Preparing an oge Russian language presentation. OGE criteria presentation for a lesson in the Russian language (Grade 9) on the topic. Features of the GIA in individual subjects

Preparation for the OGE in the Russian language (work on the test part) Kostyukova Lyudmila Tikhonovna teacher of Russian language and literature

Lesson topic: Preparation for the OGE in the Russian language (work on the test part)

The purpose of the lesson:

repetition, generalization and systematization of the acquired knowledge on difficult topics of the test part: “SPP with several subordinate clauses”, “Grammar basis”, “Phraseologisms as a means of expressiveness” - the ability to put them into practice, preparation for passing exams;

Technology: individual, group, work in pairs.

Equipment: computer, projector, cards.

Warm up. OGE task 3. Game-competition "Phraseological duel"

Continue with as many idioms as you can. If you forget to continue, say, "Next."
Two boots…….
storm in…….
stomp on…..
bite…..
kill yourself...
like two drops...
crocodiles…..
from the crust…..
wait by the sea....
take it for granted....
sheepskin…..
easier steam....
.circle around……
.like a thorn……
not in the eyebrow……..
promise gold ... ..
muslin…..
fresh story...
horn……
to sleep……
hunger is not...

Explain phraseological units

Sit in a galosh

Poke your nose.

reel in fishing rods

Like snow on your head.

A teaspoon per hour.

Like a cat with a dog.

Pout like a mouse on groats

The cat cried.

tangle under your feet

OGE task 3

2. "Who is faster and more correct?" Task (with commentary) OGE 12.

Cards. Group work. Task OGE 8.11 Card1. Specify the number of grammatical bases.

1. It seemed that he was completely absorbed in his favorite pastime: he was folding a boat with a sail out of a newspaper.

2. I remember once, when I was at my parents' house, I couldn't sleep.

3. Go and look at the roses again, and when you return to say goodbye to me, I will tell you a secret.

4. When, half an hour later, impatient calls were heard - too long and too short, I rushed into the corridor and grabbed the receiver.

5. Finally, I threw him a cellophane skin, he swallowed it too, then the package flew, he held it with his paw, thoroughly licked it, threw it to the wind, and then looked at me and smiled.

6. It is still unknown who he will be when he grows up, but whoever he is, you can guarantee that he will be a real person.

7. He thinks that if we are children, then we will not be able to stand up for ourselves!

8. This tree was planted by my great-grandfather, and my wife takes care of it with pleasure, only worries if it will recover from last year's frosts.

9. She will scold her grown-up child, and then she will be happy for him and will definitely note all the good changes that have happened to her always little dear little man.

10. Venka, tell Antoine that everything will be fine: they will take away their application like they are cute!

ANSWERS:

ANSWERS:

Card 2. Write down the grammatical basis of the sentences

1. Finally, Gorodba unexpectedly stepped out of the mist, high, covered with a silvery cobweb..

2. There was not a single woman in the tavern.

3. They are every now and then turned around convulsively and tossed their heads, as if fearing a sudden attack.

4. The sun did not have time to rise high, but was already sending down friendly rays.

5. .

6. .

7. Frodo nodded heavily .

8. .

9. .

10. Up .

ANSWER

. Finally, Gorodba unexpectedly stepped out of the mist, high, covered with a silvery cobweb. .

2. There was not a single woman in the tavern.

3. They are every now and then turned around convulsively and tossed their heads, as if fearing a sudden attack .

4. The sun did not have time to rise high, but was already sending down friendly rays .

5. Hobbit legends about them were even more terrible than the tales of the Forest .

6. The overflowing stream confidently began to boil and gushed down the slope in a stream .

7. Frodo nodded heavily .

8. Its vast, gnarled trunk was criss-crossed with black fissures that creaked softly to the whisper of lethargic leaves. .

9. Merry and Ping barely made it to the mighty trunk .

10. Up a continuous curtain of yellow-gray foliage swayed smoothly .

III. Repetition of task III. Repetition of the OGE task 13

OGE 13. Types of NGN by structure

Sequential subordination - each subsequent part depends on the previous one;

parallel subordination - subordinate clauses refer to different words of one main part;

Homogeneous subordination - subordinate clauses refer to the same word in the main part or explain the entire main part, answer the same question;

Heterogeneous subordination - subordinate clauses refer to the same word as part of the main part, but answer different questions;

Combined subordination can combine different types of subordination.

Algorithm for determining the type of subordination in NGN with several subordinate clauses

Highlight grammatical foundations

Specify predicative parts

Specify means of communication. Indicate the nature of the connection of the parts of a complex sentence

Determine the nature of the relationship between the parts of the NGN (which explains the subordinate clause, which question it answers)

Determine the type of attachment. Make a conclusion about the type of subordination.

