Not discussed at the production meeting. Participle turnovers, including irregular forms of participles

1. Variety of parts complex sentence manifests itself in various forms:

a) as homogeneous constructions, a subordinate clause and a member are used simple sentence, For example: "At the production meeting, issues of further improving the quality of products were discussed and whether there is an opportunity to reduce the cost"(should: …the issues of further improving the quality of products and the possibility of reducing their cost were discussed); “Practitioners who have proven themselves well in the labor process have come to the institute, and the nature of their work corresponds to the chosen specialty”(should: Practitioners came to the institute, the nature of their work corresponds to the chosen specialty. They have proven themselves well in the labor process.). IN fiction such constructions can be used to make an utterance colloquial; compare: What would happen to her in the event of my illness, death, or, simply, if we fell out of love with each other! (Chekhov);

b) with a common subordinate part, they act as homogeneous syntax elements a two-part sentence and a one-part impersonal sentence, for example: “The speaker put forward two propositions: 1) the accelerated privatization of state property is becoming increasingly important; 2) it is necessary to increase the role of labor collectives in this process”;

c) without proper reason, a different word order is used in subordinate subordinate clauses, for example: “Among the shortcomings of the teaching staff of the school is the fact that it does not carry out enough educational work, extracurricular work is poorly managed, student achievement is declining.”(in the second and third subordinate clauses one should also use reverse word order).

2. Structural displacement can find its own expression in the fact that the main clause is “interrupted” by the subordinate clause inside it, for example: “The main thing that needs to be paid attention to is the genre side of the work” (should: The main thing that needs to be paid attention to is the genre side of the work. ); “The last thing to dwell on is the composition of the book” (should: The last thing to dwell on is the composition of the book. ). The interruption of the construction in these cases lies in the fact that the nominal predicate of the main clause, torn from its subject, is placed in the case that the predicate of the subordinate clause requires. Such sentences are conversational. Wed Also: By this time All, who could and wanted to leave from Krasnodon and nearby areas, left or left to the East(Fadeev) (with the subject of the main clause All expected plural predicate - gone or left , but under the influence of the subject clause Who and by analogy with the predicates with it could and wanted to leave in the main sentence, the predicates also turned out to be in the singular form - left or left ).

A construction shift can occur if the subordinate clause " is interrupted» main (in the normative sense, the main clause may be in front of the subordinate clause, after it, or include the subordinate clause, but not be included in the latter), for example: “But these quotes are unknown where the author borrowed them from” (instead of: It is not known where the author borrowed these quotes from. ). Such constructions are colloquial in nature. Wed their use in the language of works of art: However, both ladies cannot be said to have in their nature the need to cause trouble… (Gogol); But these words make me uncomfortable for you to say (Herzen); She married a non-nobleman and behaved, one cannot say, very benevolently. (Chekhov).

3. Incorrect use of unions and allied words manifests itself in various cases:

a) the choice of a union or allied word that is not suitable for a given context, for example: “It was possible to agree only with those provisions of the report, Where there were no internal contradictions."(instead of adverb Where with an abstract noun provisions should have used a conjunction in which ); "There was a situation When did little to stabilize(word When with its inherent meaning of time is not suitable for the context; one could say: The situation was created which not conducive to stabilization);

b) pleonastic use of unions (setting a number of unambiguous unions), for example: “Conditions for radical economic reforms were created, however, nevertheless there hasn't been a break yet.";

c) an extra union after introductory word, which is mistaken for part of the main sentence, for example: “The speaker presented new data that seems to What some have already been partially published.;

d) an extra correlative word (demonstrative pronoun in the main sentence), for example: "Indicate That the shortest distance that separates the two points(there can be only one shortest distance),

e) particle repetition would in subordinate clauses in which the predicate is expressed by the verb in the form of a conditional subjunctive mood (combinations are obtained to... would, if... to ), For example: "Wish was expressed to contacts established between Russian and American entrepreneurs have received would his further development»; « If Western proposals were would accepted, the situation could change". Such constructions give the statement a colloquial character. Wed: I need, to every word, every phrase fell would in tune, in place(Korolenko);

f) cluttering up a complex sentence with the same unions or allied words with the sequential subordination of subordinate clauses, for example: “Doctors believe that the disease is so dangerous that one has to fear for the life of the patient” (should: Doctors consider the disease so dangerous that one has to fear for the life of the patient ); “The commission refused to accept a number of objects for the construction of which were released necessary funds, which, however, were largely misused"(should: The commission refused to accept a number of objects. The necessary funds allocated for their construction were largely misused).

4. Wrong word order in a complex sentence with an attributive clause generates ambiguity or distorts the meaning of the sentence. For example, in a sentence “Students had an internship in one of the workshops of the plant, which recently refurbished"- allied word which may have a twofold correlation (was one of the workshops or the plant as a whole reconstructed?), although according to the rule of the word which, which, than replace the nearest noun to them in the form of the same gender and number.

Editing in some cases is achieved by replacing the subordinate clause with participial turnover. Compare: 1) …in one of the workshops of the plant, recently reconstructed; 2) in one of the workshops of the factory, recently reconstructed .

In other cases, a demonstrative pronoun is introduced into the main clause. That or such , correlative allied word which or Which , For example: Visitors to the exhibition lingered for a long time at those paintings by young artists, which reflect a direct connection with modernity.
Finally, it is possible to repeat a noun defined by a subordinate clause, for example: many readers of our "thick" magazines in the first place interested theoretical articles by economists and sociologists, articles that highlight current scientific issues.

5. Mixing direct and indirect speech finds its expression in the fact that the subordinate clause forming indirect speech retains elements of direct speech (forms of personal pronouns and verbs), for example: The author rashly remarked to the reviewer that how can you not notice what is new in the book; Not recognizing criticism addressed to him, he always answered that it would be better not to interfere in his affairs. Such sentences are colloquial in nature, and in artistic speech they can be used as a stylistic device. Wed: Now the innkeeper said that he will not give you food until you pay for the old (Gogol); An important gentleman from the capital came and bought a vest from Gross, and now he saw yours and shouts that you should definitely give him exactly the same as yours!(Bunin).

The generally accepted ways of communicating with subordinates and at the same time forms of organizing the work of a manager are production meetings and meetings.

Meetings and conferences are a way for the collective exchange of business information under the leadership of the boss with the adoption of specific decisions.

According to the goals, the following types of meetings and meetings are distinguished:

Introductory (presentation of new projects, advanced training);

Informational (generalization of information, study of points of view);

Explanatory (convincing employees of something);

Problematic (collective search for a solution to the issue);

Instructive (bringing to the attention of the necessary information and explaining the course of action);

Operational ("RAM") (obtaining current information about the state of affairs and identifying "bottlenecks");

Planning meeting (setting tasks and plans for the next short period of time)

Coordinating (ensuring the interaction of departments);

Final (summarizing the results for a period of time or a production cycle);

Ceremonial (ceremonial summing up of important dates or events for the enterprise, awarding the best employees);

“meeting of the labor collective” (the labor collective is also assembled for all other meetings, but this name emphasizes that some important issues are discussed at the meeting, more for the labor collective than for the management, issues - working conditions, preparation for the holidays, some other informal topics not directly related to production; from the same series - a trade union meeting).

The terms "meeting" and "meeting" are often taken as synonymous. However, strictly speaking, an assembly and a meeting differ both in purpose and in the way it is conducted.

A meeting is a way of collective exchange of business information with the adoption (bringing) of specific decisions. The meeting is usually organized by management to inform the workforce.

A meeting is a way of collective exchange of business information, in which the management invites the necessary specialists and listens to their opinion (organizes a discussion) to make decisions. Usually meetings are held with the participation of the head, heads of departments, leading experts - that is, those whose opinion is significant and can influence the decision.

So, the task of the meeting is to inform the labor collective, the task of the meeting is to develop a joint solution in a narrower circle of specialists involved in the problem. The difference between these formats of business communication is easy to understand by analyzing the etymology (origin) of their names: they gather for a meeting for any purpose, they gather for a meeting to confer. Every meeting is a meeting, but not every meeting is a meeting. A meeting usually involves a narrower format, so below we will consider the basic principles of organizing and conducting a meeting in order to cover a wider range of aspects.

Meeting preparation begins with setting a goal, defining a topic, agenda and composition of participants. The effectiveness of the meeting is largely determined by the time and place of its holding, as well as the composition of its participants. The minimum number of people should be invited to the meeting - only those without whom it will be ineffective. (Sometimes it makes sense to let go before the meeting is over of those workers whose presence is no longer necessary.)

