Why did the main character rush? “Why does Boris Kostyaev, the main character of the story “The Shepherd and the Shepherdess,” die from the most trifling wound. He wanted to prove to the Gas Tank that he was not a coward.

Option No. 984353

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Which answer option contains the information necessary to justify the answer to the question: “Why?” main character rushed into a fight with the boys?

1) He wanted to prove Gas Cylinder that he is not a coward.

2) He saw that his grandfather-general was expecting some action from him.

3) He really wanted to stop the ugly scene with the destruction of a harmless squirrel.

4) Only in a fight could the hero prove that he was a real general.

(19) And he laughed:

- (20) A general without troops!

(According to A.A. Likhanov*)

Answer:

Indicate a sentence in which the means of expressiveness of speech is a comparative phrase.

1) The boys were having fun, shooting snowballs at the wall, and the squirrel was moving in bold short jerks higher and higher, to the very roof, clinging to who knows what.

2) Snow shells, like cannonballs, exploded with a dull snort next to the squirrel, she shuddered with her entire small body, her fluffy tail pressed against the wall, as if helping herself even with them.

3) Another time I would have gone crazy from these unpleasant words, again I would have thrown something out, maybe, but here I barely heard it.

4) The boys were taken aback for a while, then I felt the prickly snow on my face and began to suffocate in a snowdrift.

(1) I was dragging along the street and suddenly I saw a crowd... (2) Ten boys, high school students, and to the side, on the sidelines, stood the Gas Cylinder, the main instigator of all the most “wrong”, dishonest deeds.

(3) The boys hastily bent down to the ground, made snowballs and threw them at the wall of the new house: there, on the rough concrete wall, a squirrel was climbing.

(4) The boys were having fun, shooting snowballs at the wall, and the squirrel moved in bold short jerks higher and higher, to the very roof, clinging to who knows what. (5) The taiga was nearby, squirrels often ran into the village, but they easily ran back through the trees, but this one was unlucky, she was probably running across the ground, when she was noticed, rushed to the house and was now climbing the wall, defenseless from blows snowballs.

(6) Snow shells, like cannonballs, exploded with a dull snort next to the squirrel, she shuddered with her whole small body, her fluffy tail pressed against the wall, as if helping herself even with them.

(7) Ten hefty thugs against a small defenseless squirrel! (8) But these ten were people. (9) And each had a head on his shoulders, and a heart in his chest. (10) The Gas Cylinder stood nearby with a stone face. (11) I waited with interest to see how it would all end.

(12) The blood began to pound indignantly in my temples.

- (13) You! - I shouted, trembling with hatred. - (14) You bastards! (15) What are you doing!

(16) The Gas Cylinder turned to me, his eyes narrowed slyly.

- (17) Ah! General! - he grimaced. - (18) You’re in command again!

(19) And he laughed:

- (20) A general without troops!

(21) Another time I would have gone crazy from these unpleasant words, again I would have thrown something out, maybe, but here I barely heard it.

- (22) Stop it! - I yelled, glaring at the squirrel, which was already barely moving along the wall.

(23) The snowballs were no longer clapping near her. (24) Frozen clods of earth and stones clicked. (25) And then the squirrel fell down.

(26) She fell down, and I was still looking at the wall of the house. (27) There, on the rough concrete, there was a red spot...

(28) I threw my briefcase, pulled my hat down further and, accelerating, slammed my head into the healthy guy’s stomach. (29) He groaned, fell, and I rammed the next one, the next one. (30) The boys were taken aback for a while, then I felt the prickly snow on my face and began to suffocate in a snowdrift. (31) They hit me on the back and on the head, but I didn’t feel pain, but spun around furiously, trying to jump up and ram someone else.

(32) Suddenly the blows stopped. (33) I shook myself off. (34) There were no high school students, and there was no squirrel anywhere to be seen. (35) Only the Gas Cylinder stood in its old place. (36) My lips trembled and my hands shook when I wiped away the melting snow

from his face and saw his grandfather. (37) He was breathing heavily, looking gloomily at the retreating boys.

“(38) I saw everything,” he said, catching his breath, “you’re great!”

(According to A.A. Likhanov*)

* Albert Anatolyevich Likhanov (born in 1935) –– Soviet, Russian writer, Chairman of the Russian Children's Fund, author of many works about teenagers.

Answer:

From sentences 1-3, write down a word in which the spelling of the prefix depends on the deafness - the voicedness of the subsequent consonant.

(3) The boys hastily bent down to the ground, made snowballs and threw them at the wall of the new house: there, on the rough concrete wall, a squirrel was climbing.

(12) The blood began to pound indignantly in my temples.

- (13) You! - I shouted, trembling with hatred. - (14) You bastards! (15) What are you doing!

(16) The Gas Cylinder turned to me, his eyes narrowed slyly.

- (17) Ah! General! - he grimaced. - (18) You’re in command again!

(19) And he laughed:

- (20) A general without troops!

(21) Another time I would have gone crazy from these unpleasant words, again I would have thrown something out, maybe, but here I barely heard it.

- (22) Stop it! - I yelled, glaring at the squirrel, which was already barely moving along the wall.

(23) The snowballs were no longer clapping near her. (24) Frozen clods of earth and stones clicked. (25) And then the squirrel fell down.

(26) She fell down, and I was still looking at the wall of the house. (27) There, on the rough concrete, there was a red spot...

from his face and saw his grandfather. (37) He was breathing heavily, looking gloomily at the retreating boys.

“(38) I saw everything,” he said, catching his breath, “you’re great!”

(According to A.A. Likhanov*)

* Albert Anatolyevich Likhanov (born in 1935) – Soviet, Russian writer, chairman of the Russian Children's Fund, author of many works about teenagers.

(1) I was dragging along the street and suddenly I saw a crowd...

Answer:

From sentences 7-12, write down a word in which the spelling of the suffix is determined by the rule: “In an adjective formed from a noun with a stem in N, NN is written.”

(3) The boys hastily bent down to the ground, made snowballs and threw them at the wall of the new house: there, on the rough concrete wall, a squirrel was climbing.

(12) The blood began to pound indignantly in my temples.

- (13) You! - I shouted, trembling with hatred. - (14) You bastards! (15) What are you doing!

(16) The Gas Cylinder turned to me, his eyes narrowed slyly.

- (17) Ah! General! - he grimaced. - (18) You’re in command again!

(19) And he laughed:

- (20) A general without troops!

(21) Another time I would have gone crazy from these unpleasant words, again I would have thrown something out, maybe, but here I barely heard it.

- (22) Stop it! - I yelled, glaring at the squirrel, which was already barely moving along the wall.

(23) The snowballs were no longer clapping near her. (24) Frozen clods of earth and stones clicked. (25) And then the squirrel fell down.

(26) She fell down, and I was still looking at the wall of the house. (27) There, on the rough concrete, there was a red spot...

from his face and saw his grandfather. (37) He was breathing heavily, looking gloomily at the retreating boys.

“(38) I saw everything,” he said, catching his breath, “you’re great!”

(According to A.A. Likhanov*)

* Albert Anatolyevich Likhanov (born in 1935) – Soviet, Russian writer, chairman of the Russian Children's Fund, author of many works about teenagers.

(7) Ten hefty thugs against a small defenseless squirrel!

Answer:

Replace the colloquial word “shook” in sentence 28 with a stylistically neutral synonym. Write this synonym.

(3) The boys hastily bent down to the ground, made snowballs and threw them at the wall of the new house: there, on the rough concrete wall, a squirrel was climbing.

(12) The blood began to pound indignantly in my temples.

- (13) You! - I shouted, trembling with hatred. - (14) You bastards! (15) What are you doing!

(16) The Gas Cylinder turned to me, his eyes narrowed slyly.

- (17) Ah! General! - he grimaced. - (18) You’re in command again!

