Handbook of the Russian language Unified State Examination. Materials for preparing for the Unified State Exam in the Russian language. Separate definitions and applications
Background information to all tasks: 1 - 26. If you don’t know something, don’t remember, don’t understand, come here. Simple, accessible, many examples.
Author of the “Handbook”: Kutyreva N. A.
Demo version of KIM Unified State Exam in Russian 2015
Demo version of the Russian language 2015 in interactive form.
A demo version 2016 year in interactive form with answers and commentsTask 1. Information processing of written texts
What is the main information? How to find her?
Task 2. Means of communication of sentences in the text
How to recover a missing text component?
Task 3. Lexical meaning of the word
Multiple meaning words. How to determine the meaning of such a word in context?
Task 4. Orthoepic norms (stress placement)
Orthoepic dictionary. Error words and forms of words.
Task 5. Lexical norms (use of a word in accordance with the lexical meaning and required
What are paronyms? What's so difficult about them? List of words 2015. An interactive dictionary
Task 6. Morphological norms (formation of word forms)
Lots of tomatoes? Their order? Wave? No, no and no! The Unified State Examination is struggling with low speech culture. Find out which forms are considered dangerous and test yourself
Task 7. Syntactic norms. Approval standards. Governance standards
How do we construct phrases, do we always follow syntactic norms? Find out what mistakes are made most often. Important for both the Unified State Exam and life
Task 8. Spelling roots
Logic of task 8. The focus is on the rules of spelling roots that you studied in grades 1 - 6
Task 9. Spelling prefixes
How are Russian prefixes written? Apply the rules learned in grades 1 - 5
Task 10. Spelling of suffixes of various parts of speech (except for suffixes with N and NN)
You studied most of the suffixes in grades 5-6. We repeat the “necessary” rules
Task 11. Spelling personal endings of verbs and participle suffixes
How not to get confused? We offer step-by-step tactics
Task 12. Spelling NOT and NI
Traditionally a dangerous topic that requires increased attention
Task 13. Continuous, hyphenated, separate spelling of words
Wrong words. The main thing is to distinguish homonyms
Task 14. Spelling -Н- and -НН- in various parts of speech
The most error-prone topic in the school Russian language course
Task 15. Punctuation marks in a simple complicated sentence (with homogeneous members). Punctuation in complex sentences and simple sentences with homogeneous members.
Logic of task 15. Which sentences only need one comma?
Task 16. Punctuation marks in sentences with isolated members (definitions, circumstances, applications, additions)
To isolate or not? What are the types of separations?
Task 17. Punctuation marks in sentences with words and constructions that are grammatically unrelated to the members of the sentence
Introductory words and combinations. Cases of homonymy. What words are often confused with introductory words?
Task 18. Punctuation marks in a complex sentence
Varieties of complex sentences in terms of punctuation. Faulty cases
Task 19. Punctuation marks in a complex sentence with different types of connection
Should I use a comma if the coordinating and subordinating conjunctions or two subordinating conjunctions appear side by side in a sentence?
Reference materials for preparing for the Unified State Exam in the Russian language using the 2015 demo version.
The manual systematically presents the theoretical material of the Russian language course according to demo versions of the Unified State Exam in Russian language 2015. Particular attention is paid to the ability to algorithmize rules. “Step-by-step” application of the rules helps to bypass the “traps” that abound in Unified State Exam tests in the Russian language. When preparing materials, Russian language textbooks were used, methodological recommendations“Unified State Examination - Russian language” (authors - Krashennikova L. A, Lukina I. V., Irkutsk State Pedagogical University Publishing House - 2011.- task4), materials from the manual “Express Tutor” by M.M. Baronova.
Tasks 1-3 test the ability to retrieve main information, the ability to use a word in accordance with its lexical meaning
Task 4. tests the ability to put stress in words. To do this, you need to know the peculiarities of stress in Russian:
Functional parts of speech are always unstressed, since they are adjacent to independent parts.
In verbs with the prefix YOU, the emphasis always falls on it.
In brief passive participles with the suffix YON in the masculine gender the emphasis falls on it, and in other forms it goes to the ending (aspired, strivingA, strivingO, striving)
Some short adjectives the emphasis in the feminine goes to the ending, in all other forms it falls on the stem (GRAY-SER-SER-SERA, small-melok-melko-melka)
In past tense verbs, in most cases (not all!) the stress is on the base, and in the feminine gender on the ending: took, took, took, took; began, began, started, startedA) For verbs steal put send send send the emphasis remains on the basis: krala, sala, sent, postla
When preparing, you should use the “Orthoepic Dictionary of the Russian Language: pronunciation, stress, grammatical forms"edited by R. I. Avanesov (publication not earlier than 1989)
Words most often found in various options Unified State Exam
A1 Nouns:
agent alphabet airports bows beard accountants religion citizenship hyphen dispensary arrangement leisure document heretic blinds significance X catalog monologue dialogue obituary quarter kilometer decimeter centimeter millimeter cones cones treasury faucets flint flint lecturers lecturers ski terrain jaws honors (but news) garbage pipeline water pipeline gas pipeline oil pipeline intention growth of enemies hatred ailment nail nail Adolescence parterre briefcase handrails dowry call call convocation review (ambassador) review (for publication) funds statue carpenter milkman schoolboy customs cakes cakes cement centner chain scarves driver kiosk sorrel expert
Adjectives
verA-kr adj. J.roda. long-standing significant (suffering adjective) more beautiful most beautiful bleeding kitchen trick (short adjective) mosaic wholesale visionary cute chatty (but gluttonous) plum
Verbs
pamper indulge pamper... (but the darling of fate) take-took take undertook undertook - undertook turn on- turn on join in perceive - perceived recreate - recreated hand over - hand over drive - drove to get - got to wait - waited to get through - They're calling You're calling They're calling They're getting through Dosing Wait - waited to cork borrow - occupied - occupied occupied locked - locked exclude exclude exhaust put - put steal steal send - slala sent stala slala begin begin tilt tilt facilitate facilitate pour over poured out to surround surrounds to encourage to encourage to embrace hug embraced to embitter to vulgarize to vulgarize to vulgarize to seal form to normalize to inquire inquire you will inquire depart departed uncork uncorked recalled recall recalled and give gave forced to drill drill drill scoop click deepen pinch pinches litter litter remove removed arrived put put fruit fruit litter litter litter respond responded
Participles
indulging in corked having begun having given having understood having raised having arrived
Adverbs
in time white to the top to the bottom dry enviably (in the meaning of the predicate) ahead of time before dark after dark from time to top for a long time
Participles: spoiled turned on delivered bent busy busy locked locked populated inhabited bleeding feeding begging acquired acquired acquired poured filled hired started started turned on disconnected repeated divided understood accepted lived removed removed bent th
Task 5 checks ability to differentiate between paronyms.
