Options for test papers based on materials and form of the Unified State Examination. Training version of the Russian language in the Unified State Exam format A story in Peskov - harsh, demanding years

(1) The harsh, demanding years coincided for us, “military boys,” with the age-related laws of human upbringing. (2) 3 And the teenagers did everything themselves. (3) We learned from adults and from each other, our pride pushed us: Petka can do it, but why can I? (4) I remember what we could do. (5) We are five peers and classmates from the same street. (6) We knew how to mow, hem felt boots, insert the bottom into a bucket, clean the chimney in the stove, we knew how to set up a saw, cut a scythe, straighten a roof, make a ladder, a rake, weave a basket from brushwood, mix clay for plaster, load a cart of hay, grind grain, clean the well... (7) And I won’t say that we grew up wild. (8) We went to school. (9) And they read a lot, amazingly a lot. (10) The books, of course, were random. (11) But if we talk about the efficiency1 of their work, it was huge. (12) We read it greedily! (13)3 and there was always a queue for a good book. (14) And it was customary: if you read it, tell me! (15) So we exchanged books and what we learned from books. (16) And it also happened: they read aloud, taking turns. (17) If at that time someone had told us: in ten to fifteen years it would be possible to sit at home in front of a box with a screen and see what was happening thousands of kilometers away, we would never have believed it (18) What else grew out of childhood? (19) I think observation, the desire to try everything, learn everything. (20) In those days, it was impossible to expect that someone would bring the necessary, necessary thing into the house and that someone would carry out everyday tasks. (21) It may seem strange to someone, but I don’t complain at all about fate, remembering these four years. (22) Now scrolling back the tape of life, weighing where, when and what I learned, I say without hesitation: the main school of life occurs in these years. (23) I deeply believe that lessons of courage, work and difficulties are also necessary for teenagers now. (24) They must be consciously cultivated (in the family, at camp, at school), just as through physical education we make up for the lack of natural physical labor. (25) At the right time, in the right doses, with a justified degree of risk, it is imperative to teach a person what life will certainly require of him.

(According to V. Peskov*)

Show full text

What is the role of childhood in a person's life? It is this problem that Vasily Mikhailovich Peskov raises in the text.

The author addresses a current social problem. The Soviet writer talks about the harsh wartime, which turned out to be the “main school of life” for teenagers. Five peers were able learn a lot from war when help was needed even from the smallest. The boys “knew how to mow, hem felt boots, insert the bottom into a bucket, clean the chimney in the stove.” But the journalist does not regret these events and his fate, realizing how the war prepared younger generation to later life. Also Vasily Mikhailovich argues that children, even in times of peace, should study courage, work, fearlessness. V.M. Peskov notes that “at the right time, in the right doses, with a justified degree of risk, it is imperative to teach a person what life will certainly require of him.”

The author believes that from childhood a child must be taught to overcome difficulties. Children must be prepared for upcoming difficult cases and situations and be able to find solutions to any seemingly impossible task.

I completely share the opinion of the Soviet writer. The further formation of character, worldview, values, and ideals depends on upbringing. Childhood is reflected in each of us and leaves indelible typo for later life.

This problem has worried many people

Criteria

1 of 1 K1 Formulation of source text problems
3 of 3 K2

(According to V. Peskov*)

Show full text

What is the role of childhood in a person's life? It is this problem that Vasily Mikhailovich Peskov raises in the text.

This problem has worried many people

Criteria

1 of 1 K1 Formulation of source text problems
3 of 3 K2

(1) For a long time it was believed that the Egyptian pyramids were built by slaves, but more recently, contrary to these statements, scientists have found that the construction of the pyramids did not at all place a heavy burden on the shoulders of slaves and the poorest segments of the population. (2) The work in the quarries and transporting huge stone blocks was undoubtedly extremely difficult, but money was paid for it, and considering that the construction was carried out during the flood of the Nile, when the peasants had nothing to do, then such work can be considered a blessing: it prevented people from dying of hunger. (3) (...) peasants were used mainly for transporting stone, and the actual construction of the pyramids was carried out by several thousand professional builders.

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

1) The construction of the pyramids was an unbearable burden for the poorest segments of the population.