(19) And he laughed:

- (20) A general without troops!

(21) Another time I would have gone crazy from these unpleasant words, again I would have thrown something out, maybe, but here I barely heard it.

- (22) Stop it! - I yelled, glaring at the squirrel, which was already barely moving along the wall.

(23) The snowballs were no longer clapping near her. (24) Frozen clods of earth and stones clicked. (25) And then the squirrel fell down.

(26) She fell down, and I was still looking at the wall of the house. (27) There, on the rough concrete, there was a red spot...

from his face and saw his grandfather. (37) He was breathing heavily, looking gloomily at the retreating boys.

“(38) I saw everything,” he said, catching his breath, “you’re great!”

(According to A.A. Likhanov*)

* Albert Anatolyevich Likhanov (born in 1935) – Soviet, Russian writer, chairman of the Russian Children's Fund, author of many works about teenagers.

(2) There were ten boys, high school students, and on the side, on the side, stood the Gas Cylinder, the main instigator of all the most “wrong”, dishonest deeds.

Answer:

Replace the phrase “concrete wall”, built on the basis of coordination, with a synonymous phrase with the control connection. Write the resulting phrase.

(3) The boys hastily bent down to the ground, made snowballs and threw them at the wall of the new house: there, on the rough concrete wall, a squirrel was climbing.

(12) The blood began to pound indignantly in my temples.

- (13) You! - I shouted, trembling with hatred. - (14) You bastards! (15) What are you doing!

(16) The Gas Cylinder turned to me, his eyes narrowed slyly.

- (17) Ah! General! - he grimaced. - (18) You’re in command again!

(19) And he laughed:

- (20) A general without troops!

(21) Another time I would have gone crazy from these unpleasant words, again I would have thrown something out, maybe, but here I barely heard it.

- (22) Stop it! - I yelled, glaring at the squirrel, which was already barely moving along the wall.

(23) The snowballs were no longer clapping near her. (24) Frozen clods of earth and stones clicked. (25) And then the squirrel fell down.

(26) She fell down, and I was still looking at the wall of the house. (27) There, on the rough concrete, there was a red spot...

from his face and saw his grandfather. (37) He was breathing heavily, looking gloomily at the retreating boys.

“(38) I saw everything,” he said, catching his breath, “you’re great!”

(According to A.A. Likhanov*)

* Albert Anatolyevich Likhanov (born in 1935) – Soviet, Russian writer, chairman of the Russian Children's Fund, author of many works about teenagers.

Answer:

Write down the grammatical basis of sentence 37.

(3) The boys hastily bent down to the ground, made snowballs and threw them at the wall of the new house: there, on the rough concrete wall, a squirrel was climbing.

(12) The blood began to pound indignantly in my temples.

- (13) You! - I shouted, trembling with hatred. - (14) You bastards! (15) What are you doing!

(16) The Gas Cylinder turned to me, his eyes narrowed slyly.

- (17) Ah! General! - he grimaced. - (18) You’re in command again!

(19) And he laughed:

- (20) A general without troops!

(21) Another time I would have gone crazy from these unpleasant words, again I would have thrown something out, maybe, but here I barely heard it.

- (22) Stop it! - I yelled, glaring at the squirrel, which was already barely moving along the wall.

(23) The snowballs were no longer clapping near her. (24) Frozen clods of earth and stones clicked. (25) And then the squirrel fell down.

(26) She fell down, and I was still looking at the wall of the house. (27) There, on the rough concrete, there was a red spot...

from his face and saw his grandfather. (37) He was breathing heavily, looking gloomily at the retreating boys.

“(38) I saw everything,” he said, catching his breath, “you’re great!”

(According to A.A. Likhanov*)

* Albert Anatolyevich Likhanov (born in 1935) – Soviet, Russian writer, chairman of the Russian Children's Fund, author of many works about teenagers.

(3) The boys hastily bent down to the ground, made snowballs and threw them at the wall of the new house: there, on the rough concrete wall, a squirrel was climbing.

Answer:

Among sentences 3-6, find a sentence with a separate common agreed upon definition. Write the number of this offer.

(3) The boys hastily bent down to the ground, made snowballs and threw them at the wall of the new house: there, on the rough concrete wall, a squirrel was climbing.

(12) The blood began to pound indignantly in my temples.

- (13) You! - I shouted, trembling with hatred. - (14) You bastards! (15) What are you doing!

(16) The Gas Cylinder turned to me, his eyes narrowed slyly.

- (17) Ah! General! - he grimaced. - (18) You’re in command again!

(19) And he laughed:

- (20) A general without troops!

(21) Another time I would have gone crazy from these unpleasant words, again I would have thrown something out, maybe, but here I barely heard it.

- (22) Stop it! - I yelled, glaring at the squirrel, which was already barely moving along the wall.

(23) The snowballs were no longer clapping near her. (24) Frozen clods of earth and stones clicked. (25) And then the squirrel fell down.

(26) She fell down, and I was still looking at the wall of the house. (27) There, on the rough concrete, there was a red spot...

from his face and saw his grandfather. (37) He was breathing heavily, looking gloomily at the retreating boys.

“(38) I saw everything,” he said, catching his breath, “you’re great!”

(According to A.A. Likhanov*)

* Albert Anatolyevich Likhanov (born in 1935) – Soviet, Russian writer, chairman of the Russian Children's Fund, author of many works about teenagers.

(3) The boys hastily bent down to the ground, made snowballs and threw them at the wall of the new house: there, on the rough concrete wall, a squirrel was climbing.

Answer:

In the sentences below from the text read, all commas are numbered. Write down the numbers indicating commas in the introductory construction.

Another time I would have gone crazy from these unpleasant words, (1) again I would have thrown something away, (2) maybe, (3) but here I barely heard it.

Stop it! - I yelled, (4) glaring at the squirrel, (5) already barely moving along the wall.

(3) The boys hastily bent down to the ground, made snowballs and threw them at the wall of the new house: there, on the rough concrete wall, a squirrel was climbing.

(12) The blood began to pound indignantly in my temples.

- (13) You! - I shouted, trembling with hatred. - (14) You bastards! (15) What are you doing!

(16) The Gas Cylinder turned to me, his eyes narrowed slyly.

- (17) Ah! General! - he grimaced. - (18) You’re in command again!

(19) And he laughed:

- (20) A general without troops!

(21) Another time I would have gone crazy from these unpleasant words, again I would have thrown something out, maybe, but here I barely heard it.

- (22) Stop it! - I yelled, glaring at the squirrel, which was already barely moving along the wall.

(23) The snowballs were no longer clapping near her. (24) Frozen clods of earth and stones clicked. (25) And then the squirrel fell down.

(26) She fell down, and I was still looking at the wall of the house. (27) There, on the rough concrete, there was a red spot...

from his face and saw his grandfather. (37) He was breathing heavily, looking gloomily at the retreating boys.

“(38) I saw everything,” he said, catching his breath, “you’re great!”

(According to A.A. Likhanov*)

* Albert Anatolyevich Likhanov (born in 1935) – Soviet, Russian writer, chairman of the Russian Children's Fund, author of many works about teenagers.

Answer:

Specify quantity grammar basics in sentence 31. Write the answer in numbers.

(3) The boys hastily bent down to the ground, made snowballs and threw them at the wall of the new house: there, on the rough concrete wall, a squirrel was climbing.

(12) The blood began to pound indignantly in my temples.

- (13) You! - I shouted, trembling with hatred. - (14) You bastards! (15) What are you doing!

(16) The Gas Cylinder turned to me, his eyes narrowed slyly.

- (17) Ah! General! - he grimaced. - (18) You’re in command again!

(19) And he laughed:

- (20) A general without troops!

(21) Another time I would have gone crazy from these unpleasant words, again I would have thrown something out, maybe, but here I barely heard it.