Paronyms are words with different spellings and similar sounds:
Dawn-dawn, stone-stony, human - humane, pay - pay, conservatory - conservation, affirmative - affirmative act - misconduct, mighty - powerful, understandable - intelligent, nimble - nimble, etc. The similarity of paronyms in sound and spelling leads to lexical errors. You need to know the lexical meaning and carefully analyze the meaning of the sentence. In preparation, become familiar with the lexical meaning of as many paronyms as possible. When performing this task, you should remember that the lexical meaning can be understood through the selection of synonyms, antonyms, and cognates. It is imperative to do a semantic analysis of the sentence.
Task 6 tests the ability to find a violation morphological norms. Morphological norms are the norms for changing words during declension and conjugation (the correct formation of word forms). The following rules are most often violated:
1) Incorrect form of the word: Chulkov instead of stockings.
Remembering the forms genitive case plural:
a) Bashkirs-Bashkirs(Bulgarians, Buryats, Georgians, Ossetians, Romanians, Tatars, Turkmen, Gypsies, Turks)
b)Kirghiz-Kyrgyz( Kazakhs, Uzbeks, Tajiks, Yakuts.)
c) Felt boots (felt boots) boots, stockings, shoes) Straps-thongs, socks-socks
d) volts-volts( amperes, microns, arshins )Meters-meters( grams, kilograms, hectares)
d) Lemon - lemons ( oranges, eggplants, tangerines, tomatoes, tomatoes)
e) Pasta - macaroni( splashes, trousers, beads, holidays) Money - money, darkness - darkness ( stretchers, sleds.)
e) Shoe-shoes ( waffle, shaft ).Spin-pin( saklya, strife). Wedding - weddings( estate) Fable-fable( shutter, song, blast furnace, tower). Foot-foot( nostril trap). Troops-troops, apples-apples.
g) Saucer-saucer( blanket, towel) Bolotse-bolottsev(hoof, trough,). Clock-clock ((bridges, tongs, vice, pliers. glasses, freezes, abacus )Nursery-nursery(everyday life, ticks)
2) Incorrect form of the plural form of masculine nouns
Remember:
With ending A-Z
WITH ending Y-I
Addresses, shores, centuries, directors. doctor, chute, millstone, inspector, boat, feed, number, district, vacation., passport, grade, haystack, professor, paramedic, anchor, stamp.
3) Incorrect formation of degrees of comparison of adjectives and adverbs. We remember that the words MORE and LESS are attached only to the initial form (adjective in the IM case): more beautiful, less smart. (Violation is smarter).
4) Incorrect declension of numerals.
Remember:
1) For complex numerals 50, 60, 70, 80, 500, 600, 700, 800, 900, both parts are declined:
I.fifty, five hundred
R. fifty, five hundred
D fifty, five hundred
At fifty, five hundred
T FIFTY, FIVE HUNDRED
P about fifty, about five hundred
Most often, the assignment gives an example of a violation of the norm in the Instrumental case.
2) the numerals 100, 90, 40 in the genitive, dative, instrumental and prepositional cases have the ending A
3) for the numerals 200, 300, 400, both parts are declined: Four hundred, four hundred, four hundred, about four hundred.
5) Incorrect use of pronouns ( their places, his bike, his parents MUST: THEIR places, HIS bike, HER parents)
6) Erroneous formation of gerunds:( after reading a book, flying over the city ---Norma: after reading a book, flying over the city)
Task 7 tests the ability to grammatically correctly continue a sentence with an adverbial phrase.
You should know:
Participle- special shape verb, which denotes an ADDITIONAL action with the MAIN one. Therefore, in a two-part sentence, where there is a subject and a predicate, both actions: both the main and the additional - are produced by ONE ACTIVE - the SUBJECT. At the same time, we ask a question from the predicate to the gerund.
Algorithm for completing the task:
Defining grammar basics
Let's see what main action is expressed by the predicate.
We substitute the additional action expressed by the gerund and look at the meaning.
For example:
1)I was overcome by doubts
2) the guys turned to the dictionary
3) context is taken into account
If the sentence is definite-personal or indefinite-personal, we substitute the implied pronoun: I, we, you, you - to the definite-personal or they - to the indefinite-personal. These should include both the verb and the gerund.
Defining Values unclear words,
1)I was overcome by doubts
2) refer to the dictionary
3) context is taken into account
4) some of them turned out to be ambiguous
If the sentence is impersonal (it does not and cannot have a subject, that is, no pronoun or noun can be substituted), we look at the meaning, carefully analyzing all the sentences.
Using a new method,
1)brilliant results were achieved
2) the language is learned very quickly
3) You can quickly master any language
4) the time required for language acquisition is reduced
Ego task checks the ability to see and a grammatical error - a violation of syntactic norms. The syntactic norm is the correct construction of sentences and phrases in the Russian language. The words in a phrase are related in meaning and grammatically. Grammatical connection expressed by prepositions and endings. Hence,
1) a violation of the norm will be the incorrect use of prepositions (especially derivatives) and the incorrect ending of nouns in phrases with a derived preposition (violation of control connections in such phrases)
According to the order director contracts were concluded. (norm: According to by order of Yu- D. case)
The prepositions THANKING, AGREEING, DESPITE are used only with Dative case.
The prepositions AT THE END, AFTER EXPIRATION, UPON ARRIVAL, UPON COMPLETION - have the ending of the prepositional case I (and not the dative)
The preposition ON ARRIVAL is normally in the prepositional case, not the dative case.
The prepositions DURING, IN CONCLUSION, IN CONTINUATION are written in two words, ending with E.
The preposition CONSEQUENCE is written together, at the end E. It must be distinguished from the adverb SUBSEQUENTLY.
2) Violation of agreement in a complex sentence with combinations those who... those who
.Those who wrote the essay were very worried(norm who wrote) The words TE, THAT refer to the main sentence.