The basis for the success of the meeting is the right agenda. Usually it is brought to the meeting participants in advance so that they already know what issues will be discussed at the meeting and can prepare. In any case, the agenda must be announced at the very beginning of the meeting.

The agenda is often executed as a separate document. This document is both an announcement of the meeting and an order ordering a meeting on such and such a topic with such and such questions and such and such participants. Therefore, it makes sense to post it on the board of orders.

The meeting agenda must contain:

Title (topic) of the meeting;

Information about the place, time and duration of the meeting;

Information about the participants of the meeting (whom to appear);

List of issues for discussion (if necessary - with the names of speakers);

Rules - allocation of time on agenda items.

If the status of the meeting is insignificant, it is enough to indicate in the agenda the topic, time-place, list of issues, and the list of categories of employees (or personal list) that should participate in the meeting.

Some meetings do not require a detailed agenda. For example, to hold a small meeting, it is sometimes enough to verbally announce the place, time, participants and topic. The list of issues to be discussed will be developed at the meeting itself.

Beginning of the meeting. The meeting is always led by one person - the chairman, most often the leader himself. In the very first, initial phase of the meeting, the chairman, first of all, brings to the attention of the main procedural issues: the topic and purpose of the meeting, the content of the agenda, the regulations.

Leading the meeting for the leader is always divided into two parallel lines: maintenance of procedure and maintenance of content.

Management of the meeting procedure	Meeting content management
opening of the meeting	keynote speech
meeting the agenda	comments on other posts
compliance with the regulations	adherence to the theme of the meeting
order of speaking	leading the discussion
keeping order in the room	decision making
control over record keeping, fixing decisions	ensuring adequate understanding in the hall
closing meeting	announcement of conclusions and decisions

The conduct of the meeting, in terms of procedure, basically comes down to giving the floor to the speakers in accordance with the agenda of the meeting. In terms of content, the manager also inserts his comments, makes presentations, organizes an exchange of opinions, sums up the meeting, announces its results and formulates decisions.

It is important not to go to extremes. If you obey too much procedure, then you can miss the lines of interest for discussion, which require deviation from the regulations, but may be useful for business. If you obey the content too much, then you can peddle on all fascinating topics, forgetting about the rules and the need to develop formal solutions. Therefore, the management of the procedure must be harmoniously balanced with the management of the content. And both processes must obey common sense.

To form a businesslike mood at a meeting, a meeting, one should immediately state that during the meeting ideas are discussed and criticized, and not the people who expressed them.

Democracy is good as a social mechanism; in the production process, it can be destructive. Therefore, the limitations associated with the right to make a decision should also be clearly defined. There are issues on which the meeting can decide. But most often, the meeting is a way of making decisions, an advisory body. The decision is made by the leader or specific managers.

At the same time, the initiative of employees cannot be suppressed by the authority of managers. A meeting, and especially a meeting, will not make sense if only a top manager speaks at it, and specialists and employees listen reverently. It is necessary to stimulate their initiative, offer them the floor, encourage, celebrate good ideas and just dedication.

There are two main ways to organize an exchange of views at a meeting or meeting.

1. Start from downstream. Most often, it is more convenient to first give the floor to specialists and employees lower in the hierarchy. After all, if the boss speaks first, then some employees may be afraid to express a point of view that is different from the boss. And then the meaning of their participation in the meeting will disappear. Therefore, we must first let the experts speak, let them inform and express their opinion on how to solve the problem. However, having thanked and encouraged them, it is necessary to keep in mind that they do not make the decision - so that grass-roots employees do not have the false illusion that they are in control of the process.

Grassroots employees often do not see the general goals of the meeting and therefore, heated up, encouraged by attention, they can get carried away with their theses. One must be able to keep them in check so that, having expressed their opinion, they do not turn the meeting into a “recital” or a squabble. At the same time, it is important to encourage their initiative and interest.

2. Exchange of views in a circle. At the stage of discussion, when the time has not yet come to make a decision, this democratic form is very convenient and productive: it formally grants all participants an equal right to speak. In addition, this form is an additional disciplinary and organizing framework - it is easier for people to adhere to the obvious order, each speaker understands why and when his turn comes, and understands that after him there are also speakers and they also need to be given the floor. Naturally, this form of exchange of views is convenient for small meetings (up to 8-10 people), as it assumes that all participants will speak.

If the exchange of views does not work out in any way, you should specifically ask the question to the most active, most temperamental employee. It doesn't matter if he is an expert on the topic. Each team has the most active and chatty employees. Just ask him - he will easily start a discussion and warm up the others. It is important only then to limit his monologue in time and grow a discussion. This technique helps to avoid awkward silence at the beginning of the discussion, when the leader offers to speak out, but no one decides.

The manager acts both as a leader and as a moderator who gives people the opportunity to speak. Watch how you participate in the discussion, make sure that you do not suppress experts whose opinion is important. Specially give the opportunity to speak indecisive and timid, if their opinion can be valuable. It is important that even timid specialists feel their involvement and the significance of their opinion.

It is convenient to take notes on the board, it is useful to write down suggestions made. This will help not to move too far away from the key issues on the agenda, as well as to use the achievements of the meeting in future activities.

During the meeting in the format of the so-called brainstorming any ideas are accepted and discussed. The methodology of brainstorming is simple: any and all ideas on the topic are thrown without any criticism. "Brainstorming" has received wide recognition, mainly because it allows the participants in the discussion to express any, the most improbable at first glance, proposals, criticism of which is prohibited until the "storming" is completed.

In order for the meeting not to go astray from the topic, it is necessary to sum up the intermediate results in a timely manner, using the agenda and ideas written on the board.

The results of the meeting will be more productive if the chair during the discussion takes a neutral position, does not enter into disputes with other participants in the discussion, and does not prefer any proposal until a decision is made. In disputable situations, use the position not of a disputant, but of an arbiter - it is the most authoritative and expedient. announcing decision, it is worth thanking those whose opinion is not reflected in this decision, indicating the significance of their opinion so that they do not lose the desire to express their opinion in the future.

Two tendencies are most often observed in the course of the meeting. In one case, the opinions of the participants merge with the position of a leader, a “strong personality”. As a result, a strong-willed approach to the implementation of tasks begins to prevail over an analytical one. At the same time, there is a danger that the participants in the meeting, without knowing it, will become dependent on authority and lose their independence of judgment. Therefore, it is wise for the presiding officer to restrain the energy of those who are accustomed to having the initiative because of their ability, leaving the less active participants to speak earlier.

In the second case, the chairman tries to achieve the unity of all participants in the meeting, tries with all his might to ensure their involvement in the process. However, striving for unity at any cost is not an end in itself. What is important is not a compromise, but an effective solution, which is not necessarily the fruit of a compromise. And the purpose of the meeting is not the education of civic activity, but the solution of production issues. And the participation of all, the unity of all employees should be required only insofar as it can be useful for solving production problems and building a team spirit.

Various unpleasant situations may arise at the meeting, which must be extinguished by the leader leading the meeting. For example, the appearance of latecomers. The response depends on the leader's style. The range of reactions is wide: from a brief remark to expulsion from the meeting and issuance of a disciplinary remark. But under no circumstances should you drop it. The meeting is a sacred ritual, and the employee should think a hundred times before the next time he intends to be late for no good reason.

Employees don't always behave well in meetings. There are also buzzers or talkers. There are jokers or wits who make caustic remarks about the case and not the case at the address of colleagues. Any unauthorized speech activity at the meeting must be controlled and stopped. If extraneous conversations and whisperings have exceeded a certain limit, it is worth making a remark, at first in a moderate form, asking them to stop whispering. The leader must control the situation and ensure the attention of all participants in the meeting. One way is to give the gallery critics and commentators the floor. In any case, it is necessary to make comments, otherwise permissiveness will turn into noise and disrupt the meeting. Methods of pacification should be applied progressively - from tapping a pen on the table and a stern look to remarks and reprimands.

At the end of the discussion of each item on the agenda, it is necessary to officially draw a line under the discussion. It should be asked who else has questions on the topic discussed. Participants of the meeting must clearly understand the moment of transition from one agenda item to another. This maintains the rhythm and order of the meeting.

Meetings and meetings are group forms of business communication. And, as in any group, conflicts can arise during the meeting.

Conflict is understood as a clash of different points of view in business and interpersonal relationships.

Conflict can destroy both the assembly and the authority of the leader. In this case, a conflict can occur both between the meeting participants and between the meeting participant and the leader. In any case, managing the conflict, neutralizing it is the task of the leader and no one else. If the boss avoids intervening in the conflict and lets the conflict take its course, he shows his weakness.