- (22) Stop it! - I yelled, glaring at the squirrel, which was already barely moving along the wall.

(23) The snowballs were no longer clapping near her. (24) Frozen clods of earth and stones clicked. (25) And then the squirrel fell down.

(26) She fell down, and I was still looking at the wall of the house. (27) There, on the rough concrete, there was a red spot...

from his face and saw his grandfather. (37) He was breathing heavily, looking gloomily at the retreating boys.

“(38) I saw everything,” he said, catching his breath, “you’re great!”

(According to A.A. Likhanov*)

* Albert Anatolyevich Likhanov (born in 1935) – Soviet, Russian writer, chairman of the Russian Children's Fund, author of many works about teenagers.

(3) The boys hastily bent down to the ground, made snowballs and threw them at the wall of the new house: there, on the rough concrete wall, a squirrel was climbing.

Answer:

In the sentence below from the text read, all commas are numbered. Write down the numbers indicating commas between the parts of a complex sentence connected subordinating connection.

The taiga was nearby, (1) squirrels often ran into the village, (2) but they easily ran back through the trees, (3) but this one was unlucky, (4) she, (5) probably, (6) ran across the ground, ( 7) when she was noticed, (8) rushed towards the house and was now climbing the wall, (9) defenseless against the blows of snowballs.

(3) The boys hastily bent down to the ground, made snowballs and threw them at the wall of the new house: there, on the rough concrete wall, a squirrel was climbing.

(12) The blood began to pound indignantly in my temples.

- (13) You! - I shouted, trembling with hatred. - (14) You bastards! (15) What are you doing!

(16) The Gas Cylinder turned to me, his eyes narrowed slyly.

- (17) Ah! General! - he grimaced. - (18) You’re in command again!

(19) And he laughed:

- (20) A general without troops!

(21) Another time I would have gone crazy from these unpleasant words, again I would have thrown something out, maybe, but here I barely heard it.

- (22) Stop it! - I yelled, glaring at the squirrel, which was already barely moving along the wall.

(23) The snowballs were no longer clapping near her. (24) Frozen clods of earth and stones clicked. (25) And then the squirrel fell down.

(26) She fell down, and I was still looking at the wall of the house. (27) There, on the rough concrete, there was a red spot...

from his face and saw his grandfather. (37) He was breathing heavily, looking gloomily at the retreating boys.

“(38) I saw everything,” he said, catching his breath, “you’re great!”

(According to A.A. Likhanov*)

* Albert Anatolyevich Likhanov (born in 1935) – Soviet, Russian writer, chairman of the Russian Children's Fund, author of many works about teenagers.

Answer:

Find among sentences 1-6 complex sentence with an adverbial adverbial tense. Write the number of this offer.

(3) The boys hastily bent down to the ground, made snowballs and threw them at the wall of the new house: there, on the rough concrete wall, a squirrel was climbing.

(12) The blood began to pound indignantly in my temples.

- (13) You! - I shouted, trembling with hatred. - (14) You bastards! (15) What are you doing!

(16) The Gas Cylinder turned to me, his eyes narrowed slyly.

- (17) Ah! General! - he grimaced. - (18) You’re in command again!

(19) And he laughed:

- (20) A general without troops!

(21) Another time I would have gone crazy from these unpleasant words, again I would have thrown something out, maybe, but here I barely heard it.

- (22) Stop it! - I yelled, glaring at the squirrel, which was already barely moving along the wall.

(23) The snowballs were no longer clapping near her. (24) Frozen clods of earth and stones clicked. (25) And then the squirrel fell down.

(26) She fell down, and I was still looking at the wall of the house. (27) There, on the rough concrete, there was a red spot...

Find among offers 30-37 complex sentence with a conjunctional coordinating and subordinating connection between parts. Write the number of this offer.

(3) The boys hastily bent down to the ground, made snowballs and threw them at the wall of the new house: there, on the rough concrete wall, a squirrel was climbing.

(12) The blood began to pound indignantly in my temples.

- (13) You! - I shouted, trembling with hatred. - (14) You bastards! (15) What are you doing!

(16) The Gas Cylinder turned to me, his eyes narrowed slyly.

- (17) Ah! General! - he grimaced. - (18) You’re in command again!

(19) And he laughed:

- (20) A general without troops!

(21) Another time I would have gone crazy from these unpleasant words, again I would have thrown something out, maybe, but here I barely heard it.

- (22) Stop it! - I yelled, glaring at the squirrel, which was already barely moving along the wall.

(23) The snowballs were no longer clapping near her. (24) Frozen clods of earth and stones clicked. (25) And then the squirrel fell down.

(26) She fell down, and I was still looking at the wall of the house. (27) There, on the rough concrete, there was a red spot...

from his face and saw his grandfather. (37) He was breathing heavily, looking gloomily at the retreating boys.

».

To justify your answer, give two examples from the text read. When giving examples, indicate the numbers of the required sentences or use citations. You can write a paper in scientific or journalistic style, revealing the topic using linguistic material. You can start your essay with the words of L.V. Shcherba. The essay must be at least 70 words. A work written without relying on the text read (not based on this text), not evaluated. If the essay is a paraphrase or a complete rewrite source without any comments, such work is scored zero points. Write your essay neatly and in legible handwriting.

2. Write an essay-reasoning. Explain how you understand the meaning of the last sentence of the text: “ “I saw everything,” he said, catching his breath, “you did great!”».

Bring it in your essay two arguments from the text you read, confirming your reasoning. When giving examples, indicate the numbers of the required sentences or use citations. The essay must be at least 70 words. If the essay is a retelling or a complete rewrite of the original text without any comments, then such work is scored zero points. Write your essay neatly and in legible handwriting.

3. How do you understand the meaning of the word KINDNESS? Formulate and comment on the definition you have given. Write an essay-discussion on the topic “ What is kindness", taking the definition you gave as a thesis. Arguing your thesis, give two example arguments, confirming your reasoning: one Give an example from the text you read, and second- from your life experience. The essay must be at least 70 words. If the essay is a retelling or a complete rewrite of the original text without any comments, then such work is scored zero points. Write your essay neatly and in legible handwriting.

(3) The boys hastily bent down to the ground, made snowballs and threw them at the wall of the new house: there, on the rough concrete wall, a squirrel was climbing.

(12) The blood began to pound indignantly in my temples.

- (13) You! - I shouted, trembling with hatred. - (14) You bastards! (15) What are you doing!

(16) The Gas Cylinder turned to me, his eyes narrowed slyly.

- (17) Ah! General! - he grimaced. - (18) You’re in command again!

(19) And he laughed:

- (20) A general without troops!

(21) Another time I would have gone crazy from these unpleasant words, again I would have thrown something out, maybe, but here I barely heard it.

- (22) Stop it! - I yelled, glaring at the squirrel, which was already barely moving along the wall.

(23) The snowballs were no longer clapping near her. (24) Frozen clods of earth and stones clicked. (25) And then the squirrel fell down.

(26) She fell down, and I was still looking at the wall of the house. (27) There, on the rough concrete, there was a red spot...

from his face and saw his grandfather. (37) He was breathing heavily, looking gloomily at the retreating boys.

“(38) I saw everything,” he said, catching his breath, “you’re great!”

(According to A.A. Likhanov*)

* Albert Anatolyevich Likhanov (born in 1935) – Soviet, Russian writer, chairman of the Russian Children's Fund, author of many works about teenagers.

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Education Department of Nesvizh District Executive Committee

Educational institution

"Nesvizh State Belarusian Gymnasium"

Russian literature, 6th grade

Makarova Tatyana Leonidovna,

teacher of Russian language and literature

highest qualification category

Nesvizh, 2008

Lesson topic: The moral fortitude of the hero of the story (based on the story by V. Rasputin “French Lessons”)

Objective of the lesson: try to reveal the concept of “moral fortitude”;

show the problem of good and evil in human actions;

develop skills in analyzing a work of art;

learn to express own opinion about moral

positions of literary heroes;

develop creative imagination and student abilities. Methods: analytical reading, expressive reading, detailed and selective retelling, teacher’s word.

