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

The creative task is formulated in the form of a question related to the problems of the text. The question aims to comment on the problem posed and argue your own position.

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

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

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

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

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

When checking an essay and creative assignment the level of the presentation is assessed formation of the following skills:

create text in accordance with a given topic;

process and interpret information contained in the text;

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

select convincing arguments, creating a reasoned statement;

select language resources in accordance with the task;

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

Example of text abbreviation

Original text

Silence is the biggest deficiency on the globe. The constant rattling of various cars, tractors, motorcycles, trains, planes, the noise of which modern man does not escape even in its home, even at night they deafen the planet and make it unsuitable for life. But it costs nerves, nerves and nerves. And hearts. And psyche. Therefore, along with silence, valerian is also becoming scarce on the globe.

Add to this modern speeds, poisonous gases that city dwellers inhale every day, add the feeling of acute time pressure, add an overabundance of all kinds of information. Add to this the overcrowding caused by cities, and you will understand why natural valerian root is difficult to find in pharmacies.

Wanting to get the root of genuine wild valerian, I went into the forest and there I found it growing in the shade. Here is a plant that, in our hectic age of frayed nerves, debilitating insomnia and a dislocated psyche, should be erected a beautiful monument:valerian, like mother, will calm and lull you to sleep, and will restore the peace of mind that we all need so much.(According to V. Soloukhin)

When working with text, you can use a table that will clearly show how you worked:

divide the text into paragraphs;

isolate essential information;

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

combine the resulting text; edit it if necessary.

How to cut

(1) Silence is the greatest deficiency on the globe.(8 words)

Let us leave this sentence without significant changes, since it is important in the development of the author’s thought, onlylet's exclude the word "here" andwe will replace phrase"(on) the globe"in a word(on the ground):Silence is the greatest deficiency on Earth . (6 words)

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

A)A number of homogeneous additionswe will replace generalizing wordstransport.

b)We will replace subordinate clausefrom the noise of which modern man cannot escape even in his homephrasebreaking into houses.

V)Let's exclude predicatestun:

The noise of traffic, penetrating into houses, even at night makes the planet unsuitable for life. . (15 words)

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

(4) And hearts.

(5) And the psyche. (11 words)

A)Let's unite these three sentences, leaving the conjunctionBut, which is used as a means of connection with the previous sentence.

b)We will replace underlined words with a general concepthealth: But it costs your health. ( 4 words)

(6) Therefore, along with silence, valerian is also becoming scarce on the globe.(11 words)

Let us leave this sentence unchanged, since it continues the author’s main idea, onlywe will replace phraseon Globe in a wordon the ground: Therefore, along with silence it becomes Valerian is also scarce on earth. (10 words)

(7) Add to this modern speeds, poisonous gases that a city dweller inhales every day, add a feeling of acute time pressure, add an overabundance of all kinds of information.

(8) Add to this the overcrowding caused by cities, and you will understand why natural valerian root is difficult to find in pharmacies.(37 words)

A)let's exclude

repetitions of underlined words and related concepts;

introductory sentences;

subordinate clauses

b)we will replace Partproposals poisonous gases that every city dweller inhales in large quantities every dayphrasepolluted air

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

(9) Wanting to get the root of genuine wild valerian, I went into the forest and there I found it growing in the shade.(17 words)

Let us leave this sentence unchanged, since it continues the author’s thought, onlylet's exclude wordthereand participial phrase.Wanting to get the root of genuine wild valerian, I went into the forest and found it. (13 words )

10) Here is a plant thatin our hectic age of frayed nerves, debilitating insomnia and a dislocated psyche we should erect a beautiful monument:Valerian, like a mother, will calm and lull you to sleep, and will return the mental balance that is so necessary for all of us.(33 words)

A)let's exclude underlined part subordinate clause: this is just an addition to the already known information;

definitionsBeautiful;

comparisonlike mother.

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

144 words

85 words

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

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

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

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

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

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

Silence is the greatest deficiency on Earth. The noise of traffic, penetrating into houses, even at night makes the planet unsuitable for life. But it costs your health. Therefore, along with silence, valerian is also becoming scarce on Earth.