3) Incorrect location of the defined word in sentences with a participial phrase and, as a consequence of this, incorrect agreement in the model DEFINED WORD and PARTICIPIAL PURPOSES.
4) Constructing sentences with adverbial verbs
As I approached the station, my hat fell off.(It turns out that the hat was approaching the station)
Norma: As I approached the station, my hat flew off.
5) Violations in the construction of a homogeneous series.
The director organized and runs the school.Correct The director organized the school and runs it.
6) Violations of coordination. The main requirement: ASK THE QUESTION CORRECTLY FROM THE MAIN WORD.
We approached the tree, bending to the ground. Norm: to a tree (WHAT?) leaning towards the ground.
The same task checks ability to construct synonymous constructions: replace subordinate clause a separate definition expressed participial phrase.
Please remember: replacement is NOT POSSIBLE in the following cases:
If the subject of the grammatical stem ( character, subject) of the main sentence is not equal to the subject of the grammatical basis of the subordinate clause . In the museumwe met with a picture above whichthe artist worked V recent years life.
If there is a demonstrative word in the main clause. I will go to TU school, where they study two foreign languages.
If in a subordinate clause the predicate is expressed in the form of the conditional mood (there is a particle BY).
I would like to do something that would bring I feel joy and satisfaction.
Task 8 tests the ability to navigate the spelling rules of the unstressed vowel in the root.
There are unstressed vowels
1 ) checked by stress (we select a word with the same root or form of a word so that the stress falls on this vowel)
2 )not verified by stress (remember, look in the dictionary)
3 )alternating
ROOTS with alternating A-O ROOTS with alternating E-I
DER-DIR if the root has a suffix A, then RAST-RASH-ROS-before ST and Shch -A
TER-TIR at the root it is written I. There is no suffix A- exceptions p O drain, R O stov r O stockman,
PER-PIR written E. R O stislav, negative A with
MER-MIR KAS-KOS behind the root suffix A, in
STEL-STEEL root A
BLAST-BLIST LAG –LOG in front of F - O, in front of G - A.
ZHEG-ZHIG GAR-GOR under the accent A, without -O.
CHIT-CHIT exceptions: scorch, residue
ZAR-ZOR under the accent O, without –A.
exceptions: glow, dawn
TVAR-TVOR Without emphasis - O. exception-
Utensils.
MAK-MOK from the meaning: get wet (become
wet) dip (in something)
SKOCH-SKAK before CH-O, before K-A.
Exceptions: I'm jumping, jumping
EQUAL (meaning identical, equal) -
ROVN (flat, smooth)
exceptions: plain alignment same age
catch up
PLAV-PLOV – in all words A, except for exceptions:
Swimmer, female swimmer, quicksand
Algorithm for completing the task (if you need to find the vowel being tested)
1) We search in all variants for a word (word) with alternating vowels and exclude these variants
2) We look for words with an untestable vowel and exclude this row (if rows are given) or the word (if single words are given)
3) We select test words for the words of the remaining row (or word)
Task 9 requires knowledge of the following rules:
1) spelling of prefixes
2) the letters I - Y after the prefixes (possibly)_____________were in the demo versions of previous years.
3) separating marks b and b (possibly)
The spelling of prefixes is subject to three rules:
1) Vowels and consonants in prefixes are written the same way, regardless of pronunciation. These are the prefixes ON, ON, FOR, OT, UNDER, OVER, IN, IN, WITH and others.
2)Contents
PRE PR
* Close value to FRONT * Approaching
* = word VERY * Join
* Proximity(=about)
*Incomplete action
It must be remembered that the distinction between the prefixes PRE-PRI in some cases is determined by the context:
to arrive in the city to stay in the city (to be)
pretend to betray a friend
receiver (radio receiver) successor (continuator of the work started)
endure (get used to) endure (survive)
bow (branches) bow (before someone)
pretend (door) bring to life
coming (coming) passing (impermanent)
despise the orphan despise the coward
REMEMBER words: NOTORIOUS, PRESIDENT, QUIRK, PRIME, PREMIUM, CONTENDER, ADORABLE, PRIVILEGE, CLAIM, PRIORITY.
3)ACCESSORIES on Z - N: once (ras), without (bes), bottom (nis), through (vos), through (through)
Before a voiced consonant, Z is written at the end of prefixes, and before a voiceless consonant, S is written.
TRAPS: words with two prefixes, one of which is NOT, the second is C: fireproof, intractable, unbending, unrotten, unkind and others
SEPARATING b and b
Kommersant is written
1) After prefixes ending in a consonant, before letters E, E, Yu, Ya.
2) V difficult words, the first part of which is the numerals two, three, four
before the same letters (two-tier, trilingual).
You should remember the spelling of words with foreign language prefixes: Subject, adjutant, adjunct, injection, trans-European, pan-European, conjunctivitis, conjuncture.
Kommersant is not written
1) Before the letters A, O, U.
2) In compound words (children)
b is written
In the root, suffix, ending before the letters E E Y Y I
In foreign words before the suffix ON: broth, pavilion, battalion.
Y-I after consonant prefixes
After consonant prefixes, Y is written instead of I, except for words
* With attachments OVER, INTERNATIONAL inter-institutional, super interesting.
* With foreign language prefixes dez, counter, post, trance, super, pan: COUNTERGAME
* the first part of which is shortened: pedagogical institute
* word DOUBLE PULSE
* word CHARGE
Task 10 requires knowledge of the rules of spelling suffixes of various parts of speech
SUFFIXES OF VERBS.
The spelling of the suffixes OVA-EVA, YVA-IVA always depends on the 1st person singular.
If in the first person the verb ends in YUYU, YUYU, then in the indefinite form and past tense the suffixes OVA-EVA. (ova-eva changes): I advise - advised, advise.
If in the first person the verb ends in IVAYU, YVAYU, then the suffixes IVA-YVA (in other words, yva-iva does not change): paint - paint, paint.
And under stress there is always the suffix BA. Before it is a vowel, which comes before TY: stop-stop.
Exceptions: stuck – stuck – stuck
Eclipse-eclipse-eclipse
Extend-extend-extend.
The first step is setting the accent! If the suffix is stressed, then it is the suffix BA! The second step is exceptions. Only then do we put it in 1st person and determine whether it’s ova-eva or yva-iva!