Technology: developing critical thinking skills through reading and writing.
Lesson progress

1. Opening remarks teachers

At the last lesson, we began to get acquainted with the kind, smart and wise writer - V. Rasputin and his hero from the story “French Lessons”.

Let's once again re-read the words written down in the last lesson, which characterize the writer's work as a whole, determine the main motives of his work.

Call. Teacher's word

You have already formed your first idea of the hero. We noted with you that the hero and the narrator are one person. What is this hero like, in your opinion? Would you like to be friends with him if you were in the same class? Why?

Student statements (Characteristics given by students are written on the board)

I I respect your opinion, and today I would like to, together with you, understand some of the hero’s actions and, together with you, determine the main character traits of the main character that make him so attractive.

Together with you, we will carefully read the text again, we will try to analyze it, retell it close to the text on behalf of the main character, and most importantly, think: learn to analyze, compare, and draw conclusions. We will devote part of the lesson to checking homework which you did in groups.

We will write down our observations and character traits of the hero on the board and notebooks.

What the hero himself says about himself, about his family, about the life of the village. How does he feel about learning and how does this characterize him?

Vocabulary work. Bonds are securities, which were issued to people during the war and after it to count wages. “Real” money went to the cause of defense, for the front.

The family had no money. “Where do they come from?” says the author. For collective farmersdidn't pay any money; for shifts worked (« workdays") they were given“sticks” into accounting books, and then flour was given out using these “sticks”,potatoes, etc.

Why did the writer’s independent life begin so early, at the age of eleven? (In the first post-war, unsettled famine years, peoplehad to grow up, take on adult responsibilities. In the village,where the family lived, there was only primary school. To study further, you needwas to move to the regional center.

2. Semantic stage

Work in groups on pre-prepared tasks

Students from each group go to the board and write down the main character traits of the main character.

Teacher. So, the hero found himself in a completely new environment. How did he feel in the city? (See card of the 1st group)

What does the hero himself say about this? (Retelling from the words “I studied here and it’s good...”

But this was at school, what happened when he was alone? (Expressive reading of the passage from the words “But as soon as I was left alone...”) Which stylistic device the author uses to convey internal state hero? (Repetitions, synonyms, ascending gradation).

Very soon a new, very serious test arose. The boy discovered that the food his mother sent him was disappearing somewhere. Let's find a description of this moment in the text, read it and express our opinion about what is happening.

(The first group makes their conclusion.)

Difficulties with French. It was hard to bear the hunger. It was even harder to realize that someone was stealing the food that my mother sent. But the worst thing was homesickness. Should have been a hero courageous, persistent, patient, to endure all these trials. Boy extremely honest The very idea of tracking, finding out, suspecting causes him aversion. The trials developed in the boy sense of responsibility and caring

attitude towards mother.

1st group
1. What difficulties did you have to face? independent life in the city? (	the hero will encounter at first. 68-70) How does this characterize him?
(What character traits have emerged formulate and write down).	in the fight	with these difficulties

-(Prepare a detailed retelling from the words “I studied here and it’s good. What
did I have any left? - p.68;

-(P. 69 - from the words “But as soon as I was left alone, melancholy immediately fell... until
words “I came to my senses and ran away” ~ prepare an expressive reading of the passage.
What stylistic device does the author use to illustrate?
the hero's internal state?) (Repetition is used as a means
expressiveness to enhance the impression)
- Theft. The hero's attitude to what is happening. How does this characterize him?

Teacher Hunger... Hunger and loneliness, which further intensified the feeling of hunger. Compare: hunger in the countryside and hunger in the city. Where was it felt most and why?

First game for money. Why did the boy start playing? (The boy started playing “chika” because there was a real opportunity to winmuch-needed money for a mug of milk. In addition, at first he did not understand the dishonest nature of the game; there was a desire to show dexterity)

Why did the boy-narrator so quickly understand the intricacies of the game and begin to win? (The hero already had some practice in the game, he was dexterous and persistent.)

Dexterity, persistence -write on the board.

Vocabulary work:Excitement -strong excitement, enthusiasm, passion(Work with passion)

Gambling -games in which winning depends on chance.) (A hero cannot be considered a gambling person, because he relies onown skill, and not by chance and always wins exactlyenough to fill a mug of milk.)

Find the episode in the text that begins with the words “Once upon a time in September...” (p. 71), a description of the clearing where they played “chiku” and a description of the same clearing on p. 77. Determine its semantic load. (In the firstexcerpt - “Fedka took me beyond the vegetable gardens...” the clearing appears“clean and smooth”, the path to it was overgrown with “nettles, already black, with droopingpoisonous clusters of seeds." This is an alarming prediction of trouble,which will soon follow. In the second excerpt - “Bird rushed after me...” the hero looks at the clearing from which he was expelled, deceived andhaving beaten, with different eyes. The predictions came true: “black nettle” “hard dry grass” - and bitter resentment: “It was not that day and could notto be in the whole wide world a person more unhappy than me.”

2nd group

1. Compare: hunger in the village and in the city. Why was hunger felt more strongly in the city? (P. 70)

2. First game for money. Why did the boy start playing? (pp. 71-77).

Teacher question: What quality can we add to the characterization of the hero? (Perseverance, the ability to correctly assess the situation, not to give in to general excitement).

3. Find in the episode that begins with the words “Once upon a time in September...” (p. 71), a description of the clearing where they played “chiku” (p. 77), determine its semantic meaning

4. Why did the boy-narrator so quickly understand the intricacies of the game and begin to win? (p. 71 - from the words “It didn’t cost anything to figure out the game...”

to the words “So I had some skill.” - p. 72, p.73 from the words “In the evenings, when everyone left, I came back here again.” to the end of the paragraph.

Teacher “On that day there was not and could not be in the whole wide world a person more unhappy than me.” This is how the hero feels after he was beaten by Vladik and Ptah. Why did they do this? In your answer to the question, use a selective retelling of the text from the words “now I have money...” to the words “... the puck, as if magnetized, flew towards the money...”

- You will expressively read the text from the words “How was I to know...” to the words “... I had to learn the hard way.” How do you understand the idea expressed by the author?

Who started the fight? Express your attitude towards her. What do Vadik and Ptah look like in this massacre? What is their relationship based on? Expressive reading of the text from the words “First, again from behind, Ptah hit me...” to the words “

Bitterly, I cried bitterly." (The boy was first meanly hit from behind,then he hit Ptah, again from behind. The boys who beat the herowere older and stronger. Particularly disgusting is the third one, whichdepicted as a small animal). The hero knows that no one will stand up for him. He hardly defends himself, he only shouts in despair: “He turned it over!”, defending justice. “Everything somehow hardened and closed in on me.offense,” writes the narrator.

Durability - writing on the board.

3rd group

- Why did Vladik and Ptah beat the hero? Who started the fight? Express yours

attitude towards her. What do Vadik and Ptah look like in this massacre? On what

Is their relationship holding up? How does the hero behave in a fight and after it?

(Prepare a selective retelling of the text from the words “Now I have

money appeared...", p. 74, to the words “... the puck, as if magnetized, flew

definitely worth the money...", p. 75.

- Prepare an expressive reading of the text from the words “Where was I from?”

know..." to the words "... had to comprehend it the hard way. ",

P.75. From the words “Ptah hit me first, again from behind.”, p.76 to words

“...bitterly, I cried bitterly.”, p. 77

Physical education minute

Teacher In the morning, a new test awaited the hero. Which? What character traits appeared in him?

Self-love, pride, fear of not meeting the hopes of the mother and fellow villagers.