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

A monument should be erected to him: valerian will calm and lull you to sleep, and will return the peace of mind that is so necessary for all of us.(70 words)

We have compressed secondary information from the proposed text, and only its main meaning remains in our presentation.

Memo “How to work on a concise presentation”

On first reading:

Listen carefully to the text to understand its content.

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

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

Remember the sequence of events and reasoning.

Determine the number of paragraphs, keywords.

Make a detailed outline of the text, highlighting the micro-topics of each part and titling them.

Write the names of the plan items, leaving space for key words.

How to make a plan.
1. By highlighting key words and phrases in the paragraphs, get a naming plan.

2. By putting questions to each paragraph, get a question plan.

3. After answering the question briefly, get a thesis plan.

After the second reading

Divide the text into meaningful parts. Start working on text compression. Remember: when compressing the text, it is necessary to convey the main thing in each paragraph and in the entire text as a whole, and to do this, exclude secondary information, generalize individual facts, replace the specific with a generalizing one. Preserve the language features of this text in your presentation, use the author’s keywords and phrases.

Write a concise summary of each part, linking them together to form a text.

Make sure that the content of the source text is conveyed without distortion.

Write a draft of your presentation and check it carefully.

Text compression techniques

Detailed presentation involves reproducing the source text as completely as possible, while preserving the author's style. Taskconcise presentation - convey the main content in a concise form.When working on a concise presentation, you must be able to select basic information in the source text, isolatemicrothemes, in eachmicrothemehighlight the essential, know the maincompression techniques text, be able to consistently present selected information.

The following main methods of text compression are distinguished:

Exception

introductory words;

homogeneous members of the sentence;

repetitions;

similar examples;

rhetorical questions and exclamations;

quotes;

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

explanations;

reasoning;

descriptions;

words, sentences that can be deleted without damaging the content.

In case of exception it is necessary

Highlight the main thing in terms of the main idea of ​​the text, then remove unnecessary details and details.

Combine what was received using basic means of communication between sentences.

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

Generalization

parceled offers (division of a text connected intonationally and in writing into several punctuationally independent segments);

a number of proposals;

parts of sentences connected by one thought;

specific, individual facts, events, phenomena.

When generalizing it is necessary

Find small, isolated facts in the text.

Find what they have in common.

Combine these facts based on commonalities.

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

Replacement

homogeneous members with a generalizing word;

complex sentence- simple;

parts of a sentence or series of sentences with a general concept or expression;

direct speech - indirect;

parts of the text - one sentence;

parts of a sentence, pronouns, etc.

When replacing it is necessary

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

Formulate the resulting proposal.

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

You cannot remove from the text:

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

An approximate version of the presentation with a creative task

Exercise

1. Listen to the text. Write a concise summary of a fragment of S. Lvov’s essay “Compassion.”

Convey the main content of the text in at least 70 words.

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

Argue your opinion based on your reading experience, as well as knowledge and life observations.

Think over the composition of your essay.

Write the essay in volume at least 200 words.

If the essay is a retold text, then such work is scored zero points.

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

Text for presentation

Compassion is an active helper. But what about those who don’t see, don’t hear, don’t feel when someone else is in pain and bad? An outsider, as they consider everyone except themselves, and perhaps their family, to which, however, they are also often indifferent.

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

From childhood, educate yourself - first of all, yourself - in such a way as to respond to someone else's misfortune and rush to the aid of someone in trouble.

Sympathy is a great human ability and need, a benefit and a duty. People who are endowed with such an ability or who have alarmingly sensed a lack of it in themselves, people who have cultivated in themselves the talent of kindness, those who know how to transform sympathy into assistance, have a more difficult life than those who are insensitive. And more restless. But their conscience is clear. As a rule, they have good children. They are usually respected by others. But even if this rule is broken and those around them do not understand, and their children deceive their hopes, they will not deviate from their moral position.

I recently had the good fortune to meet an old, wise doctor. He often appears in his department on weekends and holidays, not out of emergency, but out of spiritual need. He talks to patients not only about their illness, but also about complex life topics. He knows how to instill hope and cheerfulness in them. Many years of observations showed him that a person who never sympathized with anyone, did not empathize with anyone’s suffering, when faced with his own misfortune, turns out to be unprepared for it. He faces this test pitiful and helpless. Selfishness, callousness, indifference, heartlessness cruelly avenge themselves. Blind fear. Loneliness. Belated repentance. I

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

Sample essay topics

Option 1

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

(K. D. Ushinsky).