ADJECTIVE SUFFIXES
1)CHIV-LIV-always with the letter I (there are no suffixes chev-lion): changeable, sympathetic
Exception: gutta-percha
2) CHAT: patterned (no suffixes even, cheat). Before the suffix CHAT, all consonants are preserved, except for C: freckle - freckled
Exception: plank.
3) IST (there is no suffix eats): thoroughbred.
4) After hissing and C under the accent OV, without accent-EB: lead, suede
5) Suffix IV under stress, suffix EV without stress (to distinguish from suffixes CHIV-LIV!): lilac, playful, flattering. Exceptions: merciful, holy fool.
In adverbs formed from adjectives, the same suffixes are retained.
Task 11 requires knowledge of the spelling rules for unstressed personal endings of verbs and participle suffixes
To correctly write the unstressed personal ending of a verb, you need to put it in the indefinite form and determine the conjugation. If the verb is in the indefinite form in IT, then the conjugation is second, the letter I is written in all endings, and in the plural. including 3 persons - AT-YAT.
If the verb is not in IT, it has 1 conjugation, and the endings include the letter E and UT - YUT
Exceptions from the 2nd conjugation: SHAVE, LAY, LAY. (in personal endings we write E, UT - YUT)
Exceptions from 1st conjugation: LOOK, OFFEND, HEAR, SEE, HATE, PUSH, BREATHE, HOLD, TURN, DEPEND, TENDER. (in personal endings we write I, AT – YAT)
You can remember the rule in poetic form:
We will, without a doubt, classify as the second conjugation all the verbs in IT, with the exception of SHAVE, LAY; And also: LOOK, OFFEND, HEAR, SEE, HATE, DRIVE, BREATHE, HOLD, TURN, and DEPEND, and TENDER
The FIRST thing you need to do is remember whether this verb is an exception, and only then put it in the indefinite form.
Writing participle suffixes
1 conjugation, in it suffixes USH-YUSH (actual, present time)
EM-OM (suffering present)
If the participle is formed from a verb 2 conjugations then in it suffixes ASH-YASH (valid present time)
MI (stradd, present time)
Exceptions: fleeting, movable
In active past participles the suffixes Ш, ВШ. Remember: Before the suffix ВШ, the vowel that comes before Т in the verb of the indefinite form is written:
Bark - barked, build - built, hate - hated.
In passive past participles the suffixes ENN, NN, T.
If the participle is formed from verbs ending in IT, it has the suffix ENN.
If the participle is formed from verbs ending in AT - YAT, it contains the suffix НН, preceded by a vowel placed in front of Т, that is, A or Z. ( NEVER WRITTENABOUT)
In the participle there are NO suffixes INN, ONN, ESH, ISH!
When performing this task, you should remember that in past tense verbs, before the suffix L, the vowel that appears in the verb of the indefinite form before Т is retained
Task12 tests the ability to apply spelling rules NOT and NI with various parts speech: verbs, gerunds, participles, nouns, adjectives, adverbs, pronouns.
NOT with verbs, gerunds and short participles written separately, except for those words that are not used without NOT: did not know, without thinking, not painted, not made, but hated, indignant.
Not with nouns, adjectives, participles and adverbs starting with O written separately, 1) if there is or is implied a CONTRAST with the conjunction A (in sentences with the conjunction BUT there is NO opposition.)
2) If there are words FAR NOT, NOT AT ALL, NOT AT ALL, NOT NOT AT ALL, NOT AT ALL, NEVER NOT, etc.
3)NOT with participles written separately if there are dependent words
NOT written separately with short adjectives that do not have a full form: not happy, should not be much (or full form has a different meaning: not ready)
NOT written separately with adverbs that are used as predicates in impersonal sentences: It’s not a pity, it’s not time, it’s not necessary.
NOT and NI are written separately with negative pronouns if there is a preposition: not with anyone, with no one, with no one, not with anyone. (with emphasis NOT, without emphasis - NOR)
The particle is NOT written together:
1) No opposition
2) no dependent words
3) there are no words far from, etc.
4) words without not are not used
5) you can choose a synonym (for nouns, adjectives, adverbs)
6) in negative pronouns without a preposition
7) with negative adverbs.
ATTENTION: if adjectives, participles and adverbs starting with O include the words AT ALL, VERY, EXTREMELY, EXTREMELY, EXTREMELY, enhancing the degree of quality, then it is NOT written CONTINUOUSLY. A completely ill-considered decision (reckless), an extremely uninteresting book (boring) to act extremely carelessly (rashly)
The particle NI is intensifying. It is used primarily to strengthen the negation expressed by the particle NOT or the word NO : The girl did NOT stop talking for a minute.
Negation (the word NO) can only be implied : NOT A CLOUD IN THE SKY.
Attention: If there is a double negative in a sentence, then the sentence takes on an affirmative meaning, and there are TWO particles NOT in it: I cannot NOT mention (that is, I will mention). He could NOT NOT know (knew).
The particle Ni can be part of repeating conjunctions. In this case, it can be replaced by the union AND: The Cossack does not want to rest in an open field, in an oak grove, or during a dangerous crossing.
The particle NI is written in stable combinations:
Neither day nor night, neither give nor take, neither light nor dawn, neither this nor that, at all costs, neither alive nor dead
We distinguish: A lot = a lot (did a lot) – Not a little (= didn’t get bored at all)
NOT once (many times) - more than once putting me in danger NEVER (never) Not alone (many) NOT alone I think so. Not one (no one) Not one spoke out against it.
Task13 Homonymous parts of speech
DISTINCTION between derived prepositions (they can be replaced by other prepositions) and homonymous parts of speech, for example, nouns with prepositions (they have dependent words and act in a direct meaning), combinations of pronouns or adverbs with a particle or preposition.
Prepositions
Homonymous parts of speech
During (day)= in continuation
For a long time = for a long time
In conclusion (of his speech)
Due to (bad weather) = due to bad weather
Like (habits) = like
About (lessons) = about lessons
Instead of (teacher, me)
Below(sheet of paper)
Above (pleasure, happiness)
Towards (tests, sun)
Side (at home)
Despite (bad weather) = not paying attention
Despite (difficulties) - not paying attention
Due to (bad weather)
During (the river)
In continuation (of the novel)
In conclusion (of experts)
In consequence (on the case)
In gender (and number agreed)
To account (deposit money)
To (this) place (to come)
At the (very) bottom of the sideboard
At the (very) top of the Christmas tree
To a meeting (with a childhood friend)
From the side (right, turn on side)
Without looking (from side to side, in her face)
Despite (the languid beauties)
In sight (bays, cities) = close
The difference between conjunctions and allied words and homonymous parts of speech
Conjunctions and allied words
Homonymous parts of speech
SO THAT (= in order to, so that. It is important that everything is completed on time.)