4th group

Prepare a selective retelling of the text from the words “In the morning I looked at myself in the mirror with fear...” to the words “... but you can’t go home like that”, pp. 78-80. What character traits of the main character are manifested in this episode?

Teacher Now let's read the qualities that we have identified as the main ones in the character of the hero .(The guys read what they have doneinscriptions).

All the qualities we have listed are called moral fortitude. Vocabulary work

Moral -Rules governing behavior; spiritual and emotionalquality, necessary for a person in society.

Persistent- durable, unflagging.

3. Reflection

Identify for yourself the qualities that you would like to cultivate in yourself or, perhaps, you already have. (The guys complete the task and read it out if they wish)

4. D/z General assignment: pp. 96 - 97 questions 4, 6-8.

Optional: draw illustrations for a story or write a mini-essay “What a real teacher should be like”

>Essays based on the work Poor Lisa

Why couldn't the heroes be happy?

The story of N. M. Karamzin “ Poor Lisa"was written in 1792 and published in the Moscow Journal. Soon it was published as a separate book. This sentimental piece quickly gained popularity, as it appealed to the humanity and sympathy of people. The main characters of the story are the poor peasant girl Lisa, who was left without a father early and forced to earn a piece of bread, and the young nobleman Erast, kind by nature, but prone to frivolity and frivolity.

Lisa met Erast when she was selling lilies of the valley collected in a bouquet with her own hands in Moscow. She often went to the city to sell her crafts. Erast immediately liked the young and pure girl. He began to often come to her village and buy all her goods. The young people spent a lot of time walking, talking and innocently hugging.

When Erast was called to serve, he promised to return to Lisa. Several months passed, but he was still missing. Later it turned out that he lost at cards and is now forced to marry a rich widow in order to improve his financial situation. Lisa could not withstand such a blow and threw herself into a deep pond. Erast remained unhappy throughout his life. The story has tragic ending and brings tears to the readers.

The author does not blame the heroes for their failed destinies, but rather blames social foundations. He notes more than once that “ big city“is a source of depravity and kills everything “natural” in a person. The same thing happens with young Erast. Even though he is kind and reasonable person he can't resist social fun. Moreover, he is weak-willed and frivolous. A young man can quickly get carried away and also quickly forget his object of adoration.

Lisa is also not to blame for her excessive kindness and naivety. These are typical qualities of simple and poor peasants. She is gentle, virtuous, sensitive and a little naive. Lisa seems to be a symbol of purity and innocence. Ultimately, Lisa’s death is morally justified, as is Erast’s unhappy life. The work ends with the phrase: “Now, perhaps, they have already made peace.”

(1) Venka was very unlucky with his name - Veniamin! (2) And it doesn’t look like a name! (3) Just some kind of medicine, like antigrippin. (4) Or there is another flower - balsam. (5) And Venya is even worse: Venya, tribe, burden, seed... (6) Some kind of nightmare! (7) At home, his mother sometimes also calls him Broom. (8) Venka always closes her eyes when she hears this. (9) But you won’t explain to your mother that this irritates him and the sound of this “Broom” for him is the same as the grinding of iron on glass.

(10) Classmates often told him offensive words, but Venka, in general, was not offended. (11) He was simply not like everyone else, he was special...

(12) Pashka Vintuev was not at school for more than a month. (13) Teacher Kira Gennadievna persuaded her classmates to go to Pashka in the hospital or at least write him notes, but everyone refused in the most decisive manner. (14) Venka could not even imagine that someone else in the class was not loved as much as he was.

(15) Knowing very well how difficult it is to be alone, Venka decided to go to Pashka on his own.

(16) At the school cafeteria, Venka bought a couple of buns with cranberry filling. (17) For the sake of such an occasion, you can even sacrifice your father’s pen. (18) Who else will bring this to Vint?

(19) Vint was very happy with Venka and spent a long time introducing him to the guys in the ward:

- (20) Look! (21) This is Venka... from my class! (22) Friend!

(23) Venka was never Vint’s friend. (24) A friend is something that not everyone has. (25) Okay, let the guys in the ward think that Vint has a friend, Venka.

(26) Venka handed Vint a bag with two buns and daddy’s pen:

- (27) This is a transmission for you... from the class...

– (28) That’s what it means – friends! – Pashka said loudly and slightly shook his plastered hand.

– (29) Antoine will be registered in the children’s room of the police.

- (30) For what? – Pashka was scared.

– (31) How is this for what? (32) For your hand.

- (33) It can’t be... it’s my own fault... - Pashka looked confused.

(34) Venka was surprised that Vint, it turns out, understood everything correctly, and explained:

- (35) Your parents wrote a statement against him to the police.

- (36) Well, they give it! – Pashka got angry. - (37) Venka, tell Antoine that everything will be okay: they’ll take back their statement like they’re cute!

(38) A week later, Vint came to school. (39) Although no one wanted to write him notes at the hospital, everyone was happy to see him return to class.

(40) The guys looked at Pashka’s hand with respect and some embarrassment. (41) Just before the lesson, Vint approached Venka and asked:

- (42) Can I sit with you?

(43) Venka immediately collected the textbooks and notebooks scattered on his desk. (44) Since the second grade, no one sat with him after he got into a fight with Slavka Nikonenko. (45) Pashka sat down next to him - Venka was afraid to even breathe. (46) He decided that this day was the happiest in the last six years of his life.

(According to S.A. Lubenets)*

* Lubenets Svetlana Anatolevna– modern children's writer from St. Petersburg, writes books about teenagers, relationships between them, the most ordinary and not so ordinary children. Her series “Only for Girls”, “Only for Boys”, “Black Kitten” are in great demand among readers.

2. justification answer to the question: “Why did Venka decide that “this day was the happiest in the last six years of his life”?”

1) Pashka Vintuev, introducing Venka to the guys in the hospital ward, called him his friend.

2) Classmates, although they did not refuse to visit Pashka Vintuev in the hospital, were still happy about his return to class.

3) Venka realized that not only he, but also Pashka Vintuev was not liked in the class.

4) Pashka Vintuev, deciding to sit at the same desk as Venka, put an end to the forced loneliness of his classmate.

3. phraseological unit.

1) And Venya – this is even worse: Venya, tribe, burden, seed... Some kind of nightmare!

2) Classmates often said hurtful words to him, but Venka
In general, I wasn’t offended.

3) - Well, they give it! – Pashka got angry.– Venka, tell Antoine that everything will be all right: they will take back their application like little darlings!

4) Vint was very happy with Venka and spent a long time introducing him to the guys in the ward...

4. From sentences 26–32, write down the word in which the spelling consoles

5. From sentences 33–43, write down the word in which the spelling suffix is determined by the rule: “As many Ns are written in an adverb as were in the word from which it was derived.”

6. Replace the colloquial word"Great" in sentence 19 stylistically neutral synonymous . Write this synonym.

7. Replace the phrase"daddy's hand"(sentence 17), built on the basis of agreement, a synonymous phrase with a connection control

8. Write it out grammatical basis proposals 1.

9. Find an offer among 10–15 offersWith isolated circumstance, expressed by the participial phrase

10. introductory word.

Venka was surprised(1) that Screw, (2) it turns out, (3) understands everything correctly(4) and explained:

– Your parents filed a police report against him.

- Well, (5) they give! – Pashka got angry.– Venka, (6) tell Antoine, (7) that everything will be okay: they will take back their application like they are cute!

11. Specify quantitygrammar basicsin sentence 37. Write the answer in numbers.

12. In the sentences below from the text read, all commas are numbered. Write down a number indicating a comma between the parts of a complex sentence connected coordinating connection.

Teacher Kira Gennadievna persuaded her classmates to go to Pashka in the hospital or at least write him notes,(1) but everyone refused in the most decisive manner. Venka couldn’t even imagine(2) that someone else in the class is not loved the same way,(3) as himself.