OGE task 13

Analysis of proposals 1. Nature requires a keen eye and continuous inner work so that you can see the beauty that surrounds you. 2. When nature wakes up from winter sleep, I again feel the forces in me that give me a feeling of joy and happiness. (When ...), , (which ...).

, (to ...), (which ...).

1) Among sentences 1-6, find a complex sentence with parallel subordination of subordinate clauses. Write the number of this offer.

(1) Unexpectedly, Lelka went up to the chest of drawers and with difficulty pulled out a huge heavy drawer. (2) She rummaged for a long time until she extracted two smooth blue ribbons from his bowels. (3) Lelka wove them into pigtails and tied them with bows. (4) When a stranger lives in the house, you feel awkward, even if he is not at home for days on end. (5) And Lyolka does not jump two steps, but walks smoothly and, when she sits down, straightens her dress. (6) It seems to her that the lieutenant does not take his eyes off her, although in fact he is far away in the steppe. (Yakovlev Yu.)

2) Among sentences 1-6, find a complex sentence with homogeneous subordinate clauses. Write the number of this offer.

(1) They approached the house. (2) Sergei said that he would detain Alka for a short time. (3) However, Alka returned only to sleep. (4) Natka undressed it, laid it down and, closing the lampshade with a handkerchief, began to reread the second letter, just received today. (5) The mother wrote with anxiety that the father was being transferred to a construction site in Tajikistan and that soon everyone would have to leave. (6) The mother was worried, fervently asked Natka to come early and reported that her father had already agreed with the city committee, and if Natka wanted, then they would let her go with her family. (Gaidar A.)

3) Among sentences 1-7, find a complex sentence with sequential subordination of subordinate clauses. Write the number of this offer.

(1) Selevin looked to the side - and suddenly a wild joy seized him: not far away a guide rode, leading a second camel on a leash. (2) And immediately the joy was replaced by fear: the guide moved away from him. (3) Victor Alekseevich shouted hoarsely, but it was hardly audible at a distance of ten steps. (4) Meanwhile, the guide disappeared behind the dune and appeared already much further. (5) The zoologist dumped the spent cartridges on the sand and rummaged through them helplessly. (6) He remembered that he had two cartridges in his pocket, which he tied into a sleeve for weight, lowering his shirt into the well. (7) With difficulty he drove the swollen shells into the barrels. (Zverev M.)

1. There was a moment at which he shuddered so strongly that Olga screamed in surprise.

1. There was a moment at which he shuddered so strongly that Olga screamed in surprise.
2. When grief is painful, when happiness is joyful, I go on a date with you, forest.
3. I want you to hear how my living voice yearns.
4. While we are burning with freedom, while we are alive for the heart for honor, my friend, Let us dedicate our souls to the Fatherland wonderful impulses.
5. When the britzka left the yard, he looked back and saw that Sobakevich was still standing on the porch.

Notebook entry:

sequential -

parallel -

homogeneous -

OGE task 13. Determine the type of subordination

Independent work Text for analysis.
1) Whoever is not / afraid ... of rain and cold, let him go to the forest on a November ... morning. (2) A lot of not / without ... interesting meetings ... awaits ... gives him in the pr ... quiet ... but still / living forest.
At / the beginning of winter, without much difficulty, you from ... sh ... those bunnies. (4) The white fur coat of a hare ... stands out in a betrayal ... on the brown ground that is not/covered with snow. (5) Not / at / time without a doubt pr ... dressed up with a scythe!
Tasks:
1. Insert the missing letters, open the brackets. Fill in the missing punctuation marks.
2. Write down the number of the sentence, which has a separate common agreed definition.
3. Write down the number of the sentence in which there is no adjective.
4. Write down the grammatical basis of the 2nd sentence.
5. Determine the number of grammatical bases of the 1st sentence
6. Write out a word whose spelling of the prefix is determined by the rule: "incomplete action"
7. Write down the number of the sentence in which there is an introductory word.
8. Replace the word "oblique" in sentence 5 with a neutral synonym.
9. Replace the phrase "November morning", created on the basis of the agreement, with the phrase with the relationship "management"

Lesson summary

Summary of the lesson. Homework: OGE tests
What did you repeat?
What task did you have difficulty with?
What to look for in the next lesson?

Parent meeting "How to help children prepare for EXAMS?"

The exam is the most important period in the life of every high school student. It is on the exam that the result is summed up learning activities every student. To successfully pass the exam, you need to prepare well for it. Therefore, it is important for parents to create favorable conditions in the family.

Procedural difficulties Difficulties associated with the specifics of recording answers. Difficulties associated with the role of an adult. Difficulties related to evaluation criteria. Difficulties associated with ignorance of their rights and obligations.