Conflicts can be personal or industrial. A production conflict can be productive if the manager promptly turns it into a discussion, extracts sound judgments from conflict positions. It is worse if there is an open conflict that turns into personalities. It must be stopped both by calls for order and ethical behavior, and simply by volitional intervention. In other words, it is necessary to manage the industrial conflict and prevent it from developing into a personal conflict.

There are three main ways to resolve the conflict: suppression, delay, turning the conflict into a business conversation.

suppression is a direct order to stop bickering. This method can be used only if the leader is sure that he has unquestioned authority and is able to extinguish any situation. It is worth remembering that in a conflict people are heated, they can take desperate actions that can become a test of the authority of the leader for strength. Sometimes the lion also gives way to the boar, wisely postponing the "trial" for another time, when the boar has less courage. But everyone else will be witnesses to a situation in which "the lion gave in." We must soberly assess our authority. On the other hand, the authority of the leader who was able to grind through the most heated situation and extinguish the most ardent troublemaker will become truly indisputable. To extinguish the conflict gently, divert the topic aside, or break the troublemakers "head on", with metal in your voice - it depends on the style and charisma of a particular leader.

Postponement conflict is a good way to avoid a head-on collision and at the same time maintain control of the situation. To do this, you need to tell the initiator of the conflict that his question requires a separate conversation, which will definitely take place later at a special meeting. In the meantime, we must respect the time of the other participants and return to the topic of the meeting. And then it is necessary to switch the attention of those present to another issue on the agenda. Then the problem with the troublemaker can be resolved without witnesses (the very presence of which often inflames the bully), without the risk of a direct public brawl.

Turning Conflict into a Business Conversation comes down to the fact that the leader finds at least some sound ideas in the positions of the conflicting parties, extracts them and focuses on them the attention of the disputants themselves and the entire assembly. For example, quarreling with the heads of adjacent departments can be reduced to finding out exactly what resources they did not have enough to solve their tasks. And then the swearing will turn into constructive.

End of the meeting. The meeting is not champagne to end on its own. It must be closed by the leader or leader. Otherwise, anarchy rules in the organization. It is necessary to briefly sum up the results, recall the decisions on the main issues. If some decisions are made at the meeting, then it is necessary to remind who is responsible for the implementation of these decisions and fix the deadlines.

Be sure to ask if anyone has questions about the topic of the meeting. If the questions are small, then they must be answered quickly in order to satisfy the thirst for attention from employees. If the questions are serious, then there is no need to go into them - people have already tuned in to the end of the meeting and will be inattentive, the meeting will fall apart. If there are serious questions, it is necessary to promise their authors to resolve these issues individually or at the next meeting. And officially draw a line under the discussion.

A rather good solution to end the meeting is to congratulate the birthday man or announce some informal but important events in the life of the company. Employees will appreciate that they share information that is interesting to them. This ending, among other things, creates a positive mood when leaving the meeting. In many cases, this is useful, as it sets people up in a positive way, helps them work in a good mood.

Establish a correspondence between grammatical errors and sentences in which they are made: for each position of the first column, select the corresponding position from the second column.

GRAMMATICAL ERRORS		OFFERS
A) violation in the construction of a sentence with participial turnover B) an error in the construction of a complex sentence C) violation in the construction of a sentence with an inconsistent application D) violation of the connection between the subject and the predicate E) violation of the species-temporal correlation of verb forms		1) Everyone was listening to the radio broadcast with bated breath. 2) We argued for a long time over books written by a famous TV presenter. 3) In the story "The Pit" A. Platonov reveals to us tragic fates different people who were deprived of both faith, and hope, and the purpose of life, and the very desire to live. 4) Following A.S. Pushkin, F.M. Dostoevsky shows how small man can be great in his soul, his feelings, and develops in the story "Poor People", in the novel "Crime and Punishment" the theme of "humiliated and offended". 5) A man twitched by an inhuman rhythm modern life, a huge flow of information, weaned from communication with the natural world. 6) Enlightenment and culture will always be synonymous: both in the one and in the other name there is a readiness for boundless knowledge. 7) In his novel "The Hero of Our Time" M.Yu. Lermontov revealed Pechorin's individualism and considers not only his psychology, but also the ideological foundations of his life. 8) Everyone who has studied the process of language development knows about various historical changes at the level of phonetics, grammar. 9) Your advice is not only a waste of time, but also impudence unheard of!

Write down the numbers in response, arranging them in the order corresponding to the letters:

A	B	IN	G	D

Explanation (see also Rule below).

A) a violation in the construction of a sentence with a participial turnover in sentence 2 is caused by the fact that the participle is not consistent with the word to which it obeys, either in gender, or in number, or case.

Here is the correct spelling: We argued for a long time over books (what?) Written by a famous TV presenter.

Rule 7.1.1 paragraph

7.1. USE OF PARTICIPIAL TERMS

INTRODUCTION

Participle turnover is a participle with dependent words. For example, in the sentence Graduates who successfully pass the exam become applicants

word Graduates- main word

surrendered - communion,

those who passed (how?) successfully and passed (what?) the exam are participle dependent words.

Thus, the participial turnover in this sentence is - successfully passed the exam. If you change the word order and write the same sentence differently by placing a turnover before main word ( Successfully passed the exam Graduates become applicants), only the punctuation will change, and the turnover remains unchanged.

Very important: before starting work with task 7 for finding errors in a sentence with a participle, we advise you to solve and study task 16, which tests the ability to put commas with correctly constructed participial and adverbial phrases.

The purpose of the task is to find one such sentence in which grammatical norms are violated when using participle turnover. Of course, the search must begin with finding the sacrament. Remember that the participle you are looking for must certainly be in full form: the short form never forms a participle, but is a predicate.

To successfully complete this task, you need to know:

• rules for coordinating the participle and the main (or defined) word;
• the rules for the location of the participial turnover in relation to the main word;
• tense and type of participles (present, past; perfect, imperfect);
• participle pledge (active or passive)

We draw attention to that that in a sentence with a participial turnover, not one, but two or even three errors can be made.

Note for teachers: keep in mind that the authors of various manuals have different points of view on the classification, as well as on the types of errors that can be attributed to a certain type. The classification adopted at RESHU is based on the classification of I.P. Tsybulko.

We classify all types of possible grammatical errors when using participial turnover.

7.1.1 Violation of the agreement of the participle with the word being defined

The rule according to which single participles (as well as those included in the participle) are consistent with the main (= defined) word, requires setting the participle in the same gender, number and case as the main word:

About children (what?) returning from a trip; for the exhibition (what?) being prepared in the museum.

Therefore, we simply find a sentence in which there is full communion, and its ending does not match (or) gender, (or) case, (or) number of the main word.

Type 1, the lightest

I got to chat with the guests present at the opening of the exhibition.

What is the reason for the error? The participle is not consistent with the word to which it must obey, that is, the ending must be different. We put the question from the noun and change the ending of the participle, that is, we agree on the words.

I had a chance to chat with guests(what IMI?), those present at the opening of the exhibition.

In these examples, the noun and its participle stand side by side, the error is easily seen. But this is not always the case.

type 2, harder

Consider sentences with a grammatical error.

I want to find the words to the song heard recently.

These sentences contain two nouns: author, books; lyrics. Which of them has a participle turnover attached to it? We think about meaning. What was published, the author or his book? What do you want to find, words or a song?

Here's the corrected version:

I want to find the lyrics of the song (which one?), heard recently.

Type 3, even harder

The endings of participles sometimes perform a very large semantic mission. We think about the meaning!

Let's compare two sentences:

The noise of the sea (which one?), which woke me up, was very strong. What woke up? It turns out that the sea. The sea cannot wake up.

The noise (what?) of the sea that woke me up was very strong. What woke up? Turns out it's noise. And the noise can wake up. This is the correct option.

I heard the heavy steps (what?) of a bear, chasing me. Footsteps cannot pursue.

I heard the heavy steps of a bear (what?), haunting me. The bear can chase. This is the correct option.

Children of employees (which ones?), having any diseases receive preferential vouchers to the sanatorium. The participle “having” refers to the word “employees”. It turns out that employees will have diseases, and the children of sick employees will receive vouchers. This is not the right option.

Children (what?) of employees, having any disease receive preferential vouchers to the sanatorium. The participle "having" refers to the word "children", and we understand that it is the children who have diseases and they need vouchers.

4 type, variant

Often there are sentences in which there are phrases of two words, the first of which is part of the whole, indicated by the second, for example: each of their participants, one of all, any of those named, some of them, some of the gifts.. A participial phrase can be attached to each of the nouns, depending on the meaning: in such phrases, the participle (participial phrase) can be agreed with any word. It will be a mistake if the sacrament "hangs" and has no connection with any of the words.