Knowing very well(4) how hard it is to be alone,(5) Venka decided to go to Pashka on his own.

13. Find among sentences 38–46non-union complexoffer. Write the number of this offer.

14. Among sentences 7–11, find a complex sentence withhomogeneous subordinationsubordinate clauses. Write the number of this offer.

15.1. Write an essay-reasoning, revealing the meaning of the statement of modern linguist N.S. Valgina:"Ellipsis - a frequent and irreplaceable sign in texts of great emotional intensity and intellectual tension". To justify your answer, give 2 (two)

You can write a paper in a scientific or journalistic style, revealing the topic using linguistic material. You can start your essay with the words of N.S. Valgina.

Work written without relying on the text read (not based on this text) will not be graded.

15.2. Write an argumentative essay. Explain how you understand the meaning of the ending of the text:“He decided that this day was the happiest in the last six years of his life.”.

Bring it in your essay 2 (two)

When giving examples, indicate the numbers of the required sentences or use citations.

The essay must be at least 70 words.

If the essay is a retelling or a complete rewrite of the original text without any comments, then such work is scored zero points.

Write your essay neatly and in legible handwriting.

15.3. FRIENDSHIP ? "What is friendship" give one example - give an argument from the text read, and second - from your life experience.

The essay must be at least 70 words.

If the essay is a retelling or a complete rewrite of the original text without any comments, then such work is scored zero points.

Write your essay neatly and in legible handwriting.

ANSWERS:



	scared
	Right
	Very
	dad's pen
	no luck

Preview:

(3) The boys hastily bent down to the ground, made snowballs and threw them at the wall of the new house: there, on the rough concrete wall, a squirrel was climbing.

(12) The blood began to pound indignantly in my temples.

- (13) You! – I shouted, trembling with hatred. - (14) You bastards! (15) What are you doing!

(16) The Gas Cylinder turned to me, his eyes narrowed slyly.

- (17) Ah! General! – he grimaced. - (18) You’re in command again!

(19) And he laughed:

- (20) A general without troops!

(21) Another time I would have gone crazy from these unpleasant words, again I would have thrown something out, maybe, but here I barely heard it.

– (22) Stop it! – I yelled, glaring at the squirrel, which was already barely moving along the wall.

(23) The snowballs were no longer clapping near her. (24) Frozen clods of earth and stones clicked. (25) And then the squirrel fell down.

(26) She fell down, and I was still looking at the wall of the house. (27) There, on the rough concrete, there was a red spot...

(32) Suddenly the blows stopped. (33) I shook myself off. (34) There were no high school students, and there was no squirrel anywhere to be seen. (35) Only the Gas Cylinder stood in its old place.

(36) My lips trembled and my hands shook when I wiped away the melting snow
from his face and saw his grandfather. (37) He was breathing heavily, looking gloomily at the retreating boys.

“(38) I saw everything,” he said, catching his breath, “you’re great!”

(According to A.A. Likhanov*)

* Albert Anatolyevich Likhanov(born in 1935) – Soviet, Russian writer, chairman of the Russian Children's Fund, author of many works about teenagers.

2. Which answer option contains the information necessary to justification answer to the question: “Why did the main character rush into a fight with the boys?”

1) He wanted to prove to the Gas Tank that he was not a coward.

2) He saw that his grandfather-general was expecting some action from him.

3) He really wanted to stop the ugly scene with the destruction of a harmless squirrel.

4) Only in a fight could a hero prove that he was a real general.

3. Indicate a sentence in which the means of expressive speech iscomparative turnover.

1) The boys were having fun, shooting snowballs at the wall, and the squirrel was moving in bold short jerks higher and higher, to the very roof, clinging to who knows what.

2) Snow shells, like cannonballs, exploded next to the squirrel with a dull snort; it shuddered with its entire small body, its fluffy tail pressed against the wall, as if helping itself even to them.

3) Another time I would have gone crazy from these unpleasant words, again I would have thrown something out, maybe, but here I barely heard it.

4) The boys were taken aback for a moment, then I felt the prickly snow on my face and began to suffocate in a snowdrift.

4. From sentences 1–3, write down the word in which the spelling consoles depends on the deafness - the voicedness of the subsequent consonant.

5. From sentences 7–12, write down the word in which the spelling suffix is determined by the rule: “In an adjective formed from a noun with a stem in -N, NN is written.”

6. Replace the colloquial word " jumped away » in sentence 28 stylistically neutral synonymous . Write this synonym.

7. Replace the phrase " concrete wall ", built on the basis of agreement, a synonymous phrase with the connection control . Write the resulting phrase.

8. Write it out grammatical basis sentences 37.

9. Among sentences 3–6, find a sentence withseparate common agreed upon definition. Write the number of this offer.

10. In the sentences below from the text read, all commas are numbered. Write down the numbers representing commas inintroductory design.

Another time I would have gone crazy from these unpleasant words,(1) I would throw something away again(2) maybe (3) and then I barely heard it.

- Stop it! – I yelled, (4) glaring at the squirrel,(5) already barely moving along the wall.

11. Specify quantitygrammar basicsin sentence 31. Write the answer in numbers.

12. subordinating connection.

Taiga was nearby(1) squirrels often ran into the village,(2) but they easily ran back through the trees,(3) but this one was unlucky(4) she, (5) probably, (6) ran across the ground(7) when she was noticed(8) rushed towards the house and was now climbing the wall,(9) defenseless against the blows of snowballs.

13. Among sentences 1–6, find a complex sentence with a subordinate clausecircumstantial time. Write the number of this offer.

14. Among sentences 30–37, find complex sentence with union coordinating and subordinating

15.1 Write an essay-reasoning, revealing the meaning of the statement of the famous linguist Lev Vladimirovich Shcherba: “By means of a noun we can represent any lexical meanings, and actions, and states, and qualities, not to mention objects».

To justify your answer, give two example from the text read.

When giving examples, indicate the numbers of the required sentences or use citations.

You can write a paper in a scientific or journalistic style, revealing the topic using linguistic material. You can start your essay with the words of L.V. Shcherby.

The essay must be at least 70 words.

Write your essay neatly and in legible handwriting.

15.2 Write an argumentative essay. Explain how you understand the meaning of the last sentence of the text:“I saw everything,” he said, catching his breath,- You are doing great!" .

Bring it in your essay two arguments from the text you read that support your reasoning.

When giving examples, indicate the numbers of the required sentences or use citations.

The essay must be at least 70 words.

If the essay is a retelling or a complete rewrite of the original text without any comments, then such work is scored zero points.

Write your essay neatly and in legible handwriting.

15.3 How do you understand the meaning of the word KINDNESS ? Formulate and comment on the definition you have given. Write an essay-discussion on the topic “What is kindness", taking the definition you gave as a thesis. When arguing your thesis, give 2 (two) examples-arguments that confirm your reasoning: one example -argument second – from your life experience.

The essay must be at least 70 words.

If the essay is a retelling or a complete rewrite of the original text without any comments, then such work is scored zero points.

Write your essay neatly and in legible handwriting.

Preview:

1) The fog has not yet cleared; in it the outlines of a huge ship faded, slowly turning towards the mouth of the river. (2) Its furled sails came to life, hanging in festoons, straightening out and covering the masts with powerless shields of huge folds; Voices and footsteps were heard. (3) The coastal wind, trying to blow, lazily fiddled with the sails. (4) Finally, the warmth of the sun produced the desired effect; the air pressure intensified, easily dissipated the fog and poured out along the yards into scarlet forms full of roses. (5) Pink shadows slid across the whiteness of the masts and rigging; everything was white except the outstretched, smoothly moving sails, the color of deep joy.