The components of the cognitive component that contribute to the successful passing of the OGE are high mobility, switchability; high level of organization of activities; high and stable performance; high level of concentration of attention, arbitrariness; clarity and structured thinking, combinatorial; formation of an internal action plan.

Components of the procedural component Introduction to the examination procedure; Ability to work with test materials; Ability to establish contacts in an unfamiliar environment and with strangers; Possession of ways to manage one's state (self-regulation, relaxation).

Components of the personal component: The presence of one's own adequate opinion about the OGE, the absence of unrealistic "mythology". Adequate self-esteem is the ability to adequately assess one's knowledge, skills, abilities.

Tasks and strategies for preparing graduates for the OGE. Familiarization with the OGE procedure. Formation of an adequate realistic opinion about the OGE. Formation of a constructive strategy of activity on the exam.

Stress-anxiety about the results of upcoming tests and the body's reaction to this experience. “Stress is not what happened to you, but how you perceive it.” G. Selye

Preparation for exams at school and at home - 8 hours Sports, outdoor walks - 8 hours Sleep - at least 8 hours It is recommended to divide the day into three parts

CONDITIONS FOR SUPPORT OF WORKABILITY Alternate mental and physical labor; Protect eyes from overwork, give them rest, switch attention; A minimum of television programs and computer work; Stimulate cognitive abilities through exercise; Lift your spirits and fill yourself with fresh strength with the help of breathing exercises.

Place to study for exams Arrange a place for your child to study for exams. Place objects in yellow and purple tones on the table. These colors increase activity, efficiency.

Simple tips Do not increase the child's anxiety on the eve of exams - this may adversely affect the result. The excitement of the parents is always transmitted to the child, and if adults at a crucial moment cannot cope with their emotions, then the child, due to age characteristics, can emotionally “break loose”.

Simple Tips Don't worry about the grade the child will get on the exam, and don't criticize the child after the exam. Instill in your child the idea that the score is not a perfect measure of his abilities.

Simple tips Encourage children, praise them for what they are doing well. Increase their self-confidence, because the more the child is afraid of failure, the more likely they are to make mistakes. Tell your children more often: You can do everything with me I am sure you will cope with the exams I am proud of you No matter what happens, you are the best for me

Simple tips Watch the well-being of the child, no one except you will be able to notice and prevent the deterioration of the child's condition associated with overwork in time. Control the child’s preparation mode, avoid overloads, explain to him that he must alternate classes with rest.

Simple Tips Familiarize your child with the methodology for preparing for exams. It makes no sense to memorize all the factual material, it is enough to look at the key points and catch the meaning and logic of the material.

Ways to relieve neuropsychic stress Sports activities

Ways to relieve neuropsychic stress Contrast shower Washing dishes Look at a burning candle Shout loudly, then quietly Inhale deeply up to 10 times Crumple up a newspaper and throw it away

On the eve of the exam Make sure your child gets proper rest, he needs to rest and get enough sleep.

What do our children think about exams Frankly speaking, when I think about upcoming exams … I worry It becomes scary I understand that I need to prepare for them I worry I hope I will pass

Encourage children, praise them for what they are doing well. Increase their self-confidence, because the more the child fears failure, the more likely they are to make mistakes. Tell your children more often: You can do anything with me. I'm sure you'll do well in your exams. I'm proud of you. No matter what happens, you are the best for me.

Russian language-9

1. Statement

15.1.Composition

Stafeeva V.N.

MKOU "Re-Yurmytskaya secondary school"

LEARNING TO WRITE

SUMMARY

concise statement

checks skills:

understand text information;
isolate microthemes in the text;
to highlight the main thing in the presented information;
to establish a connection between the micro-themes of the text;
to keep the main features of the style of the listened text.

Text compression techniques:

exclusion (repetitions, synonyms, clarifications, etc.);
generalization, replacement (homogeneous members, etc.);
simplification, merging (subordinate clauses, etc.).

When compressing any text

Omitted:

Stored:

dialogues,

key words and phrases,
the most characteristic figurative and expressive means by which the color of the source text is conveyed.

lengthy descriptions of nature,

descriptions of feelings, moods.

Substitutions:

Replacing homogeneous members with a generalized name;
Replacing a sentence fragment with a synonymous expression;
Replacing a sentence or part of it with a demonstrative pronoun;
Replacing a sentence or part of it with a definitive or negative pronoun with a generalizing meaning;
Replacing a complex sentence with a simple one.

Exceptions:

Elimination of repetitions;
Exclusion of a sentence fragment;
Exclusion of one or more of the synonyms.

3. Mergers:

Merging multiple sentences into one.