2) During the construction of the pyramids, helping professional builders, peasants were engaged in transporting stone, because this work did not allow them to die of hunger and was carried out at a time convenient for them.

3) Hard work in the quarries was paid, so the peasants considered such work a blessing: it did not allow them to die of hunger.

4) The pyramids were built during the Nile flood, when agricultural work stopped.

5) When the Nile flooded, the peasants had nothing to do, and in order not to die of hunger, they were forced, against their will, to go to the quarries and transport stone.

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

thus therefore because and yes and

3. Read the dictionary entry that gives the meaning of the word LABOR. Determine in what sense this word is used in sentence 2. Write figure , corresponding to this meaning in the dictionary entry.

WORK,-a, m.

1) Purposeful human activity aimed at creating material and spiritual values with the help of production tools. Mental t. Physical t. Scientific organization t. Productivity t. Right to t.

2) The result of an activity, work, work. T. all life. Scientific T. 3) Effort aimed at achieving something. Take upon yourself t. do something. S t. persuaded someone.

4) Work, occupation. Persistent t. Daytime t. Pay per t.

5) Instilling skills and abilities in some. professional, economic activity as a subject of school teaching. Lessons t. Teacher on t.

4. In one of the words below, an error was made in the placement of stress: the letter denoting the stressed vowel sound was highlighted incorrectly. Write it down word .

LONG ENDOWED WILL STRENGTHEN APPEARING MORE BEAUTIFUL

5. In one of the sentences below, the highlighted word is used INCORRECTLY. Correct the mistake and write the word correctly.

In order for homemade kvass to turn out sparkling, pleasant and refreshing, it is necessary to follow the technology of its preparation.

It was hot in July, and when drops of LIVING moisture began to knock on the green foliage, first slowly and hesitantly, and then more and more insistently, all nature perked up and reached out to meet the rain.

Nephrolepis can grow under ARTIFICIAL lighting, but, like all ferns, it needs high air humidity.

During the summer months, schoolchildren are sent to an international LANGUAGE camp, one of the main activities of which is the study of foreign languages.

Shifting centuries-old stones, RAIN streams fell down

6. In one of the words highlighted below, an error was made in the formation of the word form. Correct the error and write it down word Right.

dripping from a CANDLE MOST successfully SEVENTY assistants GO straight TWO HUNDRED and FOUR

GRAMMATICAL ERRORS

A) violation in the construction of a sentence with an inconsistent application

B) incorrect construction of a sentence with an adverbial phrase

C) incorrect construction of sentences with indirect speech

D) incorrect use of the case form of a noun with a preposition

D) an error in constructing a sentence with homogeneous members

OFFERS

1) The match took place in the large sports arena of the Luzhniki stadium.

2) Thanks to vaccinations, none of the guys got sick.

3) The sick kid, standing at the window, said sadly, and the cars are walking.

4) When learning a foreign language, reading books, watching films and communicating with native speakers helps.

5) A habit is a deeply rooted form of behavior that operates independently of our consciousness

6) What seems like an idyllic clearing or a quiet oak grove is, in fact, a never-ending processing industry, and what we call pests and pathogens, beetles, fungi and pathogens, play a huge role in it.

7) The old linden trees in the alley in front of the main entrance to the manor’s house are tall and spreading.

8) We were driving around Spain by car, returning from Burgos to Madrid.

9) Most animals living in the wild are busy solving the eternal problem - their own survival and procreation.

8. Identify the word that is missing alternating root vowel. Write it down word by inserting the missing letter.

proud adj..adjective

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

and..distort, lifeless

pr..wise, pr..educate

pr..breezy, pr… stop

in ... walking, being ... reasonable

n... utterance, pr... walk

10. Write it out word , in which the letter E is written in place of the gap

memorable review... step over... merciful.. paint.. paint

11. Write it out word , in which the letter I is written in place of the gap

log house independent...movable...washed unless...removable...washed

12. Determine the phrase in which NOT is spelled together with the word. Open the brackets and write it down word .

error (not) corrected on time;

(not) plowed field in autumn;

(un)finished novel

the decision is (not) thought through

not at all loud

13. Identify a sentence in which both highlighted words are written HYPHENED. Open the brackets and write down these two words .