Consider sentences with a grammatical error.

Each participant who received maximum amount points, the right to perform one more number was granted.

The sacrament can be agreed with both the word "to each" and the word "participants".

To each (what?) of the participants, who received the maximum number of points, was granted the right to perform one more number

Each of the participants (which THEM?), who received the maximum number of points, was granted the right to perform one more number.

We draw attention to the fact that it will be a mistake to disagree with OR with the first word, OR with the second:

Incorrect: Each of the participants who received ... or Each of the participants who received ... This is not possible.

In explanations on DECIDE, the option of agreement with the ending THEM is more often used.

Similarly true: Part of the books (which THEM?), received as a gift will go as a gift.

Or Part (what) of books, received as a gift will go as a gift.

Incorrect: Part of the books received as a gift will go as a gift.

NOTE : this type of error when checking essays is considered a matching error.

7.1.2 Participle construction and place of the main word

In well-formed sentences with participial turnover the main (or defined word) cannot be inside the participial turnover. His place is either before or after him. Remember that this depends on the placement of punctuation marks !!!

Consider sentences with a grammatical error.

Submissions must be carefully checked documentation for examination.

We walked through the littered alley fallen leaves.

presenter Street the city was free.

Created novel young author caused lively controversy.

note: with this construction of the sentence, it is completely incomprehensible whether to put a comma.

Here's the corrected version:

Must be carefully checked documentation, submitted for examination. Or: You need to carefully check submitted for examination documentation.

We walked along alley, strewn with fallen leaves. Or: We walked along strewn with fallen leaves alley.

Street leading to the city was free. Or: Leading to the city Street was free.

7.1.3. Participle turnovers, including irregular forms of participles

In accordance with the norms of the formation of participles, in the modern Russian literary language, the forms of participles in -sch, formed from perfective verbs with the meaning of the future tense, are not used: there are no words pleasing, helping, reading, able. In the opinion of the editors of DECIDE, such erroneous forms should be presented in task 6, but, since I.P. Tsybulko has similar examples, we consider it important to note given type Same.

Consider sentences with a grammatical error.

Until I found human, able to help me.

A valuable prize awaits participant, finding the answer to this question.

These sentences need to be corrected, because future participles are not formed from perfective verbs. Participles do not have a future tense..

Here's the corrected version:

We replace the non-existent participle with a verb in the conditional mood.

Until I found someone who can help me.

A valuable prize awaits the person who finds the answer to this question.

7.1.4. Participle turnovers, including irregular forms of pledge of participles

This type of error was USE assignments past years (until 2015). In the books of I.P. Tsybulko 2015-2017 there are no such tasks. This type is the most difficult to recognize, and the error is due to the fact that the participle is used in the wrong voice, in other words, the real is used instead of the passive.

Consider sentences with a grammatical error.

Documentation, sent for examination

Contest, hosted by the organizers

Foam, pouring into the bath, has a pleasant aroma.

Here's the corrected version:

Documentation, sent for examination must be carefully checked.

Contest, organized by the organizers very much liked by the participants.

The foam that we pour into the bath has a pleasant aroma.

B) the error in constructing a complex sentence in sentence 4 is that two subordinating unions are unreasonably used, the union “as far as” is superfluous.

The sentence can be restructured as follows: Following A.S. Pushkin, F.M. Dostoevsky shows that __ a small person can be great in his soul, his feelings, and develops the theme of "humiliated and offended" in the story "Poor People", in the novel "Crime and Punishment".

Rule 7.4.3 paragraph

7.4. FEATURES OF USING COMPLEX OFFERS

INTRODUCTION

As you know, there are three types of complex sentences: compound, compound and non-union. Each of these types has its own semantic and grammatical features associated with the presence or absence of the union, the meaning of the union, the order of the parts and intonation. Compound and non-union sentences are the simplest and most understandable in their structure. Complex sentences have rich possibilities for a detailed presentation of thoughts, means subordination capable of expressing the relationships between grammatical parts. At the same time, the more complex structure of such sentences becomes one of the reasons for the violation syntactic norms when using them. To avoid grammatical errors in complex sentences, you must remember the following rules.

7.4.1. In sequential submission, the same words should not be repeated. It was this violation that helped

S. Ya. Marshak to achieve comic effect in a famous poem:

Here is a dog without a tail

Who pats the cat by the collar,

Which scares and catches a tit,

Which deftly steals wheat,

Which is stored in a dark closet

In the house that Jack built.

Use different unions, different types of subordinate clauses, replace them with participial phrases to avoid such annoying repetitions. For example: I had to go to the city where my parents used to live, who came to it in 95, which was a real test for them. This is a very bad suggestion. We fix: I had to go to the city where my parents used to live, who came to it in 95: this year was a real test for them.

7.4.2 You can not simultaneously use subordinate and coordinating conjunctions for connection between main and subordinate: As soon as lightning flashed, but suddenly hail began to fall. To correct this sentence, you must leave one of the unions: Only lightning flashed, but suddenly hail began to fall or As soon as lightning flashed, hail suddenly fell.. In the first sentence, the union “how” was removed, in the second, the union “but”.

7.4.3 Subordinating and coordinating conjunctions that are close in meaning cannot be repeated: Parents say we don't help around the house at all. To express syntactic relations, one union is enough: Parents say we don't help around the house at all. The union "as if" was removed from the second sentence. Possibly in another way: Parents are angry, as if we do not help around the house at all. The choice of union always depends on the meaning that we want to add to our statement.

In the book "A Handbook of Spelling and Literary Editing for the Press" D.E. Rosenthal writes about it this way:

"there is a pleonastic use of unions (staging a number of unambiguous unions), for example: "The conditions for a further rise in animal husbandry on a number of collective farms were evident, but nevertheless, a turning point has not yet come", noting that this is an error.

7.4.4. Do not skip the necessary demonstrative words in the main sentence. Mom always went to stores where groceries were cheaper. This sentence will receive grammatical and semantic completeness if the necessary demonstrative word is added to the main part: Mom always went to THAT (SUCH) stores where products were cheaper.

7.4.5. The use of the union what in the subordinate part in the presence of a particle whether is a gross error: We did not hear that he had come to the appointed place.. Correct option: We did not hear if he came to the appointed place.

7.4.6. Incorrect form of demonstrative words in subordinate clauses or they are not needed at all is also a mistake.

The article raises the issue of... That's right: the problem of WHAT? WHAT is raised? mercy, compassion...

This mistake is connected not so much with the structure of the complex sentence, but with the norms of management. It is absolutely necessary to know which verb or noun governs which forms of nouns and pronouns. For example:

We were worried (for that / about) that the weather would not deteriorate. True "ABOUT THAT"

The heroine of the story is worried (about that / that) that she does not find support. Correct: "TEM"

Here is a list of commonly used turns in which mistakes are made. The right questions are given. This list is far from complete.

Faith in what

Confidence in what

Worthy of what

Full of what

Do not rejoice at anyone

Summarize what

Need for what

contempt for whom

full of what

to shun what

Characteristic for whom, what

Convinced of what

Typical for whom, what

Full of what

marvel at what

Admire who, what

7.4.7. Incorrect word order in a sentence, in which the subordinate clause can be attributed to various words, leads to misunderstanding and is a mistake.

Consider an example: Students completing tasks control work for ninth-graders, who were previously considered difficult, began to make fewer mistakes. According to the meaning of the sentence, it turns out that ninth graders used to be difficult. The attributive clause must be placed after the word of the work, it was her tasks that were previously considered difficult. Although this error is easily detected by careful reading, it occurs very often in written works. Here's how it should be: Pupils began to make fewer mistakes on tests that were previously considered difficult for ninth graders.

C) a violation in the construction of a sentence with an inconsistent application in the sentence 3. The title of the story, a proper name, is put in nominative case, if it is an application, that is, the second name. The first title is a story.

Here is the correct spelling: In the story "KotlovaN" A. Platonov reveals to us the tragic fate of various people who have been deprived of faith, and hope, and the purpose of life, and the very desire to live.

Rule 7.2.1 paragraph

7.2. Violation in the construction of a sentence with an inconsistent application.

INTRODUCTION

An application is a definition expressed by a noun in the same case (that is, AGREED) as the word being defined. Characterizing the object, the application gives it a different name and claims that it has some additional feature. Applications can refer to any member of a sentence expressed by a noun, a personal pronoun, a substantiated participle and an adjective, as well as a numeral. For example: This is how Mikhail Vlasov lived, locksmith, hairy, sullen, with small eyes (M. G.); It was her Peterhof stranger(Paust.); The first, the eldest of all, Feda, you would give fourteen years old (T.); Mother and father rode from Siverskaya station, and we, children, went out to meet them (Nab.).