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

(N.G. Chernyshevsky).

3. What is he like, “a hero of our time”?

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

Option 2

1. "B" immoral society all inventions that increase man’s power over nature are not only not good, but undoubted and obvious evil"(L.N. Tolstoy).

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

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

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

Option 3

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

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

3. Do you have ideals? modern youth?

4. What “good feelings” did A. S. Pushkin strive to awaken with his lyrics?

Option 4

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

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

3. What does the word “honor” mean to me?

4. Which one appears provincial Russia in the poem by N.V. Gogol " Dead Souls»?

Option 5

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

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

3. Grateful nature and ungrateful person.

4. Why is love for the homeland called “strange” in M. Yu. Lermontov’s lyrics?

Option 6

1. “You must put your life in such conditions that work is necessary. Without work there cannot be a pure and joyful life” (A.P. Chekhov).

2. “In important periods of life, sometimes in the very an ordinary person the spark of heroism flares up..." (M. Yu. Lermontov)

3. Are intelligence and education the same thing?

4. Living in harmony with the natural world (according to lyrical works Russians writers of the XIX century).

Option 7

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

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

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

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

Option 8

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

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

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

4. “The present century and the past” in the comedy “Woe from Wit” by A. S. Griboedov.

Option 9

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

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

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

4. What role does landscape play in A. S. Pushkin’s novel “Eugene Onegin”?

Option 10

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

(I.S. Turgenev).

2. What meaning do I give to the concept of “faith”?

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

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

Examples from fiction to support theses for essays on the GVE

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

A. S. Griboedov “Woe from Wit” (Chatsky’s monologue about the inhumane attitude of landowners towards serfs: one exchanged faithful servants for three greyhound dogs, the other “drove to the serf ballet in many wagons From the mothers, fathers of rejected children,” who were then all "sold out individually"); N. A. Nekrasov: poems “Reflection at the Main Entrance”, “On railway"; V. G. Korolenko “In a bad society.”

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

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

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

3. Interfering with the life of nature can result in tragedy.

V. G. Rasputin “Farewell to Matera” (in the death of the island and village of Matera, the fate of Rasputin’s native village, Atalanka, is guessed);

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

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

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

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

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

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

6. True patriotism manifests itself not in words, but in actions.

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

7. Labor is the basis of human life.

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

8. Anyone who lives by deception will sooner or later be punished.

Proverbs: “You go through the world with a lie, but you won’t come back,” “And if you steal wisely, you can’t avoid troubles,” “Those who are accustomed to living by lies cannot escape the worst.”

9. Fiction is the most important source spiritual development personality.

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

Moscow, 2016

1. General Provisions. 7

2. GVE-9 in Russian. 9

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

GVE-9 in the form of an essay. eleven

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

GVE-9 in the form of a dictation. 13

Duration of GVE-9 in Russian. 13

Additional materials and equipment. 13

Performance evaluation system individual tasks and examination work in general GVE-9 in the Russian language. 14

Conversion scale primary score for completing the examination work with a mark on a five-point scale. 16

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

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

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

3. A set of criteria for assessing the presentation and completing the creative task for presentation 21

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

5. Criteria for evaluating the dictation. 25

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

3. GVE-9 in mathematics. 43

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

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

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

Additional materials and equipment. 48

Duration of GVE-9 in mathematics. 48

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

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

A scale for converting the primary score for completing an examination paper into a mark on a five-point scale (GVE-9 in mathematics, marked with the letter “A”). 49

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

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

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

Assessment system for examination work in mathematics. 53

4. GVE-9 in biology.. 58

Structure and content of the examination paper.. 58

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

The scale for converting the primary score for completing the examination work into a mark on a five-point scale. 60

Duration of the examination paper.. 60

Additional materials and equipment. 60

Sample exam material for GVE – 9 (written form) in biology 62

5. GVE-9 in geography.. 75

Structure and content of the examination paper.. 75

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

The scale for converting the primary score for completing the examination work into a mark on a five-point scale. 77