(IN) A boat appeared in the distance, (SO) the people who met them began to pull up to the pier.

The heat (BY) subsided a LITTLE, but (STILL) it was unbearably stuffy.

WHEN (THEN) Arkhip Petrovich understood (IN) FRENCH quite well.

(ANCIENT) GREEK and (OLD) SLAVIC books are fraught with many more mysteries.

It was (IN) AUTUMN cold outside, (SO) we all put on warm jackets.

14. Specify numbers , in place of which N is written.

In the room, furnished with (1) antique (2) furniture, freshly painted (3) floors glittered, and there were golden (4) candlesticks on the tables

15. Place punctuation marks. Specify numbers sentences that require ONE comma.

1) From the plane there was a view of a rocky and sandy section of the steppe, battered by gunfire and explosions.

2) And through the frosty and tart smell they both heard the sweet and intoxicating spirit of their home.

3) He deduced the seriousness of his situation not so much from the words as from the exaggeratedly cheerful faces of the doctors.

4) The trees made noise, sometimes soothing and melodious, sometimes impetuous and alarming.

5) The young people fell silent and began to listen and watch.

16. Punctuate: indicate numbers

Vera (1) retreated from the window illuminated by the bright light (2) fearfully (3) looked around (4) and (5) quickly (6) walked away to the table.

17. Punctuate: indicate numbers , in place of which there should be commas in the sentence.

If (1) of course (2) he comes to his senses, he really (3) can (4) turn out to be a good worker.

(7) And I won’t say that we grew up wild. (8) We went to school. (9) And they read a lot, amazingly a lot. (10) The books, of course, were random. (11) But if we talk about efficiency their work, it was huge. (12) We read it greedily! (13)3 and there was always a queue for a good book. (14) And it was customary: if you read it, tell me! (15) So we exchanged books and what we learned from books. (16) And it also happened: they read aloud, taking turns.

(17) If at that time someone had told us: in ten to fifteen years it would be possible to sit at home in front of a box with a screen and see what was happening thousands of kilometers away, we would never have believed it.

(18) What else grew out of childhood? (19) I think observation, the desire to try everything, learn everything. (20) In those days, it was impossible to expect that someone would bring the necessary, necessary thing into the house and that someone would carry out everyday tasks.

(21) It may seem strange to someone, but I don’t complain at all about fate, remembering these four years. (22) Now scrolling back the tape of life, weighing where, when and what I learned, I say without hesitation: the main school of life occurs in these years.

(23) I deeply believe that lessons of courage, work and difficulties are also necessary for teenagers now. (24) They must be consciously cultivated (in the family, at camp, at school), just as through physical education we make up for the lack of natural physical labor. (25) At the right time, in the right doses, with a justified degree of risk, it is imperative to teach a person that life depends on will certainly demand it .

(According to V. Peskov *)

18. Punctuate: indicate numbers , in place of which there should be commas in the sentence.

The Kazan Cathedral (1) is adjacent to the facade (2) of which is a colonnade of 96 columns (3) overlooking Nevsky Prospekt.

19. Punctuate: indicate numbers , in place of which there should be commas in the sentence.

The sun rose (1) and (2) while people were sleeping (3) warmed the city with its rays (4) so the day promised to be warm and clear.

20. Which of the statements does not match content of the text? Specify numbers answers.

1) From childhood, a child must be taught to work, to overcome life’s difficulties.

2) During wartime, the children did not go to school, but they read a lot.

4) The guys knew that in ten to fifteen years it would be possible to sit at home in front of a box with a screen and see what was happening thousands of kilometers away.

21. Which of the following statements are incorrect? Specify numbers answers.

2) Sentences 1-2 provide a description.

3) Sentences 18-20 present the narrative.

4) Sentences 23 - 25 present the reasoning.

5) Sentences 5 and 6 explain the content of sentence 4.

22. From sentences 23-24, write down a metaphor. (phrase)

23. There are 18 offers - 25 find one that is related to the previous one using a personal pronoun. Write the number of this offer.