Note: Proper names used in a figurative sense (quoted in writing) are also applications, they are called UNAGREED in contrast to AGREED.

Also very often proper names written without quotes are applications.

The components of some types of compound words are not applications (although they resemble them in the form of connections): words, part of which are evaluative words (firebird, good boy, boy-woman, unfortunate leader, miracle fish).

UNAGREED APPENDICES, expressed by the code name.

7.2.1. Proper names - names used in a figurative sense (quoted in writing), are always applications if they refer to the word being defined, and are in the form of the nominative case, regardless of the case form of the word being defined. For example: Among the seven hundred sailors who landed from the battleship "Potemkin" on the Romanian coast, was Rodion Zhukov (Cat.); During the test of the tanker "Leningrad" shipbuilders launched another similar vessel - "Klaipeda". It is this type of application that is present in the tasks of the exam. Please note: as soon as the DEFINED word “leaves” the sentence (that is, book, magazine, picture, play, article, car, steamboat and so on), PROPER NAME ceases to be an application, compare: the history of the novel "Eugene Onegin" is the history of the creation of "Eugene Onegin"; Malevich made several copies of the "Black Square" - Kazimir Malevich's painting "Black Square" was created in 1915.

7.2.2 If we are talking about APPENDIX - a proper name, but written without quotes, then there is a very long row rules governing their writing. Some groups of proper names agree with the word being defined, others do not. Fortunately, there were no such assignments on the Unified State Examination (at least until 2016).

Following these rules, one should write, for example,

On the planet Mars (not Mars);

On Lake Baikal (and not Baikal);

Behind Mount Elbrus (and not Elbrus).

On the Ganges (not the Ganges), but on the Moscow River (not the Moscow River).

For complete information on writing such appendices, please read any of Dietmar Rosenthal's textbooks on stylistic and literary editing.

D) the violation of the connection between the subject and the predicate in sentence 8 is that the subject ALL of the main clause requires the plural from the predicate "knows"

Here is the correct spelling: Everyone who has studied the process of language development knows about various historical changes at the level of phonetics and grammar.

Rule 7.3.1 paragraph

7.3. Agreement of the predicate with the subject

INTRODUCTION

Subject - the main member of the sentence, which is consistent with its predicate according to the laws of grammar.

The subject and predicate usually have the same grammatical forms of number, gender, person, for example: Clouds are rushing, clouds are winding; Invisible moon Illuminates the flying snow; The sky is cloudy, the night is cloudy.

In such cases, we can talk about the agreement of the predicate with the subject. However, the correspondence of the grammatical forms of the main members of the sentence is not necessary, there may be an incomplete correspondence of the grammatical forms of the main members: My whole life has been a guarantee of a faithful date with you.- correspondence of number forms, but different forms of gender; Your destiny is endless chores- inconsistency of number forms.

The grammatical connection of the main members of the sentence is considered as coordination. This grammatical connection is wider and freer than agreement. It can be entered different words, their morphological properties do not have to match each other.

When coordinating the main members of the sentence, the problem arises of choosing the forms of the number of the predicate, when the gender / number of the subject is difficult to determine. This section of the "Reference" is devoted to consideration of these issues.

7.3.1. In a complex sentence, pronouns act as subjects

If in a sentence (and not necessarily in NGN!) a pronoun is used as a subject, then you need to know a number of rules that prescribe how to correctly coordinate the predicate with it.

A) If the subject is expressed by the pronouns WHO, WHAT, NOBODY, NOTHING, SOMEONE, SOMEONE, WHOEVER, then the predicate is put in the singular form: For example: [Those ( who neglect the opinions of others) risk being left alone].

EXAMPLE 1 (Whoever comes), [everyone will know].

EXAMPLE 2 [No one knew (that the lesson was postponed).]

EXAMPLE 1 (Whoever comes, [everyone will know].

EXAMPLE 2 [No one knew (that the lesson was postponed).]

B) If the subject is expressed by a pronoun in plural TE, ALL, the predicate is put in the plural form. If the subject is expressed by pronouns in singular THAT, TA, TO, the predicate is put in the singular form. For example: [ THOSE (who graduated with honors) are more likely to enter a university free of charge].

This proposal is built on the following model:

[Those (who + the predicate), ... the predicate ...]. And this is the most common model in which it is proposed to find an error. Let's analyze the structure of a complex sentence: in the main sentence, the pronoun “those” is the subject, pl. h; "have" -predicate, pl. This is in line with rule B.

Now attention to the subordinate clause: “who” is the subject, “finished” is the predicate in the singular. This is in accordance with rule A.

Consider sentences with a grammatical error:

EXAMPLE 1 [Everyone (who purchased tickets at the box office) must independently check in for the flight].

EXAMPLE 2. [Those (who have seen the northern lights at least once) will no longer be able to forget this extraordinary phenomenon].

EXAMPLE 3. [Those (who are planning a vacation for the summer) buy tickets in the spring].

Here are the corrected versions:

EXAMPLE 1 [Everyone (who purchased tickets at the box office) MUST check in for the flight on their own].

EXAMPLE 2. [Those (who have seen the northern lights at least once) will no longer be able to forget this extraordinary phenomenon].

In examples 1 and 2, the error is easy to see: it is enough to throw out the subordinate clause. In the following example, the error often goes unnoticed.

EXAMPLE 3. [Those ( who are planning a vacation for the summer) buy tickets in the spring].

C) If the subject is expressed by the phrase ONE OF .., EACH OF ..., NONE OF .. then the predicate is put in the singular form. If the subject is expressed by the phrase MANY FROM ..., SOME FROM ..., ALL FROM .. then the predicate is put in the plural form. For example: [None of those (who won a prize) wanted to go to the republican competition].

Consider sentences with a grammatical error:

EXAMPLE 4 [Many of those (who have been to Mikhailovsky Park) were amazed at the size of the old manor trees].

EXAMPLE 5 [Each of us (who has been in a similar situation) certainly thought about ways out of it].

EXAMPLE 6 [Each of the parties (which presented its project) defended its advantages over other projects].

Here are the corrected versions:

EXAMPLE 4 [Many of those (who have been to Mikhailovsky Park) were amazed at the size of the old manor trees].

EXAMPLE 5 [Each of us (who has been in a similar situation) certainly thought about ways out of it].

EXAMPLE 6 [Each side, (who presented her project), defended its advantages over other projects].

D) If the sentence has a turnover of WHO, AS NOT .., the predicate is put in the singular form male. For example: Who, if not parents, SHOULD teach children the ability to communicate?

This turnover can be considered as clarifying, see other examples in clause 7.3.3, part B.

Consider sentences with a grammatical error:

EXAMPLE 7 Who, if not we, should worry about the cleanliness of our cities?

EXAMPLE 8 Who, if not your mother, taught you a model of endurance and love of life?

Here are the corrected versions:

EXAMPLE 7 Who, if not us, should worry about the cleanliness of their cities?

EXAMPLE 8 Who, if not your mother, taught you a model of endurance and love of life?

7.3.2 Predicate coordination with subject, expressed word or combination of words with the meaning of quantity

When coordinating the main members of the sentence, the problem arises of choosing the forms of the number of the predicate, when the subject points to many objects, but appears in the singular.

A) The role of the subject is the collective name of nouns and words close to them in meaning.

Collective nouns denote a set of homogeneous objects or living beings as an indivisible whole: FOLIAGE, DUBNYAK, ASPEN, CHILDREN, STUDENTS, TEACHER, PROFESSORIES, PEASANTS. They have the form of only the singular, are not combined with quantitative numbers and with words denoting units of measure, but can be combined with the words a lot / little or how much: LITTLE RELATIONS, A LITTLE LEAVES, A LOT OF MOSHKORA.

The words PEOPLE, PACK, ARMY, GROUP, CROWD can also be attributed to them in terms of the meaning of collectiveness; THOUSAND, MILLION, HUNDRED; TROIKA, PAIR; DARKNESS, DEEP, LOTS AND OTHERS

The subject, expressed by a collective noun, requires the predicate to be set only in the singular form:

For example: The children frolicked in the courtyard of the house; young people often take the initiative.

The subject expressed by a noun like GROUP, CROWD also requires setting the predicate only in the singular form:

For example: A group of festival participants shared their impressions; a trio of horses rushed under the windows

Consider sentences with a grammatical error:

EXAMPLE 1. Within three recent years the leadership of the Central and regional markets have repeatedly filed complaints with higher organizations.