Text Logic

(Communication offers)

fan connection

chain link

Determining the style of the original text;
Clarification of the topic and main idea; at the same time, special attention is paid to the title of the text and to the subtext;
Determining the type of text;
Analysis of the content of the text (identification of micro-themes, drawing up a plan, clarification of the central part);
Implementation of the draft;
Checking your own text to maintain coherence and the presence of key language tools.

The original text for a condensed presentation is read twice. First of all, the listened text needs to be understood.

Stages of work

After the first reading is determined:

1. theme; 2. main idea;

3. structure of the text. 4. The abstracts that you remember are recorded.

The stage of determining the THEME of the text

What is the text about?

- at the beginning of the text;

- by keywords;

- by key episodes;

- by deeds or

thoughts of heroes;

- by text title

The stage of determining the MAIN THOUGHT (IDEAS) of the text

General key

the sound of the text;

The mood that

events, heroes;

The presence in the text of the thesis,

formulating directly

or indirectly the main

One suggestion

in which

expressed

the basic idea

The basic idea

microthemes

THESIS

verbal

nominal

The stage of determining the TEXT STRUCTURE

introduction

main

part

conclusion

When re-reading the original text, determine:

microthemes of the text;
the number of microthemes;

3. Model the text of a concise presentation using the means of linking sentences in the text.

Remember: the main thing is not to distort the main content of the text.
concise statement This is not a selective presentation.

MICROTHEME

Theme of each semantic part

text that reflects

common theme, one for everything

text.

Stage of PARAGRAPHING of the text: definition of MICROTEMS of the text as parts of a common theme

Determine the number of paragraphs by ear

in the text by the number of large

intonation pauses of the reader

How many big

intonation

pauses in the text

so much in the text

paragraphs

Evaluation of presentation Criterion I1

The examinee conveyed the main content of the listened text, reflecting all microthemes important for his perception = 2 points

The examinee conveyed the main content of the listened text,

Criterion I2

them to compress at least 3 micro-topics of the text,

the examinee correctly applied 1 compression technique using

it throughout the text. - 3

The examinee correctly applied at least 2 different techniques

text compression (exclusion, generalization, simplification) and used

them to compress 2 microthemes of text,

its for compressing 3 microtext text. - 2

The examinee correctly applied at least 2 different techniques

text compression (exclusion, generalization, simplification) and used

them to compress 1 microtheme of text,

the examinee correctly applied 1 compression technique and used

its for compressing 2 microtext text. - one

Criterion I3

speech coherence and sequence of presentation:

- there are no logical errors, the sequence of presentation

not violated;

- there are no violations of paragraph articulation of the text in the work.

The work of the examinee is characterized by semantic integrity,

coherence and consistency of presentation,

1 logical error was made,

and/or

there is 1 violation of paragraph articulation of the text in the work.

In the work of the examinee, a communicative

idea,

more than 1 logical error was made,

and/or

There are 2 cases of violation of paragraph articulation of the text. - 0

An essay on a linguistic topic

Task 15.1.

The writing on a linguistic topic

Some Features

linguistic theme:

1. The topic requires the formulation of a thesis that needs to be proved, suggests it.

2. The topic requires knowledge of linguistic concepts, terms from the Russian language course.

3. The topic requires examples based on a specific text from the OGE assignment

Essay writing

on a linguistic topic

Checks:

1. knowledge of the functions of linguistic phenomena;

2. skills:

translate previously acquired knowledge into practical activities;
build the text of the essay and in it:

formulate and present a thesis;

give reasons for it;

select appropriate examples;

To make a conclusion.

Write an essay-reasoning, revealing the meaning of the author's statement.
Justify your answer by giving 2 examples from the text you read.
When giving examples, indicate the numbers of the required sentences or use citations.
The volume of the essay is not less than 70 words.

Outline of an essay on a linguistic topic

The linguistic phenomenon is necessary.

1st function

2nd function

Thus, the linguistic phenomenon is necessary.

Step-by-step instruction essay writing on a linguistic topic

Step 1.

Getting to know the saying

Read the statement about language carefully.
Consider it.
Highlight keywords.

Step 2 Determine the main idea of the statement

Find out what language properties about which phenomena is in the utterance.

Sample answers:

About richness, expressiveness, accuracy of speech;
About the means of expressing thoughts;
About the role of epithets, metaphors, personifications, comparisons, synonyms, phraseological units;
On the relationship of vocabulary and grammar;
On the role of syntax in human communication;
About the functions of punctuation marks, etc.

Step 3 We make out the introduction

We formulate the position of the author of the statement:

We express our attitude towards her:

The introduction should be from 2-3 offers

Can apply citation

Can be dispensed with

without quotation

K.G. Paustovsky said: "There is nothing in life and in our minds that could not be conveyed by the Russian word."