24. « Describing the past, V. Peskov uses lexical means of expression: (A)_______( « harsh, demanding years » ) and (B) ________( « grew out of childhood » , « lessons of courage » ). The author invites the reader to think together, resorting to (B) ________ (sentences 18-19). The use of such a syntactic device as (G)__________ (sentences 6, 19, 23) allows V. Peskov to fully present the world of his childhood to the reader » .

List of terms:

1) epithets

2) homogeneous members of the sentence

4) parcellation

7) question-and-answer form of presentation

5) exclamatory sentences

3) rhetorical questions

8) metaphor

6) quoting

Main problems

1. The problem of the role of childhood in the formation of personality. (What “grows” from childhood? Are the military childhood years the main school of life?)

I. It is in childhood that the most important personality qualities are formed, including respect for work and the ability to overcome life’s difficulties.

№ tasks

Answer

and

endowed

life-giving

adjective

wisetransform

overlook

dispelled

unfinished

whentopofrench

Lessons in courage

Assignment: Write an essay based on the text you read.

(1) The harsh, demanding years coincided for us, “military boys,” with the age-related laws of human upbringing. (2) The teenagers took on everything themselves. (3) We learned from adults and from each other, pride urged us: Petka can do it, but why can I? (4) I remember what we could do. (5) We are five peers and classmates from the same street. (6) We knew how to mow, hem felt boots, insert the bottom into a bucket, clean the chimney in the stove, we knew how to set up a saw, cut a scythe, straighten a roof, make a ladder, a rake, weave a basket from brushwood, mix clay for plaster, load a cart of hay, grind grain, clean the well... (7) And I won’t say that we grew up wild. (8) We went to school. (9) And they read a lot, amazingly a lot. (10) The books, of course, were random. (11) But if we talk about the efficiency of their work, it was enormous. (12) We read it greedily! (13) There was always a line for a good book. (14) And it was customary: if you read it, tell me! (15) So we exchanged books and what we learned from books. (16) And it also happened: they read aloud, taking turns. (17) If at that time someone had told us: in ten to fifteen years it would be possible to sit at home in front of a box with a screen and see what was happening thousands of kilometers away, we would never have believed it. (18) What else grew out of childhood? (19) I think observation, the desire to try everything, learn everything. (20) In those days, it was impossible to expect that someone would bring the necessary, necessary thing into the house and that someone would carry out everyday tasks. (21) It may seem strange to someone, but I don’t complain at all about fate, remembering these four years. (22) Now scrolling back the tape of life, weighing where, when and what I learned, I say without hesitation: the main school of life occurs in these years. (23) I deeply believe that lessons of courage, work and difficulties are also necessary for teenagers now. (24) They must be consciously cultivated (in the family, at camp, at school), just as through physical education we make up for the lack of natural physical labor. (25) At the right time, in the right doses, with a justified degree of risk, it is imperative to teach a person what life will certainly require of him. (According to V. Peskov)

Answer:

In the text proposed for analysis, V.M. Peskov touches on the problem of education during the difficult years of the war. The issues of educating the younger generation have always been and should be in the first place in society. The future of society depends on how the new generation grows up. At all times, education has not been an easy task and has been accompanied by many problems.

Reflecting on his generation, whose growing up was during the war years, Peskov not only talks about what practical skills they possessed, these little “men” who were able to hem felt boots, clean a well or cut off a scythe, but also draws attention to their desire to read . How they greedily read books, retold them to each other, grew, matured, learned new things, matured. The author believes that life’s difficulties made teenagers more independent and awakened a desire to learn something new and useful. V.M. Peskov is confident that “lessons, courage, work and difficulties are also necessary for teenagers now.”

Let us remember the famous Ilyusha from the novel by I.A. Goncharov “Oblomov”, who is used to having everything done for him; he is unable to take care of himself. His childhood desire to learn something, comprehend something, do it himself gradually faded, suppressed by the position of his parents, who forbade him to run to the ravine and dress himself. As a result, Oblomov developed helplessness and fear of any action. This work is an excellent illustration of this problem.