EXAMPLE 3. A couple of lovers were sitting on a bench.

Here are the corrected versions: 

EXAMPLE 1. Over the past three years, the leadership of the Central and regional markets have repeatedly filed complaints with higher organizations.

EXAMPLE 3. A couple of lovers were sitting on a bench.

B) The subject is a collective noun with a quantitative meaning

Nouns MOST, MINORITY, Plenty, ROW, PART, despite grammatical form singular, denote not one object, but many, and therefore the predicate can take not only the form of the singular, but also the plural. For example: On this pond ... an innumerable number of ducks were hatched and kept; Many hands are knocking on all the windows from the street, and someone is breaking on the door. Which form would you prefer?

The subject, which has in its composition the collective nouns MOST, MINORITY, Plenty, ROW, PART, requires the predicate to be set only in the singular form, if:

A) there are no dependent words from the collective noun

Part went on vacation, and part remained; many scatteredAxis, a minority remainedAxis

b) the collective noun has a singular dependent word

With a subject that has in its composition the words MOST, MINORITY, PLENTY, SERIES, PART, you can put the predicate both in the plural form and in the plural, if the noun has a dependent word in the plural:

Most students passed the test; a number of participants demonstrated excellent knowledge.

Some of the books were purchased for the library; a number of objects delivered ahead of schedule

The plural of the predicate in such constructions usually indicates the activity of the actors.

Consider the cases in which the use of the plural of the predicate is allowed and permissible.

The predicate is put
in the singular, if	plural, if
The activity of animated persons is not emphasized: Part of the conference participants did not accept participation in the discussion	Activity is highlighted. The subject is animate. Most writers strongly rejected editor fixes. Most students are good answered at the lesson.
Activity is not emphasized, the passive participle indicates that the object itself does not perform the action. Row of workersattracted to responsibility.	Activity is emphasized in the presence of participial or participle turnover.
Activity is not emphasized, subject is inanimate Most Items lay in disarray A number of workshops manufactures parts for our workshop.	Activity is also indicated by a series homogeneous members: Majority editors, proofreaders, authors, reviewers studied these documents. Most editors got order, got acquainted with its content and done necessary conclusions. A number of homogeneous predicates.

Nevertheless, it should be borne in mind that the singular form of the predicate is more in line with the tradition of book writing styles and the use of the plural form of the predicate must be clearly justified. An error in the tasks of the exam will be the unreasonable setting of the predicate in the plural.

Consider sentences with a grammatical error:

EXAMPLE 4 Most of the tasks were not done correctly enough.

EXAMPLE 5 A number of events will be held in Yelets, Voronezh, Orel.

EXAMPLE 6 A lot of poems by this author were published in the series "Children's Library"

Here are the corrected versions: 

EXAMPLE 4 Most of the tasks were not completed correctly. Predicate in the form passive communion indicates the passivity of the actor.

EXAMPLE 5 A number of events will be held in Yelets, Voronezh, Orel. Events cannot act on their own, so the predicate must be used in the singular.

EXAMPLE 6 Many poems by this author were published in the Children's Library series.. The predicate in the form of a passive participle indicates the passivity of the actor.

C) The combination of a numeral with a noun acts as a subject

With a subject expressed by a quantitative-nominal combination, the same problem arises: in what number is it better to use the predicate. In Chekhov we find: Some three soldiers stood side by side at the very descent and were silent; He had two sons. L. Tolstoy preferred the following forms: Three peasants and a woman sat in the sleigh; Two feelings fought in his soul - good and evil.

Note: In the USE assignments, such cases do not occur, since there is a high possibility of incorrect classification of the type of error - such cases can be attributed to an error in the use of a numeral. Therefore, we confine ourselves to remarks of a general nature and note the most gross errors made in written works.

With a subject that has in its composition a numeral or a word with the meaning of quantity, you can put the predicate both in the plural form and in the singular:

Five years have passed; ten graduates have chosen our institute

Use different forms depends on the meaning that the predicate brings to the sentence, activity and generality of action is emphasized by the plural. number.

The predicate is usually put in the singular if

In the subject, a numeral ending in "one":

Twenty-one students of our institute are included in the city's volleyball team, But Twenty-two (three, four, five...) students of our institute are members of the city's volleyball team

If the message fixes this or that fact, the result, or when the message is given an impersonal character:

Twenty-two suits sold; Three or four students will be transferred to another class.

The predicate is expressed by a verb with the meaning of being, presence, existence, position in space:

Three kingdoms stood before her. The room had two windows with wide window sills. Three windows of the room faced north

Wrong: Three kingdoms stood. There were two windows with wide window sills in the room. Three windows of the room faced north.

A single number, which creates an idea of ​​a single whole, is used to designate a measure of weight, space, time:

Thirty-four kilograms of drying oil will be required to paint the roof. Twenty-five kilometers remained until the end of the journey. A hundred years have passed. However, already, it seems, eleven o'clock has struck. Five months have elapsed since

Wrong: Thirty-four kilograms of drying oil will be required to paint the roof; Twenty-five kilometers remained until the end of the journey. A hundred years have passed. However, already, it seems, eleven o'clock has struck. Five months have elapsed since then.

With a subject expressed by a complex noun, the first part of which is the numeral sex-, the predicate is usually put in the singular, and in the past tense - in the middle gender, For example: half an hour will pass, half a year has flown by, half the city participated in the demonstration.

Wrong: half the class participated in the competition, half an hour will pass

7.3.3 Coordination between subject and verb separated from each other

Between the subject and the predicate there may be secondary separate members proposals specifying members, subordinate clauses. In these cases, it is necessary to strictly observe general rule: the predicate and the subject must agree.

Let's consider special cases.

A) Coordination of the subject and the compound nominal predicate in a sentence built according to the “noun. is a noun.”

Note for the teacher: this type of error in the SPP is noted in his manual "How to get 100 USE points" (2015) by I.P. Tsybulko, while in the "Handbook of Spelling and Literary Editing" by D. Rosenthal, such an error is called a construction shift in a complex sentence.

The nominal part of the predicate in a sentence built according to the noun + noun model must be in the nominative case.

For example: [First, (what you should learn) is highlighting the basis of the sentence].

The grammatical basis of the main clause consists of the subject first and predicate selection. Both words are in the nominative case.

And this is what it looks like proposal with an error: [The first (what should be learned) is the selection of the basis of the sentence]. Under the influence of the subordinate clause, the predicate received the genitive case, which is a mistake.

Consider sentences with a grammatical error:

EXAMPLE 1 [The main thing (what you need to pay attention to) is the ideological side of the work]

EXAMPLE 2 [The last thing (to stop) is the composition of the book]

EXAMPLE 3 [The most important (what is worth striving for) is the fulfillment of a dream]

Here are the corrected versions:

EXAMPLE 1 The main thing (what you need to pay attention to) is the ideological side of the work]

EXAMPLE 2 [The last (what should be stopped) is the composition of the book]

EXAMPLE 3 [The most important (what is worth striving for) is the fulfillment of a dream]

B). Coordination of the predicate with the subject, in which there are clarifying members.

In order to clarify the subject, sometimes clarifying (explaining turns), connecting members of the sentence, separate additions are used. Yes, in the proposal Competition Jury, including representatives of a cosmetic company selected from the audience, could not determine the winner the highlighted turnover is a connecting one(in other manuals it is called clarifying).

The presence in the sentence of any member that specifies the meaning of the subject does not affect the number of the predicate. Such turns are attached with the words: EVEN, ESPECIALLY, INCLUDING, FOR EXAMPLE; EXCEPT, INCLUDING, INCLUDING and the like. For example: Editorial Board, including the editors of the Internet portal, is in favor of reorganization.

Consider sentences with a grammatical error:

EXAMPLE 4. The entire team, including dancers and jugglers, spoke out in favor of participating in the competition.

EXAMPLE 5. The whole family, and especially the younger children, was looking forward to the arrival of their grandfather.

EXAMPLE 6. The school administration, including members of the parent committee, supported holding an extended parent meeting.

Here are the corrected versions:

The mistake is easy to see if you throw out the subordinate clause.

EXAMPLE 4 The whole team, including dancers and jugglers, spoke out in favor of participating in the competition.

EXAMPLE 5 The whole family, and especially the younger children, was looking forward to the arrival of their grandfather. 

EXAMPLE 6 The school administration, including members of the parent committee, advocated holding an expanded parent meeting.