The great Russian writer K.G. Paustovsky argued, that the Russian word can not only name objects, phenomena and actions, but also express ideas, thoughts, feelings. I cannot but agree with the opinion of the author of the statement.

Indeed, words most accurately, clearly and figuratively express the most complex thoughts and feelings of people.

entry techniques

In generalization, show the relevance of the topic

Interrogative sentences will fix keywords

We use pronouns all the time in our speech. In terms of frequency of use, they rank third after verbs and nouns.
The verb expresses actions related to the life and activities of a person. That is why it is second in frequency of use after the noun.

Why do we use pronouns in speech? Is it impossible to do without them?
Why "the verb is the most lively part of speech"? What is the meaning of the verb in the sentence and in the text? Why is it second only to nouns in frequency of use?

Step 4 We write the main part

You can start like this:

Let's take a closer look at the words in the text (full name of the author) ...
Let us turn to the text of a publicist (writer, scientist ...)
We prove this idea with examples from the text ...
We will reveal the meaning of the text using examples taken from the text ...

Types of essays - reasoning

1. Reasoning-proof

Target: Prove the truth or falsity of the main statement of the thesis.

Introductory words: So, firstly, for example...
Unions: so, since, since, if...
Speech turns: Let's pretend that…; Let's assume that...; testifies to this ...; this suggests...

Types of reasoning essays

2. Reasoning-explanation

Target: explain the content of the thesis. The main statement is always true.

Help provide a logical connection

between sentences

Organizer words : because, therefore, that's why...
Summary words : this is explained by…; it depends on…, it is a consequence of…
Introductory words : for example, like this...

Types of essays - reasoning

3. Reasoning-thinking

Target: explain and prove with the help of questions and answers the correctness of the proposed thesis.

Language design tools:

Introductory words : in my opinion, it seems to me, most likely, obviously ...
Speech turns : I can say with certainty that…, I believe that…; let's try to figure it out...

We give examples confirming the words of the author of the statement and your reasoning

To do this, study the criteria for evaluating examples-arguments:

S1K2 The examinee gave 2 examples-arguments from the text, correctly indicated their role in the text – 3 points

Argument requirements:

Examples should be - 2 ;
Examples should be - from text ;
Need not only name a linguistic phenomenon , but also explain its meaning and indicate the role in the text .

An important source of enrichment of speech is synonymy. Our language is rich in synonyms.
They have a common meaning and differ in shades or stylistic coloring.
The author uses the synonyms "bitterness and resentment" (proposition 44), which help the writer to more fully reveal the state of mind of the heroine.

Named linguistic phenomenon.

Explanation of its meaning.

The role is indicated in the text

Argument 2

The Russian language also has the richest word-formation possibilities. There are various ways of forming words. One of them - suffixal. Take, for example, the word "Tanya" from sentence 1. Diminutive suffix -echk- helps the author express sympathy for the heroine of the work.

When designing examples, you can use the introductory words "firstly", "secondly" ...

Don't forget that they are separated by a comma.

Step 5 We write the conclusion

The conclusion is drawn from the entire text.
The conclusion says the same thing as the introduction, but in different words.
You can start like this:

Thus,…

Hence,…

As a result, you can come to the following conclusion: ...

In conclusion, we can say that…

It follows that…

Summarizing what has been said…

Thus, the given examples confirm the idea of K.G. Paustovsky that in the Russian language you can find the right words to express the most complex thoughts and various shades of feelings.

Summing up what has been said, I want to note that epithets play an important role in a literary text. They contribute to the complete, accurate, vivid and figurative transmission of shades of thoughts, feelings and assessments of the author of the text.

Essay Sample K.G. Paustovsky said: "There is nothing in life and in our minds that could not be conveyed by the Russian word."

I cannot but agree with the opinion of K.G. Paustovsky. What is the richness of the Russian language?
First of all, our language is enriched with the help of synonyms. They have a common meaning and differ in additional shades or stylistic coloring. So the author uses the synonyms "bitterness and resentment" (sentence 44), which help him to fully reveal the state of mind of the heroine.
The Russian language also has the richest word-formation possibilities. They are varied. One of the ways is suffix. For example, the word "Tanya" from sentence 1. The diminutive suffix -echk- helps the author express sympathy for the heroine of the work.
Thus, the above examples confirm Paustovsky's idea that in the Russian language one can find the right words to express the most complex thoughts and various shades of feelings.

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Slides captions:

Task 13 OGE Russian language Grade 9

Grammar warm-up Let's do a few test items, the execution algorithm of which we already know

1. From sentences 2-3, write out the word, the spelling of the prefix in which is determined by the rule: "The prefix PRI- is written if it is used in the meaning of incompleteness of the action." (2) He walked limping, and on his knee he had an abrasion, dried up, like a seal of sealing wax. (3) In his hand he held a rope to which a gray rag was tied.