(6) While the “Secret” was moving along the riverbed, Gray stood at the helm, not trusting the sailor to take the helm - he was afraid of the shallows. (7) The helmsman sat nearby and still did not feel any connection between the scarlet decoration and Gray’s direct goal.

“(8) Now,” said Gray, “when my sails are red, the wind is good, and there is more happiness in my heart than an elephant at the sight of a small bun, I will try to tune you in with my thoughts, as I promised in Lisse.” (9) Note, I don’t think you’re stupid or stubborn, no; You are an exemplary sailor, and that is worth a lot. (10) But you, like the majority, listen to the voices of all simple truths through the thick glass of life. (11) They scream, but you won’t hear. (12) I do what exists as an ancient idea of a beautiful, unrealizable thing, and which, in essence, is as possible as a country walk. (13) Soon you will see the girl Assol, who cannot, should not get married otherwise than in the way that I am developing before your eyes: her lover will come for her on a ship with scarlet sails. (14) She heard such a prediction in childhood from the wizard Egle.

(15) You see how closely fate, will and character traits are intertwined here. (16) I come to the one who is waiting and can only wait for me, but I don’t want anyone else but her, perhaps precisely because thanks to Assol I understood one simple truth. (17) It is to do so-called miracles with your own hands. (18) When the main thing for a person is to receive the dearest nickel, it is easy to give this nickel, but when the soul conceals the seed of a fiery plant - a miracle, give him this miracle, if you are able. (19) He will have a new soul and you will have a new one. (20) When the head of the prison himself releases the prisoner, when the billionaire gives the scribe a villa, an operetta singer and a safe, and the jockey at least once holds his horse for another unlucky horse, then everyone will understand how pleasant it is, how inexpressibly wonderful. (21) But there are no less miracles: a smile, fun, forgiveness, and the right word spoken at the right time. (22) To own this means to own everything. (23) As for me, our beginning - mine and Assol's - will remain for us forever in the scarlet reflection of the sails created by the depths of the heart, which knows what love is. (24) Do you understand me?

(25) Gray turned around, looking up; silently tore over him scarlet sails; the sun at their seams shone with purple smoke. (26) The “Secret” went out to sea, moving away from the shore. (27) There was no doubt about Gray’s sonorous soul - no dull sounds of alarm, no noise of petty worries. (28) Calmly, like a sail, he rushed towards an amazing goal, full of those thoughts that are ahead of words.

(According to A. Green*)

* Alexander Green (1880 – 1932) – Russian prose writer, poet, creator of the fictional country in which many of his works take place, including the most famous romantic books – “Running on the Waves” and “Scarlet Sails”.

2. Which answer option contains the information needed to justification answer to the question: “Why did Gray feel happy?”

1) Captain Gray managed to cope with a strong storm; favorable weather gave the hero the opportunity to rest.

2) The beauty and grandeur of the sea gave birth to more happiness in Gray’s heart than
the elephant at the sight of a small bun.

3) The captain was one step away from his cherished dream– give a miracle to Assol.

4) Gray understood that he would soon own all the treasures of the city.

3. Indicate a sentence in which the means of expressive speech is comparison .

1) She heard such a prediction as a child from the wizard Egle.

2) When is the most important thing for a person?– to receive the dearest nickel, it is easy to give this nickel, but when the soul conceals the grain of a fiery plant– miracle, give him this miracle if you are able.

3) There was no doubt about Gray's sonorous soul– no dull sounds of alarm, no noise of petty worries.

4) Calmly, like a sail, he rushed towards an amazing goal, full of those thoughts that precede words.

4. From sentences 12–14, write down the word in which the spelling consoles determined by its value -"approximation"

5. From sentences 13–16, write down the word in which the spelling suffix is determined by the rule: “In short passive past participles, one letter N is written.”

6. Replace book word"eager" in sentence 28 stylistically neutral synonymous . Write this synonym.

7. Replace the phrase"easily dissipated" (sentence 4), built on the basis of adjacency, a synonymous phrase with connection control . Write the resulting phrase.

8. Write it out grammatical basis proposals 27.

9. Among sentences 1–5, find sentences that are complicatedseparate agreed common definition. Write the numbers of these sentences.

10. In the sentences below from the text read, all commas are numbered. Write down the number indicating the comma at introductory word.

Onshore wind,(1) trying to blow, (2) lazily fiddled with the sails. Finally,(3) the warmth of the sun had the desired effect;(4) the air pressure increased(5) easily dispelled the fog and poured out along the rivers into scarlet forms,(6) full of roses Pink shadows slid across the whiteness of the masts and rigging,(7) everything was white, (8) except for the spread out ones,(9) smoothly moving sails the color of deep joy.

11. Specify quantitygrammar basicsin sentence 18. Write the answer in numbers.

12. In the sentence below from the text read, all commas are numbered. Write down the numbers indicating commas between the parts of a complex sentence connected subordinating connection.

Soon you will see a girl(1) which cannot(2) I shouldn't get married otherwise(3) as soon as this way,(4) which I am developing before your eyes: her lover will sail for her on a ship with scarlet sails.

13. Among sentences 17–21, find a complex sentencewith homogeneous and parallelsubordination of subordinate clauses. Write the number of this offer.

14. Among sentences 4–8, find a complex sentence withnon-union and allied subordinatingconnection between parts. Write the number of this offer.

15.1. Write an essay-reasoning, revealing the meaning of the statement by the famous linguist N. Arutyunova:“Metaphor shortens speech, avoiding all kinds of explanations and justifications, and comparison spreads it” two example from the text read.

When giving examples, indicate the numbers of the required sentences or use citations.

You can write a paper in a scientific or journalistic style, revealing the topic using linguistic material. You can start your essay with the words of N. Arutyunova.

The essay must be at least 70 words.

Work written without reference to the text read (not based on this text) is not graded. If the essay is a retelling or a complete rewrite of the original text without any comments, then such work is scored zero points.

Write your essay neatly and in legible handwriting.

15.2. Write an argumentative essay. Explain how you understand the meaning of sentences 16–17 of this text:“...thanks to her, I understood one simple truth. It’s about doing so-called miracles with your own hands.”.

Bring it in your essay two arguments from the text you read that support your reasoning.

When giving examples, indicate the numbers of the required sentences or use citations.

The essay must be at least 70 words.

If the essay is a retelling or a complete rewrite of the original text without any comments, then such work is scored zero points.

Write your essay neatly and in legible handwriting.

15.3. LIFE VALUES?Formulate and comment on the definition you have given. Write an essay-discussion on the topic, taking the definition you gave as a thesis. When arguing your thesis, give 2 (two) examples-arguments that confirm your reasoning: one example is an argument quote from the text you read, and second - from your life experience.

The essay must be at least 70 words.

If the essay is a retelling or a complete rewrite of the original text without any comments, then such work is scored zero points.

Write your essay neatly and in legible handwriting.

(1) Once upon a time there were three brothers. (2) One day during an evening conversation they started talking about the Dream.

“(3) A person cannot live without a Dream,” said the Elder. – (4) A dream is a support. (5) She gives wings, she adds strength, she helps to live.

“(6) A dream is a lighthouse,” replied the Middle One. - (7) You won’t get lost in life with her, she will always show you the way.

“(8) I don’t agree,” the Elder got excited. – (9) A dream is like faith. (10) If you have it, go wherever you want, everything will be a joy.

– (11) How can you walk without seeing the way? – (12) The middle one was more reasonable. - (13) A dream is more like a hope, because if you don’t have a goal, even faith can be blind!

“(14) And I think,” said Junior, lowering his eyes, “that the Dream is salvation.” (15) Without a Dream, the Soul will dry up, like a sprout in the desert.

“(16) The dream must be high,” said the Elder. – (17) The higher the Dream, the more strength it gives to the walker. (18) For example, I dream of making people happy. (19) What could be higher and more joyful?