ZATO (= but: Small, but reliable)
ALSO, ALSO = (and) (the particle Zhe cannot be omitted. I will also go to the circus. And I will go to the circus.)
WHY (= why. Why is it easy for me
Moreover, AND (= besides, = besides, besides. He is handsome and, moreover, smart. He was late, and he did it on purpose.
SO (= therefore, means) (acts in the meaning of an introductory word) So, the decision has been made.
THEN (=for what purpose did I then come, to find out everything.)
WHY (=why: Why is everything so bad?)
THEREFORE (=because of this: There was bad weather, so we didn't go on the excursion.
THEREFORE (=therefore: Therefore we have accepted
such a decision.)
HOW MUCH (=at what price: How much is milk now?)
BECAUSE (= because: Everything works out for me, that’s why I’m in a great mood)
WHAT (a combination of a pronoun and a particle WOULD, which can be omitted: what could I come up with?
REMEMBER: no matter what
FOR THAT (combination of preposition and pronoun: hide behind that tree)
THE SAME (the same thing), THE SAME (in the same way, the SAME particle can be omitted
WHAT (combination of a preposition with a pronoun: What does your happiness depend on?)
AT WHAT, AT WHAT (preposition + pronoun:: There are clubs at that school.)
AND SO (Conjunction + adverb, which can be rearranged to another place: And so he does every morning.)
BEHIND (preposition + pronoun: The village was around that corner)
WHAT (preposition + pronoun): What do I miss most about being away from home?
ON THIS (preposition + pronoun: People don’t walk on this bridge)
BY THIS (obsolete) (preposition + pronoun: TO BE BY THIS)
BY WHAT (preposition + pronoun)): He hit on anything.
BY THIS (preposition + pronoun: It was easier to walk along that path)
Task 14 checks the application spelling rules НН and Н different parts speech.
To make the right choice, you need to determine the part of speech, only then reason in accordance with the algorithm for applying the rule for a specific part of speech.
ADJECTIVE
1) in the suffixes AN-YAN (material) 1) in the suffixes ONN, ENN
2) in the suffix IN (from an animal) 2) base on N + suffix N
Exceptions: tin glass Exceptions: pig, windy(day, person)
wooden
There are as many Ns in short adjectives as there are in full ones.
PARTICIPLE and verbal adjective
1) from an imperfective verb 1) from a perfective verb
Mown, worn, purchased, deprived, decided
2) there is no prefix (except NOT) 2) there is a prefix (except NOT)
beveled worn
3) there are no dependent words 3) there are dependent words
Sauerkraut sauerkraut in a barrel
4) do not end in OVANNY EVANNY 4) end in OVANNY EVANNY
carbonated paved 5) in short participles exceptions: wounded, forged, chewed
(until a prefix or dependent words appear)
ADVERB
IN adverb has as many N as in the adjective from which it is derived
The most difficult thing in this task is to distinguish a participle from an adjective. We check for the following signs:
the participle has 2 questions
The participle can be replaced by the phrase which + verb
Communion has a form and a tense.
Task 15 Union And in complex sentences and simple sentences with homogeneous members connected by this union.
Things to remember:
A simple sentence has one grammatical basis. Homogeneous members answer the same question and refer to the same member of the sentence. If homogeneous members are connected by a single conjunction AND, a comma is not placed before it. A comma is placed only before the repeated conjunction I.
A complex sentence has two or more grammatical stems. Simple sentences in a complex compound they do not depend on each other. A comma is placed before the conjunction And.
Attention! A comma is not placed before the conjunction I in a complex sentence in the following cases:
If there is a common minor member: Shortly after sunrise a cloud came and rain started pouring down.
If there is a general introductory word . Apparently, the weather will turn bad and we won’t go on an excursion.
If there is a common subordinate clause (in sentences with different types of connection ) Bye Alekhine told, the rain stopped and the sun came out.
If the conjunction AND connects two interrogative or two exclamatory sentences
How brightly the sun shines and how warm it is on the soul!
Execution algorithm: 1) Highlight the grammatical basics (base) and determine whether the sentence is simple or complex. 2) if the sentence is simple, find homogeneous members (a comma is not placed before a single conjunction) 3) If the sentence is complex, look
A) is there a common minor term (if there is ----- we don’t put a comma)
B) is there a general introductory word (there is - we don’t put it)
C) the type of both sentences according to the purpose of the statement (if they are interrogative or exclamatory, we do not put them)
If there is none of this, put a comma.
This task also tests the ability to put punctuation marks in sentences with homogeneous members.
A comma is placed for homogeneous terms
There is no comma for homogeneous terms
1) If the connection is non-union: Yellow and red leaves curl and fly in the wind
1) Before single connective (and, yes = and, too, also) and disjunctive conjunctions (or, il, or ).Someone was tidying up the mansion and waiting for the owners.
2) If homogeneous members are connected by adversative conjunctions (a, but, however, then, yes = but ) The spool is small, but expensive
2) In stable expressions: about this and that, neither light nor dawn, neither day nor night, etc.
3) With repeated conjunctions And in the snow, and in the wind, and in the stars, the night flight of my heart calls me to the anxious distance.
3) For different rows homogeneous members. We let's move forward and soon saw pioneers And schoolchildren.
4) Before the second part of double conjunctions (not only, but also; both..., so and; not that..., not that; neither..., nor; if not..., then; although and..., but;) He collected both stamps and postcards.
4) Between two verbs that form a single whole or indicate movement and the purpose of this movement: I'll go wash myself. I'll go and have a look. Can't wait.
Task 16 They will test the ability to use punctuation marks in separate definitions and applications. Separate definition more often expressed by a participial phrase. Application is a definition expressed by a noun.
General conditions for separating definitions and applications.
1) stand after the word being defined;
2) refer to a personal pronoun;
3) have additional circumstantial meaning.
4) the distance of the definition from the word being defined (see table).