7.3.4 Coordination of the predicate with the subject, the gender or number of which is difficult to determine.

For the correct connection of the subject with the predicate, it is very important to know the gender of the noun.

A) Certain categories or groups of nouns have difficulty in determining the gender or number.

gender and number indeclinable nouns, abbreviations, words-conventional names and a number of other words are defined special rules. For the correct coordination of such words with the predicate, you need to know their morphological features.

Ignorance of these rules cause errors: Sochi became the capital of the Olympics; cocoa is cold; shampoo is over; the university announced the enrollment of students, the Ministry of Foreign Affairs reported

Need to: Sochi has become the capital of the Olympics; cocoa has cooled down; shampoo is over, the university announced a set of students, the Ministry of Foreign Affairs reported

Nouns, the gender/number of which is difficult to determine, are discussed in the section. After studying the above material, you will be able to successfully complete not only task 6, but also 7.

Consider sentences with errors

EXAMPLE 1. The parcel was sent at the beginning of the week.

In the sentence, the word "package" is the subject, feminine. The predicate "was sent" is in the masculine. This is mistake. We fix: The parcel was sent at the beginning of the week

EXAMPLE 2. The tulle harmonized perfectly with the color of the upholstered furniture.

In the sentence, the word "tulle" is the subject, masculine. The predicate "approached" is in the feminine. This is mistake. We fix: The tulle harmonized perfectly with the color of the upholstered furniture.

EXAMPLE 3. The UN has met for another meeting.

In the sentence, the word "UN" is the subject, feminine (organization). The predicate "gathered" is on average. This is mistake. We fix: The UN met for a regular meeting.

EXAMPLE 4. Foreign Ministry announced participation in the meeting

In the sentence, the word "MIA" is the subject, it does not change. When decrypted, we get "Ministry

Foreign Affairs". At the same time, we recall that given word belongs to the masculine gender. The predicate "reported" is on average. This is mistake. We fix: The Foreign Ministry announced its participation in the meeting.

EXAMPLE 5. Moskovsky Komsomolets published a rating best universities countries.

In the sentence, the phrase "Moskovsky Komsomolets" is the subject, this is a conditional Russian name, a masculine word, like the word "Komsomolets". The predicate "printed" is in the feminine. This is mistake. We correct: Moskovsky Komsomolets published a rating of the best universities in the country.

EXAMPLE 6. Tbilisi attracts tourists .

In the sentence, the word "Tbilisi" is the subject, it is an invariable code name. It is a masculine word, like the word "city". The predicate "attract" is plural. This is mistake. We fix: Tbilisi attracts tourists. 

B) Coordination of the predicate with the subject with the meaning of the profession

With a masculine noun denoting a profession, position, rank, etc., the predicate is put in the masculine gender, regardless of the gender of the person in question. For example: the teacher made a report, the director called an employee

WITH proposals will be wrong, in which the teacher made a report, the director called an employee .

Note: if there is a person's own name, especially a surname, in which the indicated words act as applications, the predicate is consistent with own name: Teacher Sergeeva gave a lecture. More on this point below, 7.3.5

7.3.5 Subject is appendix

An application is a definition expressed by a noun that agrees with the word being defined in the case: city ​​(what?) Sochi, bird (what?) hummingbird, website (what?) "ReshuEGE"

By general rule the predicate agrees with the subject, and the presence of an application in the form of a different gender or number in the latter does not affect agreement

For example: The plant, this grand colossus, seemed to be a ship of unheard-of dimensions too. The suggestion would be wrong. The plant, this grandiose colossus, it seemed, was also a ship of unheard of dimensions. .

If the subject has an application, then, first of all, it is necessary to find out which of the words is the subject and which is the application, and then put the predicate in one way or another.

Table 1. Application and subjects are written separately. When combining a generic name and a specific or specific and individual subject, the word denoting a broader concept is considered, and the predicate is consistent with it. Here are some examples:

Application - common noun:

the rose flower smelled marvelously; the oak tree has grown; kharcho soup is cooked

Application - proper noun

the Dnieper river has flooded; newspaper "Moscow's comsomolets" came out; Barbos dog barked

Exception: last names of people. In pairs, engineer Svetlova reported, Doctor of Science Zvantseva came out, head teacher Marina Sergeevna noted proper nouns are subject.

Table 2. The subject is compound noun, forms terms, in which one part resembles an application in function. In these cases, the leading (defined) word is the word that expresses a broader concept or specifically designates an object.

The predicate agrees with the first word, both words change

an armchair-bed stood in the corner; the factory-laboratory fulfilled the order; invoice issued in a timely manner; theater-studio brought up a lot of actors; attention was attracted by a table-poster; romance song became very popular

The predicate agrees with the second word, the first word does not change:

cafeteria is open(dining room is a broader concept); vending machine open(in this combination, the part of the diner acts as the bearer of a specific meaning); raincoat tent lay(tent in the form of a raincoat, not a raincoat in the form of a tent); "Roman-newspaper" was published in large circulation(newspaper is a broader name).

EXAMPLE 1 ice cream cake cut into equal pieces .

The compound noun "ice cream cake" after the main, more general word "cake" is masculine, therefore: Ice cream cake cut into equal parts

EXAMPLE 2 The story "Children of the Underground" was written by V.G. Korolenko. .

The conditional name is an application, so you need to coordinate the predicate with the word "story": The story "Children of the Underground" was written by V.G. Korolenko.

EXAMPLE 3 A tiny dog, quite a puppy, suddenly barked loudly. .

The subject is the word "dog", it is feminine, therefore: A tiny dog, quite a puppy, suddenly barked loudly.

EXAMPLE 4 Yesterday the young teacher Petrov gave his first lecture. .

The subject is the surname "Petrova", it is feminine, therefore: Yesterday, the young teacher Petrova gave her first lecture.

A) The sentence has homogeneous subjects and one predicate

If the predicate refers to several subjects, not connected by unions or connected by a connecting union, then the following forms of coordination apply:

The predicate after homogeneous subjects is usually plural:

Industry and Agriculture in Russia are steadily developing.

Predicate, preceding homogeneous subject, usually agrees with the nearest one:

In the village there was a clatter and screams

If there are divisive or opposing unions between the subjects, then the predicate is put in the singular.

Experienced fear or instant fright in a minute seems both funny, and strange, and incomprehensible. Not you, but fate is to blame.

Consider sentences with errors:

EXAMPLE 1 Passion for sports and a tough daily routine did their job. .

Two subjects, the predicate comes after a series of homogeneous members, so it must be in the plural: Passion for sports and a tough daily routine did their job.

EXAMPLE 2 Not reason, but fear suddenly took possession of me. .

Two subjects, with the union a, the predicate must therefore be in the singular: Not reason, but fear suddenly took possession of me.

EXAMPLE 3 In the distance, the familiar noise and loud voices could be heard. .

Two subjects, the predicate is in front of a number of homogeneous members, therefore it should be in the singular: In the distance there was a familiar noise and loud voices.

B) The combination in the subject of a noun in the nominative case with a noun in the instrumental case (with the preposition c) like “brother and sister”

Setting the predicate in the plural or singular depends on what meaning is given to the phrase: joint action or separate.

When combined in the subject of a noun in the nominative case with a noun in the instrumental case (with the preposition c) like “brother and sister”, the predicate is put:

in plural, if both named objects (persons) act as equal action producers(both are subject);

Pasha and Petya had been waiting for their mother's return for a long time and were very worried.

in the singular, if the second object (person) accompanies the main producer of the action ( is an addition):

The mother and child went to the clinic. Nikolai and his younger sister came later than everyone else.

Only in the singular in the presence of the words TOGETHER, TOGETHER:

My father left the city with his mother.

Only in the singular with the subject expressed by the pronoun I, YOU

I will come with a friend; you had a fight with your mom

Consider sentences with errors:

EXAMPLE 1 My brother and his friends went to the beach. .

With the word "together" the predicate cannot be plural: My brother and his friends went to the beach.

EXAMPLE 2 Ruslan and I will come to class today. .

With the subject I (+ someone else), the predicate cannot be plural: Ruslan and I will come to class today. Or: Ruslan and I will come to class today.

EXAMPLE 3 You and your sister will live in this room. .

With the subject you (+ someone else), the predicate cannot be plural: You and your sister will live in this room.Or: You and your sister will live in this room..

E) violation of the types of temporal correlation of verb forms in sentence 7 is caused by the fact that two homogeneous predicates have different time or view. Let's determine the type and tense of each predicate and decide which one to apply - the same. The predicate "considers" must also be in the past tense.