Duration of the examination paper.. 77

Additional materials and equipment. 77

Sample exam material for GVE-9 (written form) in Geography 80

6. GVE-9 in computer science and information and communication technologies (ICT) 90

Structure and content of the examination paper.. 90

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

The scale for converting the primary score for completing the examination work into a mark on a five-point scale. 91

Duration of the examination paper.. 92

Additional materials and equipment. 92

Sample exam material for GVE-9 (written form) in computer science and ICT 94

7. GVE-9 in history.. 102

Structure and content of the examination paper.. 102

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

The scale for converting the primary score for completing the examination work into a mark on a five-point scale. 104

Duration of the examination paper.. 104

Additional materials and equipment. 104

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

8. GVE-9 in literature. 120

Structure and content of the examination paper.. 120

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

The scale for converting the primary score for completing the examination work into a mark on a five-point scale. 123

Duration of the examination paper.. 124

Additional materials and equipment. 124

Sample exam material on literature. 125

9. GVE-9 in social studies.. 134

Structure and content of the examination paper.. 134

Duration of GVE-9 in social studies.. 135

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

The scale for converting the primary score for completing the examination work into a mark on a five-point scale. 135

Additional materials and equipment. 135

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

10. GVE-9 in physics. 153

Structure and content of the examination paper.. 153

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

The scale for converting the primary score for completing the examination work into a mark on a five-point scale. 155

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

11. GVE-9 in chemistry.. 169

Structure and content of the examination paper.. 169

Chemistry exam duration. 172

Additional materials and equipment. 172

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

The scale for converting the primary score for completing the examination work into a mark on a five-point scale. 172

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

12. GVE-9 in foreign languages.. 180

Structure and content of the examination paper.. 180

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

The scale for converting the primary score for completing the examination work into a mark on a five-point scale. 181

Duration of the examination paper.. 184

12.1. GVE-9 by English language. 184

Sample exam material for GVE-9 (written form) in English 184

Evaluation system for examination work.. 190

12.2. GVE-9 in Spanish. 191

Sample exam material. 191

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

Evaluation system for examination work.. 197

12.3. GVE-9 in German. 198

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

Evaluation system for examination work.. 206

12.4. GVE-9 by French. 207

Sample exam material for GVE-9 (written form) in French 207

Evaluation system for examination work.. 214

List of symbols and abbreviations

General provisions

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

students who have completed educational programs of basic general education in special closed educational institutions, as well as in institutions executing sentences of imprisonment;

students studying in educational organizations located outside the territory of the Russian Federation and implementing state-accredited educational programs of basic general education, and foreign institutions;

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

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

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

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

Total examinations in class IX should not exceed four examinations.

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

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

Repeatedly to take the exam according to the relevant academic subject in the 2015-2016 academic year, students who received an unsatisfactory result at GIA-9 in one of the compulsory subjects, as well as other categories of students listed in clause 30 of the GIA-9 Procedure, are admitted.

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

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

Students who did not pass the GIA-9 or received unsatisfactory results in more than two academic subjects in the GIA-9, or who repeatedly received an unsatisfactory result in one of these subjects in the GIA-9 in additional terms, will be given the right to re-take exams in the relevant academic subjects no earlier than September 1, 2017.

In data Methodical recommendations clarifications are provided on EM issues in all academic subjects for GVE (written form). The Methodological Recommendations comment on approaches to selecting the content of EM, describe examination models and types of tasks, formulate requirements for organizing and conducting the exam, provide recommendations for assessing examination papers of exam participants, and provide sample tasks.

EM GVE-9 corresponds to the Federal component state standard general education (Order of the Ministry of Education of Russia dated March 5, 2004 No. 1089).

GVE-9 in Russian language

GVE-9 in essay form

The set of essay topics (see samples of exam material) contains four topics of different topics, grouped in accordance with a specific structure, instructions for the student.

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

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

The minimum required volume of an essay is established for writing essays from the set marked “A” or “C” of 250 words (if the essay contains less than 200 words (all words are included in the word count, including function words), then such work is considered uncompleted and is assessed 0 points).

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

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

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

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

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

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

Instructions for completing the task must be communicated to examinees.