Separate definitions and applications.
Conditions of separation
Separate definitions
Dedicated Applications
1) After the word being defined
Young forest, into green smoke dressed, impatiently waiting for warm thunderstorms (A. Tolstoy)
I often dream about those guys friends of my war days.((M. Matusovsky.)
2) The word being defined is a personal pronoun.
How , poor, I don’t have to grieve. (I. Krylov)
We, children, were shocked by this war. (K. Paustovsky)
3) Circumstantial meaning
Lost in my thoughts he did not answer this question. (A. Chekhov)
Renegade of stormy pleasures, Onegin locked himself at home. (A. Pushkin)
4) distance from the word being defined
Sunlit Buckwheat and wheat fields lay across the river. (M. Sholokhov.)
Task17 Punctuation marks for introductory words and inserted constructions
Introductory words -- words that are grammatically unrelated to the members of the sentence and express the speaker’s attitude to the thought being expressed.
Introductory words are separated by commas
Groups
1)
Expressing the speaker's feelings
Fortunately, unfortunately, unfortunately, to surprise, to joy, to chagrin, to horror, what good, a strange thing, to shame, there is no point in hiding, the hour is uneven, an amazing thing
2) Varying degrees of confidence (uncertainty)
Of course, undoubtedly, probably, should be, tea, know, apparently, truly, perhaps, maybe, without any doubt, right, tea, in fact, apparently, must be, I believe, I hope, of course, naturally, of course, obviously, unconditionally.
3) Message source
G they say, report, according to words, in my opinion, in your opinion, they say, they say, I remember, it is heard, from the point of view, in our opinion, according to legend, in your opinion, in my opinion, by definition.
4) The semantic connection of the parts of the sentence, the sequence of presentation and methods of forming thoughts.
So, therefore, it means, further, finally, on the contrary, however, by the way, the main thing, for example, thus, in particular, by the way,
in a word, briefly speaking, in general, as they say, in a word, in general outline, firstly, secondly, let’s say, on the contrary.
5) Attracting attention
You see, imagine, please, excuse me, excuse me, believe (whether), let's say, let's say, assume, understand, say, agree, listen
6) Indicating an assessment of the measures of what is being reported
At most, at least, at least, etc.
Attention!
If a word is missing in the introductory phrase, then a dash is placed instead of one of the commas
On the one hand, I wanted to continue the road, on the other, I felt the need to rest
Finallyis an introductory word if the particle then cannot be attached to it in a sentence. If this is possible, then finally - the circumstance is not separated by commas
At allis an introductory word in the meaning"generally speaking"and is not the meaning"in general, on the whole"
Howeveris an introductory word if it is at the end or middle of a sentence (He, however, is mistaken; he is mistaken, however). At the beginning of a sentencehowever matters Butand is not an introductory word
When two introductory words meet, each is isolated separately
Are not introductory words
little by little, at first, suddenly, as if, after all, supposedly, ultimately, hardly, after all, even, hardly, exclusively, exactly, as if, almost, as if, just, besides, between that, by proposal, simply, by decision, by decree, approximately, moreover, almost, therefore, simply, decisively, once, as if, to top it all, since then, as if, decisively, exclusively, here, approximately, evenParticleit happened
separated by commas
Task18 tests the ability to put punctuation marks in complex sentences.
The main thing here is to correctly determine the boundaries of the main and subordinate clauses, since as examples in all demo versions, sentences are given in which the conjunction or allied word is not at the beginning of the subordinate clause, but between it and the boundary of the main clause there is a word (words) - a distanced arrangement. Basic rule: in a complex sentence, the subordinate clause is separated from the main one by a comma, and if it is inside it, then it is separated by commas on both sides . She was sent to the ball in a blue dress, the ruffles of which softly hugged her figure and made her look airy. The path along which the guide took us meandered between the trees..
A comma is not placed between the main clause and the subordinate clause if:
Before a subordinating conjunction or allied word there is NOT: He didn’t come for that to study but to chat with friends.
The subordinate clause consists of one conjunction or allied word: I am writing to you by chance; right, I don't know how and why.
Homogeneous subordinate clauses are connected by single conjunctions AND, OR: The defenders of Stalingrad knew that they would win and that the enemy would not pass through.
Also this task tests the ability to put punctuation marks in a complex sentence, the parts of which are connected by compound conjunctions. Things to remember:
If a subordinate clause is attached to the main clause using a compound conjunction due to the fact that, due to the fact that, because, despite the fact that, after, since, until, due to the fact that, instead of, due to the fact that, then while, just as a comma is placed depending on the meaning of the statement and intonation ONLY ONCE. We were able to overcome this obstacle due to the fact that we prepared for the test for a long time. We were able to overcome this obstacle due to the fact that we prepared for the test for a long time.
Task 19 tests the ability to put punctuation marks in complex sentences with different types of communication.
Between two or more clauses A comma is used if:
if they are connected by parallel subordination. To catch the train, we got up early and packed the things we had prepared the day before.
They are homogeneous and are not connected by conjunctions or are connected by repeated conjunctions : In this city, where he was born, where he spent his childhood, he felt especially good.
At two subordinating conjunctions, standing next to each other, if the second part is omitted.
I knew that when the hour of choice came, the decision would come by itself. (TO omitted)
There is no comma:
with two subordinating conjunctions standing next to each other, if the second part of the conjunction follows:
I knew that when the hour of choice came, THE decision would come by itself.
The rule is simple: if there is (the second part of the conjunction), then there is no (comma). And vice versa: if not, then there is
Tasks 20,21 aimed at defining main idea text, determining a statement that contradicts or corresponds to the content of the text and determining the type of speech (text)
The topic of the text is what is said in the text. (The topic only names what is said in the text)
Types of speech (text): narration, description, reasoning.
Description - type text that describes the characteristics of objects, phenomena, animals, humans. The purpose of a description is to show the reader the subject of the description so that he can visualize it in his mind. Description of nature – scenery, description of a person – portrait.
Elements of composition (construction) description: general idea about the subject, individual features of the subject, author’s assessment, conclusion, conclusion.
There are no events in the description. The description can be in the form of any style: artistic, scientific, journalistic, official - business, colloquial.
Narration is a type of text that describes events in a certain sequence.