2. Replace the phrase ROWBRUSH BRUSH, built on the basis of management, with a synonymous phrase with the connection agreement, write the resulting phrase. I arranged a fair in the house: I hung garlands of spruce and alder cones, brushes of viburnum and mountain ash under the ceiling. (Yu.Koval)

3. Write down the grammatical basis of the sentence below. Our hearts were too tired.

3. Write down the grammatical basis of the sentence below. Our hearts were too tired. Hearts were weary

4. In the sentences below from the read text, all commas are numbered. Write down the numbers denoting commas at the introductory word. I froze and began to listen. It seemed to me (1) that this was not music, (2) but the key was flowing from under the mountain. Someone, (3) seemed to, (4) fell to the water with his lips, (5) drinks, (6) drinks and cannot get drunk - his mouth and inside are so dry.

5. Indicate the number of grammatical bases in this sentence. Write your answer in numbers. During our game of chess, I noticed that the old man freezes and listens when someone slams the door at the end of the car, and does not calm down until the footsteps in the corridor stop on the other side.

6. In the sentence below, all commas are numbered. Write down a number indicating a comma between parts of a complex sentence connected by a coordinating link. The water in the shallows was clear (1), and each pebble shone with joy (2), casting a trembling shadow on the sandy bottom. (F. Iskander)

OGE Russian language. Grade 9 Task 13

Task 13.

Let's remember the theory! In C PP there can be several subordinate parts. Such NGNs are called polynomial. Subordination Homogeneous subordination Heterogeneous subordination Sequential subordination

Homogeneous subordination With HOMOGENEOUS subordination, both subordinate clauses are subordinate to the main one and answer the same question (they belong to the same species). [She knew], (that the girls looked warily at the closed door of the room), (that they felt connected). [ – = ] , (what – =) , (what = –) .

Remember! If the subordinate clauses are connected by the union AND, then a comma is not put between them: [She knew], (that the girls glanced warily at the closed door of the room) and (that they feel connected). [ – = ] , (what – =) and (what = –) .

Remember! Most often, subordinate clauses are joined with the SAME unions or allied words. But they can join DIFFERENT, but the question is the same: [In my letters I do not try to explain], (what is good) and (why a kind person internally beautiful).

Heterogeneous (parallel) subordination In PARALLEL subordination, both subordinate clauses obey the main one, but answer different questions. When we got up, it was impossible to understand what time it was. (When - =), [then =], (which -).

Sequential subordination In SEQUENTIAL subordination, the 1st subordinate clause is subordinate to the main one, the 2nd subordinate clause to the 1st subordinate clause, the 3rd subordinate clause to the 2nd, etc. It was a beautiful day in July, one of those days that happens when the weather settles for a long time. [ = - ], (which =), (when - =).

Remember! Relative clauses with sequential subordination are most often arranged as follows: [ = - ], (= -), (= -). But there may be another order: one subordinate clause can be inside another (when two conjunctions are joined): [– =], (what, (when - =), - =).

Algorithm for completing the task Read the task carefully. Find the grammatical foundations in all the sentences that are offered in the task. (OGE - Task 8) We exclude simple sentences (one grammatical basis); We exclude NGN with one clause, because the DESIRED sentence will consist of at least three parts! We exclude all SSP and BSP (OGE - task 11, OGE - Task 12)).

6. We single out all means of communication (unions and allied words), not forgetting about compound or used unions. 7. We establish semantic connections between the parts: for this, we first find the main one, then ask questions from it to the subordinate ones.

We recall the theoretical material on the topic “NB with several clauses: with sequential, parallel and homogeneous subordination of clauses. 9. Pay attention! There are proposals with combined ones, in which there is both serial and parallel with homogeneous subordination. Therefore, it is impossible to attribute them to any one type. 10. Write down the correct answer!!!

Among sentences 1-6, find a complex sentence with homogeneous subordination of subordinate clauses. Write the number of this offer. (1) They approached the house. (2) Sergei said that he would detain Alka for a short time. (3) However, Alka returned only to sleep. (4) Natka undressed it, laid it down and, closing the lampshade with a handkerchief, began to reread the second letter, just received today. (5) The mother wrote with anxiety that the father was being transferred to a construction site in Tajikistan and that soon everyone would have to leave. (6) The mother was worried, fervently asked Natka to come early and reported that the father had already agreed with the city committee.

Among these sentences, find a complex sentence with sequential subordination of subordinate clauses. Write the number of this offer. 1. When I was about to go ashore, I suddenly felt that the line was caught on something. 2. The bowler hat was still hot because they kept it wrapped in a sleeping bag. 3. And suddenly I felt that I could no longer take a step, because all my strength was spent on staying in place. 4. The mountains slowly unfolded, and on the left, under a deep cliff, a river sparkled, narrowing and spreading again, bifurcating and flowing again.