“(20) The dream must be achievable,” objected the Middle One. - (21) They say that in order for life not to be in vain, you need to build a house, plant a tree and raise a son. (22) This is my Dream.

“(23) And I dream of Perfection,” Junior said quietly, still without raising his eyes. – (24) I dream of being a master and helping others become masters, because mastery dies if it remains in one person.

(25) After a short silence, the Middle one said:

- (26) Well, brothers, isn’t it time for us to go towards our Dream?

- (27) It's time! – the brothers answered warmly.

- (28) Then it’s decided: tomorrow we’ll hit the road!

…(29) The brothers walked for a long time native land. (30) And they stopped one day at a fork in three roads.

“(31) This sign from above is not accidental,” said the Elder. – (32) Time Dream
Each of us has our own, therefore, we are each destined to go our own way. (33) It is getting dark, however. (34) We’ll spend the night here, and until the morning we’ll think about who should go which way. (35) Having woken up, the brothers sat silently for a long time by the burnt out fire. (36) Everyone thought about their own things, but everyone thought about the same thing. (37) Doubts tormented their souls. (38) The brothers hugged goodbye and each went their own way.

(39) Many years have passed since then. (40) And as the brothers then went their separate ways, they never met again.

(41) The elder did not understand that no one can make a person happy except himself. (42) Each person is the creator of his own happiness, and until the Elder realizes this, he will continue to live with his unfulfilled dream.

(43) And the middle brother? (44) He has a house, a garden, a family. (45) Didn’t his dream come true? (46) But he drove his innermost Dream into the tight and dusty circle of his home. (47) Once upon a time, his youthful heart responded to ancient wisdom, but his cold mind interpreted its meaning in its own way. (48) But “to build a house” means to find spiritual support, solid life position, immune to storms and hurricanes. (49) “Planting a tree” means sowing seeds of goodness in people, carefully stored in your heart, and “raising a son” means passing on your experience to others, like children reaching out to your light.

(50) And only the Younger realized that it is not the dream that serves the person, but the person – the dream. (51) His Dream can be called in one word - Love. (52) Not for a specific person, but Love for perfection, for Beauty, Love for people. (53) He became a Master and showed his students the path to happiness, which the elder brother did not achieve, sowed seeds and grew fruits, which the middle brother shied away from, and touched Perfection, which he himself once dreamed of. (54) Only he found the true path.

(According to V.A. Tuzlukov*)

* Viktor Anatolyevich Tuzlukov (born in 1964) – modern writer, publicist, winner of literary awards.

2. Which answer option contains the information needed to justification answer to the question:« Why did each brother go his own way?

1) The brothers quarreled, arguing about the Dream.

2) Everyone had their own Dream, therefore, everyone had to go their own way.

3) It was destined to be so.

4) The brothers did not know what to do, they argued, it was a compromise solution.

3. Indicate the answer option in which the means of expressiveness of speech is an epithet.

1) A dream is like faith. Do you have it?– Wherever you want to go, everything will be a joy.

2) Without a Dream, the Soul will dry up like a sprout in the desert.

3) Once upon a time, his youthful heart responded to ancient wisdom, but his cold mind interpreted its meaning in its own way.

4) He became a Master and showed his students the path to happiness, which the elder brother did not achieve, sowed seeds and grew fruits, which the middle brother shied away from, and touched Perfection, which he himself once dreamed of.

4. From sentences 50–53, write down the word in which the spelling consoles depends on the deafness - the voicedness of the subsequent consonant.

5. From sentences 24–31, write down a word in which the spelling of the suffix is determined by the rule:« In short passive past participles, one letter N is written.”

6. Replace spoken word"once" in sentence 32 stylistically neutral synonymous . Write this synonym.

7. Replace the phrase"youthful heart"(sentence 47), built on the basis of agreement, a synonymous phrase with a connection control . Write the resulting phrase.

8. Write it out grammatical basis proposals 11.

9. Among sentences 29–38, find a complicated sentenceisolated circumstance. Write the number of this offer.

10. In the sentences below from the text read, all commas are numbered. Write down the numbers representing commas in introductory word.

The dream must be high(1) – said the Elder.– The higher the Dream, (2) the more strength it gives to the walker. I,(3) for example, (4) I dream of making people happy. What could be higher and more joyful?

11. Specify quantitygrammar basicsin sentence 10. Write the answer in numbers.

12. In the sentences below from the text read, all commas are numbered. Write down the numbers indicating commas between the parts of a complex sentence connected subordinating connection.

The elder still didn’t understand(1) that no one can make a person happy,(2) except himself. Every person– creator of your own happiness,(3) and, (4) until the Elder realizes it,(5) he will continue to live with his unfulfilled dream.

13. Among sentences 47–52, find a complex sentence with homogeneous subordination of subordinate clauses. Write the number of this offer.

14. Among sentences 39–47, find a complex sentence withconjunctive coordinating and subordinatingconnection between parts. Write the number of this offer.

15.1. Write an essay-reasoning, revealing the meaning of the statement of the famous linguist A.I. Gorshkova:"Expressiveness– this is the property of what is said or written to attract special attention the reader, to make a strong impression on him". To justify your answer, give two example from the text read.

When giving examples, indicate the numbers of the required sentences or use citations.

You can write a paper in a scientific or journalistic style, revealing the topic using linguistic material. You can start your essay with the words of A.I. Gorshkova.

The essay must be at least 70 words.

Write your essay neatly and in legible handwriting.

15.2. Write an argumentative essay. Explain how you understand the meaning of sentence 15 of the text:“Without a Dream, the Soul will dry up like a sprout in the desert”.

Bring it in your essay two arguments from the text you read that support your reasoning.

When giving examples, indicate the numbers of the required sentences or use citations.

The essay must be at least 70 words.

If the essay is a retelling or a complete rewrite of the original text without any comments, then such work is scored zero points.

Write your essay neatly and in legible handwriting.

15.3. How do you understand the meaning of the expressionLIFE VALUES?Formulate and comment on the definition you have given. Write an essay-discussion on the topic"What's happened life values?» , taking the definition you gave as a thesis. When arguing your thesis, give 2 (two) examples-arguments that confirm your reasoning: one example is an argument quote from the text you read, and second - from your life experience.

The essay must be at least 70 words.

If the essay is a retelling or a complete rewrite of the original text without any comments, then such work is scored zero points.

Write your essay neatly and in legible handwriting.

I. Bunin dedicated his story “The Gentleman from San Francisco” to a detailed and vivid depiction of a world dominated by luxury and prosperity, a world of the reign of rich people who have the opportunity to afford everything. One of them - a gentleman from San Francisco - is assigned the role of the main character, whose actions and behavior are presented by the author as vices characteristic of representatives of the “golden” circle, to which this character belongs.

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There is one feature in the work that catches the eye when reading, and it is that the story does not mention the name of the hero or depict his inner world.

What can we say about this gentleman from San Francisco? The author notes the detail that “no one remembered his name.” The hero is named by the word “master” in order to associate his personality with such concepts as “master”, “master”. For what reason? After all, he has a key role in the work, and he acts as actor, which becomes central in the development of all events of the work! Although at the same time he unexpectedly turns out to be nameless... I.A. Bunin, most likely, without naming his name, strives to convey his disdain for the character and condemnation of the “artificial” life that is led by the master.

The gentleman’s actions and appearance were described in detail: the presence of a tuxedo, underwear, and gold teeth. Particular attention is paid to details relating to the description of appearance. The hero of the story is a respectable and wealthy man who has the opportunity to buy anything he wants. It would seem that Bunin’s hero has everything but a name! This happened because for the author he was a man whose life was wasted.

The reader witnesses the hero's visit to cultural monuments, to which he is indifferent, since he is not at all interested in art. The author describes in conscious detail how the characters eat, drink, talk and dress.

Updated: 2017-01-27

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