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

Features of the presentation with a creative task marked “A”

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

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

A concise presentation requires the skills of selecting essential information, isolating the main micro-topics in the text, and summarizing the content of the source text. By presenting the text concisely, graduates demonstrate communicative abilities associated with the ability to process information: exclude details and generalize homogeneous phenomena, while maintaining the main micro-topics. When writing a concise presentation, the goal is not to preserve the author's style.

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

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

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

Features of presentation with a creative task marked “K”

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

Graduates taking the exam using exam materials marked “K” are given the choice of writing a concise or detailed presentation.

Students taking the exam using examination materials marked “K” can write both a detailed and concise presentation (at the graduate’s choice). Other volume requirements are established for them:

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

creative task (essay) – from 70 words (if the essay contains less than 50 words (the word count includes all words, including function words),
then the essay is scored 0 points).

GVE-9 in the form of a dictation

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

Dictation assessment criteria

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

Table 7

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

Exercise

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

Convey the main content of the text in 70 words or more. If the condensed presentation contains less than 50 words (all words are included in the word count, including function words), then such work is considered uncompleted and is scored 0 points.

Exercise

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

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

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

Argue your opinion based on your reading experience, as well as knowledge and life observations.

Think over the composition of your essay.

Write an essay of at least 200 words. If the essay contains less
150 words (all words are included in the word count, including function words), then such work is considered uncompleted and is scored 0 points.

If the essay is a retold text, then such work is graded 0 points.

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

Presentation with creative task No. KI-9-1

The Marines held the line in the mountains.

One squad arranged itself very comfortably: it took a place among the steep rocks. It was almost impossible for the Nazis to climb these rocks from below. True, a bomber often flew to the rocks and dropped bombs. But the fighters were hiding in a cave. And the bombs did no harm, they only crushed the stone. A cloud of rock dust stood over the squad's position for hours. It was difficult to breathe the stone dust; it grated on the teeth and clogged the eyes. But this is not the hardest thing in war. This can be tolerated and should have been tolerated. After all, the squad held the road along which the Nazis were moving with the fire of their weapons.

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

But soon things got better with the water. One day, a sailor who was going to the utility company for food noticed a donkey not far from its location. The donkey stood in the shade of a thick tree, kicked his legs, swung his tail, shook his ears - he drove away the flies. It turned out that he had no other business. He's nobody's. Left without an owner due to the war. The sailor brought the donkey to the kitchen and fed it deliciously. Then he loaded two thermoses with spring water onto it and put a bag of food on his back. And both walked along the narrow path up into the rocks.

The entire squad, led by the commander, was delighted to see the assistant. We decided not to skimp and feed the donkey well. The sailors were generous. And the donkey lay down by a large stone: he liked it here.

In the evening, when the heat began to subside, the sailor loaded the donkey with empty thermoses and led him down the path to the utility company. There, although the burden this time was trivial, the donkey again received delicious food.

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

The sailors fell in love with the donkey. They named him Yasha. There were donkeys in other units, but Yasha was the most famous.

(According to A.V. Mityaev)

Exercise

1. Listen (read) the text. Write a summary based on a fragment of A.V.’s story. Mityaev “Earrings for a donkey”.

Convey the main content of the text. Write a condensed or expanded summary (student’s choice). The narrative can be written in either the first or third person.

The length of the detailed presentation is no more than 300 words. The volume of condensed presentation is from 40 to 100 words. If the summary is less than 30 words
(all words, including function words, are included in the word count), then such work is considered uncompleted and is scored 0 points.

2. Give a reasoned answer to the question:

Dictation sample

No. D-9-1

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

As an adult, I watched the sun rise many times. I met him in the forest, when before dawn the pre-dawn wind passes above the tops of the heads, one after another the clear stars go out in the sky, the black peaks become more clearly visible in the brightened sky. There is dew on the grass. The air is clean and transparent. On a dewy morning, the dense forest smells of resin.

I saw the sunrise over my native fields, over a green meadow covered with dew, over the silver surface of the river. The cool mirror of the water reflects the pale morning stars, the thin crescent of the month. The dawn is breaking in the east, and the water appears pink. As if in a steamy light haze, the sun rises above the earth to the singing of countless birds. Like the living breath of the earth, a light golden fog spreads over the fields, over the motionless ribbon of the river. The cool, transparent dew in the meadows shines like a diamond scattering.