Narration comes in the form of fictional or conversational styles. A narrative text has a certain structure (composition). The following parts are distinguished:
exposure (the environment preceding the start of the action)
plot (what starts the action)
development of the action, in it the climax ( highest point action development)
denouement (end of event)
Reasoning is a type of text in which any fact, phenomenon, concept is affirmed or denied. The reasoning is built as follows:
arguments to prove it
The thesis must be clearly formulated, the arguments must be convincing. Reasoning can appear in different genre forms: letters, reports, articles, political speeches.
Task 22 tests the ability to find synonyms, antonyms, phraseological units, etc.
Terms
Meaning
Examples
Antonyms,
Contextual
antonyms
Words with opposite meanings.
Contextual antonyms - it is in the context that they are opposite. Without context, this contrast is lost.
Wave and stone, poetry and prose, ice and fire... (A. Pushkin.)
Synonyms,
Contextual
synonyms
Words with similar meaning.
Contextual synonyms - it is in the context that they are close. Without context, intimacy is lost
To desire - to want, to have a desire, to strive, to dream, to crave.
Homonyms
Words that sound the same but have different meanings.
Knee - the joint connecting the thigh and lower leg; passage in birdsong, combat forest and combat commander.
Homographs
Different words, identical in spelling, but not in pronunciation.
Castle (palace) – lock (on the door), Flour (torment) – flour (product)
Paronyms
Words that are similar in sound but different in meaning
Heroic - heroic, affirmative - affirmative, stony - stony,
Words with a figurative meaning
Unlike direct meaning words, stylistically neutral, devoid of imagery, figurative - figurative, stylistically colored.
Sword of justice, sea of light.
Dialectisms
A word or phrase that exists in a certain area and is used in speech by the residents of this area
Draniki, shanezhki, beetroot, stem, peten (rooster), korets (ladle), pima (felt boots)
Jargonisms
Words and expressions that are outside the literary norm, belonging to some kind of jargon - a type of speech used by people united by common interests, habits, and activities
Head - watermelon, globe, pan, basket, pumpkin...
Professionalisms
Words used by people of a particular profession
Galley, boatswain, watercolor, easel
Terms
Words intended to denote special concepts of science, technology, etc.
Grammar, surgical, optics
Book vocabulary
Words that are characteristic of written speech and have a special stylistic connotation.
Immortality, incentive, prevail...
Prostorechnaya
vocabulary
Words used in a conversational style, characterized by some rudeness.
Blockhead, fidgety, wobble
Neologisms (new words)
New words emerging to represent new concepts that have just emerged. Individual author's neologisms also arise (they are called occasionalisms)
There will be a storm - we will argue
And let's be brave with her.
Obsolete words (archaisms)
Words repressed from modern language others denoting the same concepts.
Fair - excellent, zealous - caring, sail - windstranger - foreigner
Borrowed words (foreign words)
Words transferred from other languages.
Parliament, Senate, deputy, consensus, beetroot, doll, drum
Phraseologisms
Stable combinations of words close in lexical meaning one word.
To be disingenuous is to be a hypocrite, to play dumb - to be idle, to a quick fix- fast
Expressive - emotional vocabulary
Conversational.
Words that have a slightly reduced stylistic coloring compared to neutral vocabulary, characteristic of spoken language, emotionally charged.
Dirty, loud, bearded
Emotionally charged words
Words with emotional suffixes
Estimated character, having both positive and negative connotations.
Words with emotional evaluation suffixes
Adorable, wonderful, disgusting, villain
Cute, smart, clever, brainchild
Task 23 Tests the ability to find means of connecting sentences in the text.
The sentences are interconnected not only in meaning, but also grammatically. Basic means of communication: lexical repetition, cognate words. pronouns (personal, demonstrative, possessive), pronominal adverbs (there, then), synonyms, words with the meaning of part of a whole, particles, introductory words, syntactic parallelism, incompleteness of sentences (including parcellation).
Task 24 It contains a review of the text, in which the names of visual and expressive means are omitted. The numbers indicating their names must be inserted in place of the spaces. The task is difficult, but there is a hint in the text of the review itself: the type of figurative and expressive means is usually indicated. It is necessary to navigate them.. Visually - means of expression are divided into lexical means, tropes, syntactic means of expressive speech.
Lexical means include synonyms, antonyms, homonyms, neologisms, historicisms, archaisms, dialectisms, phraseological units, spoken words, vernacular, book vocabulary, lexical repetition. Among synonyms and antonyms, contextual synonyms and antonyms stand out (that is, they become synonyms and antonyms only in a specific text.) Examples of contextual synonyms: cheerful, good-natured laughter; a deserted, inhospitable house; stuffy oppressive darkness
Examples of contextual antonyms: tight shoes - loose shoes; cramped apartment - spacious apartment.
Trails – these are epithets, personification, metaphors, comparisons, synecdoche, metonymy, periphrasis, hyperbole, litotes, etc.
Epithets– figurative (colorful) definitions. Can be expressed as an adjective, noun, adverb. Frost is the governor, the tramp is the wind, the old man is the ocean. Petrograd lived tensely, angrily, frantically.
Metaphor– use of the word in a figurative meaning . A red rowan bonfire is burning.
Metonymy _ the use of the name of one object instead of the name of another based on an external or internal connection between them. The connection can be:
between an object and the material from which the object is made. NOT on silver - I ate on gold.
Between content and containing. Well, eat another plate. my darling!
Between the action and the instrument of this action. His pen breathes revenge
Between a place and the people in that place. But our open bivouac was quiet.
Synecdoche- a type of metonymy, consisting in the transfer of meaning from one object to another based on the quantitative relationship between them. Most common the following types synecdoche:
A part of a phenomenon is named in the sense of the whole. And at the door are peacoats, overcoats, sheepskin coats.
The whole in the meaning of the part. Oh, are you going to fight? Aren't they vile people?
The singular number has the meaning of general and even universal. There a man groans from slavery and chains.
Replacing a number with a set. Millions of you. Us- darkness, and darkness. And darkness.
Hyperbola- exaggeration. At one hundred and forty suns, the sunset glowed.
Litotes- an understatement. You have to bow your head below the thin blade of grass. Tom Thumb.
Periphrase. Periphrase (can be written as a paraphrase) A trope consisting of replacing an object or phenomenon with a description of its essential features or an indication of characteristic features. King of Beasts (instead of a lion), Foggy Albion (instead of England), creator of Macbeth (Shakespeare)
Comparison- a trope consisting of likening one object to another based on a common feature. The comparison is expressed:
Instrumental case Snow dust stands in the air like a column.