Among sentences 12–15, find a complex sentence with homogeneous subordination of subordinate clauses. Write the number of this offer. (12) Everything that was connected with the sea and sails made me excited. (13) I quietly opened the book and began to read how the ten-year-old boy Venka stands on the roof of his house and looks at the squadron entering the bay, how orange ribbed tiles on white houses gleam in the sun. (14) I leafed through the pages inaudibly and sat without moving, afraid to remind myself with an extra movement. (15) Apparently, it went well with the scarecrow: Lyoshka, without saying a word, left, and a minute later there was a crash in the yard.

Among sentences 15–23, find a complex sentence with homogeneous subordination of subordinate clauses. Write the number of this offer. (15) When it got dark and she went to the sea, he was already sitting and waiting for her. (16) The crab was in his hat. (17) 3ybin said: –– (18) I never thought that such cattle was sitting in me! (19) Doom someone to a slow and painful death! (20) I would never have believed that I was capable of such a thing! (21) I thought: he will sit, fall asleep like a fish. (22) And I should have understood the pain ... (23) This should not be neglected ..

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STATE FINAL CERTIFICATION (GIA) OGE - 2016 9 CLASS RUSSIAN LANGUAGE Specification Codifiers of the elements of the content of the examination paper Evaluation criteria

The OGE IS CARRIED OUT IN ACCORDANCE WITH THE FEDERAL LAW OF 29.12.2012 No. 273-FZ “ON EDUCATION IN THE RUSSIAN FEDERATION” FOR THE PURPOSE OF THE STATE FINAL CERTIFICATION OF GRADUATES ON THE BASIS OF CENTRALLY DEVELOPED EXAMINATION MATERIALS 1 THE RESULTS OF THE EXAM CAN BE USED IN THE ADMISSION OF STUDENTS TO THE PROFILE CLASSES OF THE SECONDARY SCHOOL. Examination work on the RUSSIAN LANGUAGE consists of three parts, including 15 tasks. 3 hours 55 minutes (235 minutes) are allotted to complete the examination paper in the Russian language.

PART 1. ASSIGNMENT 1. SUMMARY This is a small paperwork by listening text. Performed on a separate sheet. The original text is listened to 2 times. PURPOSE - the transfer of the main content of both each micro-theme (there are 3 of them), and the entire text as a whole. The volume of presentation is not less than 70 words. Note-taking of the main points of the text (draft notes) is allowed already at the 1st listening! The use of spelling dictionaries is also allowed from the very beginning of the exam.

JUDGING CRITERIA FOR TASK 1 № Criteria for judging a condensed presentation Scores SG1 Content of the presentation 2 – 1 - 0 SG2 Compression of the source text 3 – 2 – 1 - 0 SG3 Semantic integrity, speech coherence and consistency of presentation 2 – 1 - 0 criteria of SG1 - SG3 7

PART 2. TASKS BASED ON THE READ TEXT Part 2 consists of 13 tasks (2-14). The tasks of part 2 are performed on the basis of the read text. Answers to tasks 2–14 are written in the form of a word (phrase), number, sequence of numbers in the bank of answers No. 1 without spaces or other symbols.

SPECIFIC: ASSIGNMENTS 2 - 14 ... No. 2 - Adequate understanding of written speech in various fields and situations of communication (which fragment of the text contains the information necessary to substantiate the answer to the question ...) - a figure. No. 3 - The expressiveness of Russian speech (indicate the sentence in which the means of expressiveness of speech is ...) - a figure. No. 4 - From the sentences ... write out the word in which the spelling of the prefix is \u200b\u200bdetermined by its meaning - “approximation”.

No. 5 - From the sentences ... write down a word in which the spelling of the suffix is an exception to the rule ... No. 6 - Replace the colloquial word "whispered" in sentence 12 with a stylistically neutral synonym. Write this synonym. No. 7 - Replace the phrase "wooden box", built on the basis of agreement, with a synonymous phrase with a control connection. Write the resulting phrase. No. 8 - Write out the grammatical basis of the sentence ...

No. 9 - Among the sentences ... find a sentence with isolated homogeneous definitions. Write the number of this offer. No. 10 - In the sentences below from the read text, all commas are numbered. Write down the numbers denoting commas at the introductory word. No. 11 - Indicate the number of grammatical bases in the sentence ... Write down the answer with a number. No. 12 - In the sentences below from the read text, all commas are numbered. Write down the numbers denoting commas between parts of a complex sentence connected by a subordinating relationship. No. 13 - Among the sentences ... find a complex sentence with homogeneous subordination of subordinate clauses. Write the number of this offer. No. 14 - Among the sentences ... find a complex sentence with an allied and allied coordinating connection between the parts. Write the number of this offer.