Watched the sun appear in the frosty weather winter morning When the deep snow shone unbearably, light frosty frost scattered from the trees. Admired the sunrise in the high mountains covered with sparkling glaciers. The sunrise over the ocean is especially beautiful. As a sailor, standing on watch, I watched many times how the rising sun changes its color: it either swells with a flaming ball, or is obscured by fog or distant clouds. And everything around suddenly changes. The distant shores and the crests of the oncoming waves seem different. The color of the sky itself changes, covering the endless sea with a golden-blue tent.

Residents big cities rarely admire the sunrise. Tall stone hulks of city houses block the horizon. Even the villagers wake up short hour sunrise, beginning of the day. But in the living world of nature, everything awakens. On the edges of the forest, over the illuminated water, nightingales sing loudly. Light larks soar from the fields into the sky, disappearing in the rays of dawn. Cuckoos crow joyfully, blackbirds whistle.

My friends, I advise you to admire the sunrise. There is nothing more beautiful than the early dawn, when the earth breathes with a mother’s breath and life awakens.

(According to I.S. Sokolov-Mikitov)

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

Punctuation error- this is the writer’s failure to use the necessary punctuation mark, its use where it is not required, as well as the unreasonable replacement of one punctuation mark with another. A punctuation error is contrasted with the punctuation norm reflected in the punctuation rule.

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

God/God

Afternoon / after noon

After midnight / after midnight

dawn / robin(bird)

somehow/somehow(before listing, eg: A large fish fights sharply,

like (-) something: pike, catfish, asp, pike perch.)

Maslenitsa / Maslenitsa

Mass media / mass media

Small things / small things

Uninvited (adj.)

Raincoat / Raincoat

Player / player

Christmas/Christmas

Internet/Internet

Detective / detective

Wanted / wanted

read / read(meaning small in quantity: a few minutes)

Black-brown / silver-brown

Grammatical errors

Speech errors

Among the most typical grammatical errors These include errors related to the use of verbs, verb forms, adverbs, particles:

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

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

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

4) errors in the formation of gerunds: Having walked onto the stage, the singers bowed(norm: going out);

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

In addition, grammatical and syntactic errors, also identified in the work of examinees, can be classified as typical:

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

Preparing students with hearing disabilities for the State Examination Russian language(presentation with a creative task).

, teacher of Russian language and literature

Municipal secondary school No. 18 of the city of Neryungri

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

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

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

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

After 40 minutes, the organizer takes the text, and the student completes the exam paper using the materials he has prepared.

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

During development examination model continuity was maintained with traditional and new forms of examination in the Russian language for students in educational programs of basic general education.

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

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

Graduates taking the exam using exam materials marked “K” are given the choice of writing a concise or detailed presentation.

Students taking the exam using examination materials marked “K” can write both a detailed and concise presentation (at the graduate’s choice). Other volume requirements are established for them:

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

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

A creative task is attached to the text, which aims to comment on one of the author’s statements and argue for one’s own position. Examinees must write a concise summary, conveying the main content of both each micro-topic and the entire text as a whole.

A concise presentation requires the skills of selecting essential information, isolating the main micro-topics in the text, and summarizing the content of the source text. By presenting the text concisely, graduates demonstrate communicative abilities associated with the ability to process information: exclude details and generalize homogeneous phenomena, while maintaining the main micro-topics. Students with disabilities can write both detailed and concise statements. The amount of written work for students with disabilities may be reduced.

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

Presentation. Essay”, which proposes theoretical

It should be noted that Methodical manuals There is little information on learning how to create your own speech work in the format required for the GVE. I only know one book « Preparing students with disabilities for a written exam in the Russian language for a basic school course,” which is intended to prepare students with special educational needs for a written exam in the Russian language in the form of a concise presentation with a creative task.

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

Since the reading experience of graduates with disabilities is limited, they learned to argue their own position, relying on knowledge and life observations.

I would like to show you fragments of a creative assignment from 9th grade students. Students were offered a text based on materials from periodicals for analysis and comprehension. The main idea of ​​the text was formulated and a question for the creative task was formulated. Why can no one educate a person if he does not educate himself? Let's see how the guys did.

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

1. practicing the skill of argumentation of a text based on the life experiences of students

2. drawing arguments from works of art

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

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