Comparative form of an adjective or adverb: You are the nicest and kindest of all.
Turnover .The pond shines like a mirror.
Personification– a trope consisting in the attribution of qualities, characteristics or actions to an inanimate object. Characteristics of a person - the gift of speech, the ability to think, feel .What are you howling about, night wind, why are you complaining so madly? The sea played with the shores.
Allegory– an unambiguous allegory.. An allegorical image of an abstract concept with the help of a specific life image. For example, in fables and fairy tales, cunning is shown in the form of a fox, greed in the form of a wolf, and deceit in the form of a snake.
Syntactic means expressiveness : inversion, anaphora, alliteration, antithesis, parcellation., gradation, rhetorical question and rhetorical appeal, syntactic parallelism, series of homogeneous members, oxymoron, question-answer form of presentation, citation.
Antithesis– opposition : Where there was a table of food, there is a coffin. The rich feast on weekdays, but the poor grieve on holidays.
Alliteration– repetition of identical consonant sounds or sound combinations. The hiss of foamy glasses and the blue flame of punch.
Anaphora unity of command, that is, repetition of the same elements at the beginning of a verse or stanza. excerpt:
Two furious propellers, two tremors of the earth,
Two menacing roars, two rages, two storms..
Rhetorical questions These are questions that do not require answers.
Rhetorical appeals and exclamations help convey the thoughts and feelings of the author or lyrical character. (usually addressed to an inanimate person) Dreams, dreams! Where is your sweetness!
Syntactic parallelism is built on the same construction of sentences following each other:
An old man passes by and crosses himself, a young man passes by and becomes poised, a girl passes by and becomes sad, and guslar players pass by and sing a song.
E pythora the opposite of anaphora. This is a repetition of the same elements at the end of the verse, stanzas:
Dear friend, and in this quiet house,
The fever hits me.
I can't find a place in a quiet house
Near the peaceful fire.
Oxymoron- an unusual combination of words that contradict each other: Light sadness, bitter joy.
Inversion – reverse order words In the Russian language there is a direct word order: first - the subject, then the predicate, object and circumstance. Definitions should come before the main words. Violation of word order is inversion.
The forest drops its crimson robe,
The frost will silver the withered field.
Parcellation- such a division of a sentence in which the content of the utterance is realized not in one, but in two or more intonation-semantic units, which follow one after another after a dividing pause. He soon quarreled with the girl. And this is why.
Elena is in trouble. Big.
Ellipsis- omission of an element of a statement that is easily restored in a given context or situation. There are curious people in all the windows, boys on the roofs.
Gradation- such an arrangement of parts of a statement (words, segments of sentences, in which each subsequent part strengthens (or reduces) the semantic meaning, thereby creating an increase (or weakening) of the impression it makes.
Chiasmus– arrangement of parallel members of a sentence, first in direct and then in reverse order: We were four sisters, we were four sisters.
Task 25 – Composition. This essay-reasoning You should read the instructions carefully
The directory is intended for graduates high school and applicants in preparation for the Unified State Exam (USE) in the Russian language.
The publication contains 11 sections, including theoretical material on all sections of the Russian language school course, recommendations for completing all exam tasks. The practical part includes samples of test tasks that are close in volume, structure and selected material to those control measuring materials that are offered on a single state exam for the course of grades 6-11.
Section 1 contains materials on the topic “Phonetics”. They allow you to learn what a sound and a letter are and what acoustic and articulatory characteristics of sounds underlie their classification. To the extent provided school curriculum, the section introduces phonetic alternations and phonetic processes.
Section 2 includes theoretical information about morphemics and word formation. The exercises in this section are aimed at developing the ability to isolate morphemes in a word and determine the method of ply formation.
Section 3 includes theoretical material about in various ways formation of words and the means that are used for this.
Section 4 is devoted to spelling. The principles of the Russian spelling system, the basic spellings of roots, prefixes, suffixes and endings, continuous, separate and hyphen spellings, rules for writing words with capital letters. Thanks to the minimum vocabulary and practical test tasks available in the section, you can learn to apply knowledge in practice.
Section 5 “Lexicology” contains material about the word as a unit of language, its meaning and the main systemic associations of words (synonyms, antonyms, homonyms, etc.). The classification of words according to their occurrence in speech and their origin is considered; there is also information about phraseological units.
Section 6 “Morphology” teaches you to distinguish parts of speech based on meaning, morphological features and syntactic role. The theoretical part provides information about all available in modern classification lexical-semantic groups - parts of speech.
Section 7 improves students' understanding of phrases and sentences. It contains material about the types of ways to connect words in a phrase; one-part and two-part sentences; common and uncommon sentence; types of sentence complications; simple and complex sentences. Completing the tests proposed in this section will help develop the skills necessary to complete short-answer tasks, as well as improve grammatical structure students’ speech and will create the basis for teaching punctuation.
Section 8 includes theoretical material on punctuation, practical recommendations for preparing for the tasks of Part 1, in which the examinee must demonstrate well-developed punctuation skills. In addition, punctuation skills are also assessed when analyzing an essay (Part 2 of the exam paper).
Section 9 “Language Norms” introduces the morphological and syntactic norms of the Russian literary language. Practical tasks will not only help you cope with the short answer tasks of Part 1, but will also help improve the level of students’ speech culture.
Section 10 introduces the system of tropes and figures of speech, develops the ability to see figurative expressions and non-stereotypical grammatical structures in texts and differentiate them, which is necessary for completing task 24 of the Unified State Exam in the Russian language.
Section 11 “Speech, text” introduces the concepts of “text”, “semantic and compositional integrity of the text”, “style”, “system of literary language styles”, “stylistic coloring”, “stylistic error”. IN this section Attention is paid to recommendations for writing an essay in Part 2.
Section 12 contains a general Unified State Exam test and a commentary for each test task, systematizes knowledge and improves students’ skills.
Thus, this manual allows you to master, repeat, generalize knowledge from all sections of the Russian language during a high school course and improve the skills necessary to complete numerous tasks of the Unified State Exam of the modern format.
The answers to the test tasks are given at the end of the manual.
We wish you success in the exam and excellent grades!
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