The complete opposite of Ilya Oblomov are the heroes of Mikhail Prishvin’s story “The Pantry of the Sun” - Nastya and Mitrash. The orphaned children knew how to do everything themselves, lived an adult life, worked hard, like everyone else in the village. At the same time, the children still had time to study.

Life can turn out differently, so you need to be steadfast in life’s situations and rely, first of all, on yourself. “At the right time, in the right doses, with a justified degree of risk, it is imperative to teach a person what life will certainly demand of him.”

It may seem strange to someone, but I don’t complain at all about fate, remembering these four years. Now scrolling back the tape of more than forty years of life, weighing where, when and what I learned, I say without hesitation: the main school of life falls on these years.

The harsh, demanding years coincided for us, “military boys,” with the age-related laws of human upbringing. I deeply believe that lessons of courage, work and difficulties are also necessary for teenagers now. They must be consciously cultivated (in the family, at camp, at school), just as through physical education we make up for the lack of natural physical labor. At the right time, in the right doses. With a justified degree of risk, it is imperative to teach a person what life will certainly demand of him.

The question may be: “Toughening, difficulties... What about childhood? For the sake of the coming years, won’t a person lose his childhood?” Life experience says: no! Of course, there were situations during the war (and there were quite a few of them!) when a teenager put a box under his feet, sharpened shells on a machine next to adults, it is known: boys took part in partisan battles. Here everything happened as an adult, and life itself ended (it all happened!) at the age of thirteen.

But, remembering my own difficult childhood, I still see him. It was! It was with all the joys characteristic of this age. There was enough time for fun, for all sorts of inventions and games. The same trips to the forest for firewood... Of course, getting out of bed at four in the morning is not a sweet thing, and the burden on the way to the house was not easy. But there was something else. In the forest, a huge mysterious world opened up to the boys. A gang of five or six people used this world to the full extent of their imagination, curiosity and enterprise.

And there was also a river in our possession. We bathed horses, took crayfish out of their holes, rode on ice floes during high water (we got slapped on the back of the head for this), “caught fish. On a winter day in Nikolai we fought “fist to fist” - wall to wall according to the rules - with the boys of neighboring Boldinovka (a tradition that only dried up After the war). didn’t fall from a tree, didn’t get blown up, didn’t get dangerously frostbitten, didn’t get out of hand.

And I won’t say that we grew up wild. We went to school. And they read a lot, an amazing amount. The books, of course, were random. But if we talk about the efficiency of their work, it was enormous. Read it voraciously! There was always a line for a good book. And it was customary: if you read it, tell me! So we swapped books and what we learned from books. And it also happened: they read aloud, taking turns. So, I remember, we devoured “The Adventures of Gulliver”, “How the Steel Was Tempered”, “Amphibian Man”, “Ivanhoe”, “Dersu Uzala”. If at that time someone had told us: in ten to fifteen years it would be possible to sit at home in front of a box with a screen and see what was happening a thousand kilometers away, we would never have believed it. Now, watching the boys during the “Cinema Travel Club” program, I envy them, but at the same time I remember with gratitude the seats at the “smokehouse”. They left something in our souls, these winter evenings at the smokehouse!

What else grew out of childhood? I think observation, the desire to try everything, learn everything. In those days, it was impossible to expect that someone would bring the necessary, necessary thing into the house and that someone would carry out everyday tasks. They took on everything themselves. We learned from adults and from each other, our pride pushed us: Petka can do it, but why can I?

God knows how difficult our household chores were. And yet, I remember that

we knew how. We are five peers and classmates from the same street: Petka Belyaev, Volodka Smolyanov, Vaska Mironov, Vanya Nemchin and me. We knew how to mow, repair felt boots, insert the bottom into a bucket, clean the chimney in the stove, seal shoe covers, knew how to set up a saw, sharpen a scythe, fix a roof, make a ladder, a rake, weave a basket from brushwood, mix clay for plaster, load a cart of hay, grind grain, shear a sheep, clean a well, fit a hoop onto a tub. Posters for the school and village council were written using ink on wallpaper paper. On the collective farm we knew how to operate a threshing machine. We learned to follow the plow in the garden. And in the end we decided to make a cart with plow wheels, which made our trips to the forest for firewood easier... This is a simple life skill that we had to master.