ASSESSMENT PART 2: Automatic processing, and therefore - extremely accurate filling in the answer sheet! The maximum number of points is 13. (one point for each correct answer). For an incorrect answer or its absence, zero points are given.

PART 3 COMPOSITION-REASONING The task of part 3 is carried out on the basis of the same text that the graduates read while working on the tasks of part 2. Using the read text from part 2, it is necessary to complete ONLY ONE of the tasks on a separate sheet: 15.1, 15.2 or 15.3. This is a written reasoned answer! Before writing an essay, you must write down the number of the selected task: 15.1, 15.2 or 15.3. The essay must be at least 70 words. The essay must be written in neat, legible handwriting.

EVALUATION CRITERIA FOR TASK 15 (ESSAY-REASONING) № Criteria for evaluating an essay-reasoning on a linguistic topic (15.1) Points С1К1 Presence of a reasonable answer to the question posed 2 - 1 - 0 С1К2 Presence of examples-arguments 3 - 2 - 1 - 0 С1К3 Semantic integrity, speech coherence and sequence of the composition 2 - 1 - 0 С1К4 Compositional harmony of the work 2 - 1 - 0 The maximum number of points for the composition according to the criteria С1К1–С1К4 9

EVALUATION CRITERIA FOR TASK 15 (ESSAY-REASONING) № Criteria for evaluating an essay-reasoning on a topic related to text analysis (15.2) Points С2К1 Understanding the meaning of a text fragment 2 - 1 - 0 С2К2 Presence of examples-arguments 3 - 2 - 1 - 0 С2К3 Semantic integrity, speech coherence and consistency of the composition 2 - 1 - 0 С2К4 Compositional harmony of the work 2 - 1 - 0 The maximum number of points for the composition according to the criteria С2К1 - С2К4 9

EVALUATION CRITERIA FOR TASK 15 (ESSAY-REASONING) № Criteria for evaluating an essay-reasoning on a topic related to text analysis (15.3) Points С3К1 Interpretation of the meaning of the word 2 - 1 - 0 С3К2 Presence of examples-arguments 3 - 2 - 1 - 0 С3К3 Semantic integrity , speech coherence and sequence of the composition 2 - 1 - 0 С3К4 Compositional harmony of the work 2 - 1 - 0 The maximum number of points for the composition according to the criteria С2К1 - С2К4 9

ASSESSMENT OF LITERACY AND ACTUAL ACCURACY OF SPEECH OF THE EXAMINANT No. Criteria for assessing literacy and actual accuracy of speech Scores GK1 Compliance with spelling norms 2 - 1 - 0 GK2 Compliance with punctuation norms 2 - 1 - 0 GK3 Compliance with grammatical norms 2 - 1 - 0 GK4 Compliance with speech norms 2 - 1 - 0 FC1 Actual accuracy of written speech 2 - 1 - 0

In accordance with the Procedure for conducting the state final certification for educational programs of the main general education(Order of the Ministry of Education and Science of Russia dated December 25, 2013 No. 1394 was registered by the Ministry of Justice of Russia on February 3, 2014 No. 31206): “48. Exam papers are checked by two experts. According to the results of the check, the experts independently set points for checking tasks 1 and 1 5 of the examination paper ... In case of a significant discrepancy in the points given by two experts, a third check is assigned. A significant discrepancy in scores is determined in the assessment criteria for the corresponding academic subject. The THIRD EXPERT is appointed by the chairman of the subject committee from among the experts who have not previously checked the examination paper. The third expert is provided with information about the scores given by the experts who previously checked the student's examination paper. The scores awarded by the third expert are FINAL."

AND FINALLY... The maximum number of points that an examinee can receive for completing the entire examination paper is 39 points! Compare: GIA - 2010: 44 GIA - 2014: 41

Recommendations on the use and interpretation of the results of the examination papers for the main state exam (OGE) in 2016 RUSSIAN LANGUAGE on a five-point scale Mark on a 5-point scale "2" "3" "4" "5" Total score 0-14 15-24 25 - 33, of which at least 4 points for literacy (according to the criteria of GK1 - GK4). If, according to the criteria of GK1-GK4, the student scored less than 4 points, the mark "3" is set. 34 - 39, of which at least 6 points for literacy (according to the criteria of GK1 - GK4). If, according to the criteria of GK1-GK4, the student scored less than 6 points, the mark "4" is set.

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Preparing an oge Russian language presentation. OGE criteria presentation for a lesson in the Russian language (Grade 9) on the topic. Features of the GIA in individual subjects

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