Here is the correct spelling: In his novel "A Hero of Our Time" M.Yu. Lermontov revealed Pechorin's individualism and considered not only his psychology, but also the ideological foundations of his life.

Rule 7.5.1 paragraph

7.5. VIOLATION OF THE TEMPORARY RELATIONSHIP OF VERBS AND VERB FORMS

INTRODUCTION

In order to complete this task and understand its significance, you need to remember what the time of the sentence and the moment of speech are.

Most of the events that are, or were, or will be discussed, are related to the moment of speech: they either last constantly, or now, or have been, or will be. Events can take place simultaneously or sequentially, be completed or incomplete. What parts of speech have the category of tense? Of course, these are verbs and their forms, participles and gerunds. What do we know about it?

All forms of the verb have the category of TYPE:

Imperfect, questions do not have a C prefix: what to do, what to do;

Perfect, questions have the prefix C: what to do, what to do.

The forms of the verb in the indicative mood have the category of TIME:

Present (for all forms);

Future (verbs only);

Past (for all forms).

If several verb forms occur in a sentence, whether it be two predicates, or a gerund and a predicate, or a participle and a predicate, they must necessarily correlate with each other in time and form. If this condition is violated, they speak of a violation of the types of temporal correlation or mismatch of times.

7.5.1 There are two homogeneous predicates in the sentence, unreasonably having different TIME.

This is the most common type of error in textbooks for preparing for the exam.

What does unreasonable mean? This means that there are no conditions for the use of predicates of different tenses. A requirement is made for homogeneous predicates: they must have ONE and the same time. I emphasize that in USE assignments, as in fiction and live colloquial speech there are deviations from this norm, but it is always stylistically justified.

Let's turn to examples.

It rained all night and stopped in the morning. What is wrong here? "pouring" the predicate of the present tense; "stopped" past tense. It is obvious that the message was written after the rain stopped, because at night it was not clear whether it would end in the morning. Therefore, the sentence must be corrected by putting both verbs in the past tense.

It rained all night and stopped in the morning. It will not be possible to make two predicates in the present tense: It rains all night and STOPS in the morning, because in such a sentence the thought sounds that it always happens, constantly. Compare: The sun rises every morning and sets every night.

Grandmother knitted a scarf for her grandson and gives it for his birthday. It is not true, because it "tied" the past tense, but "gives" the present tense. Correct by putting both verbs in the past tense.

Grandmother knitted a scarf for her grandson and gave it to her for her birthday. First tied, and then gave. It is currently possible to put both predicates, but the meaning will change: Grandmother KNITs a scarf for her grandson and gives it to her for her birthday. It’s as if grandma is either constantly giving scarves, or someone is talking about it as an event in the past.

So: with homogeneous members-predicates, in the tasks of the USE, homogeneous predicates must have the same time.

7.5.2 In a sentence, two homogeneous predicates, unreasonably having different VIEW.

For homogeneous predicates, the rule applies:

If both actions occur at the same time or the time is not defined, then the view should be the same.

For example: Parents and children should learn to respect and understand each other's interests. What is wrong: to respect is an imperfect kind, to understand is a perfect one. We put both parts of the predicate in an imperfect form:

Parents and children must learn to respect and understand each other's interests.

It is not possible to put it in perfect: from the verb "respect" the form "respect" has a different meaning.

7.5.3 There are several homogeneous predicates in the sentence, unreasonably having a different TYPE and TIME.

Unfortunately, there are no hard and fast rules here. If actions occur sequentially, then there may be different correct options: it all depends on the meaning of the sentence.

I did not work for a long time due to illness, then I got a job several times in different companies, but now I make good money. The indicators of actions occurring sequentially are the words then, now. Let's analyze the types of verbs: I didn't work (non-Jewish), got a job (Non-Jewish), I earn (Non-Jewish).

I did not work for a long time due to illness, but then I got a job in a small company and now I make good money. The indicators of actions occurring sequentially are the words then, now. Let's analyze the types of verbs: I did not work (Non-Sov.), I got a job (Sov.), I earn (Non-Sov.).

I did not work for a long time due to illness, but then I got a job in a small company, earned an apartment. Indicators of actions occurring sequentially is the word later. Let's analyze the types of verbs: did not work (non-Sov.), got a job (Sov.), Earned (Sov.).

At the same time, there is no violation in the form of time neither in the first, nor in the second, nor in the third example. But in this example there is an error:

Mom listened to me carefully, then laughs and told a similar story.

Correct options:

Mom listened to me carefully, then LAUGHED and told a similar story.

Mom LISTENS to me carefully, laughs and TELLS a similar story.

Mom listened to me and LAUGHED, and then TOLD a similar story.

7.5.4 Between the predicates of a complex sentence, the temporal-specific correlation is violated.

Since the two parts of a complex sentence are always grammatically connected, the ratio in time and form and tense of predicates is an unconditional requirement.

Let's look at the simplest examples.

When spring comes, streams flow. “Coming” - non-sov., present; “flowed” - owl., past. The same laws apply here as I do for homogeneous predicates.

This will be true:

When spring comes, streams FLOW.

When spring came, streams flowed.

Another error example:

We have put in so much effort and nothing is working. “applied” - owls, past; “It doesn’t work out” - Nesov., present.

This will be true:

We've put in so much effort and it hasn't worked.

We MAKE so much effort and nothing works.

7.5.4 Errors in sentences with gerunds associated with a violation of the types of temporal correlation

Here the condition is:

tense and aspect of the participle should not contradict the predicate in meaning.

Example with an error:

After preparing an omelet, put eggs in it. “having prepared” - owls, past; "put" is a verb in imperative mood. To such a predicate, DO is allowed. But try this tip. Do you cook first and then put the eggs in? The error occurred because having prepared in the sentence it has a perfect form, that is, it denotes a completed additional action. In order for the recipe to be grammatically correct, we change the form of the gerund to imperfect.

When preparing an omelet, put the eggs first. (remove into it, it's not ready yet)

Similar example:

After reading the book, do not forget to bookmark it. “Having read” - Sov., Past; "don't forget" - imperative verb

Bookmarks are made while reading, that is, it will be true:

When reading a book, do not forget to bookmark it.

Another error:

After passing the essay, do not forget to check the difficult words in the "Spelling Dictionary". It is impossible to check after the work has already been submitted.

A handing over -

7.5.5 Errors in sentences with participles associated with a violation of the types of temporal correlation

can also be found in tasks. On this moment there are no such examples in the manuals.

Answers in alphabetical order:

A	B	IN	G	D
2	4	3	8	7

Answer: 24387

The answers to tasks 1–26 are a word, a phrase, a number or a sequence of words, numbers. Write your answer to the right of the task number without spaces, commas or other additional characters.

Read the text and do tasks 1-3.

1

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

1. Ancient scientists did not separate geography from history and philosophy, so they scientific works include information from several areas of knowledge.

2. Ancient scientists did not separate geography from history and philosophy; geography became an independent science only at the turn of new era.

3. The scientific works of ancient scientists contain information from several areas of knowledge, since in ancient times geography was not separated from history and philosophy.

4. The scientific works of ancient scientists that have survived to this day are complex in nature: they include information from several areas of knowledge.

5. Geography became an independent science only at the turn of a new era, therefore geographical information were included in the complex scientific works of the ancients.

Show text

(1) Ancient scholars did not separate geography from history and philosophy. (2) It became an independent science only at the turn of a new era. (3) _____ scientific works of the ancients that have survived to this day, as they would say now, are complex: they include information from several areas of knowledge.

2

What subordinating conjunction should be in place of the gap in the third (3) sentence of the text? Write down this word (combination of words).

Show text

(1) Ancient scholars did not separate geography from history and philosophy. (2) It became an independent science only at the turn of a new era. (3) _____ scientific works of the ancients that have survived to this day, as they would say now, are complex: they include information from several areas of knowledge.

3

Read the fragment of the dictionary entry, which gives the meanings of the word AREA. Determine the meaning in which this word is used in the third (3) sentence of the text. Write down the number corresponding to this value in the given fragment of the dictionary entry.

REGION, -i, pl. -and, -oh, well.

1. Part of the country, state territory (or territories). Southern regions of Russia. Northern regions of Europe.

2. Large administrative-territorial unit. Autonomous about. Moscow Island The authorities from the region (from the regional center; colloquial).

3. what or what. Limits, in which some kind of is common. phenomenon, zone, belt. O. evergreens. Lake Island

4. what or what. A separate part of the body, part of the body. Pain in the region of the liver. In the chest area.

5. trans., what. Branch of activity, circle of occupations, ideas. New about. Sciences. Departed to about. legends (no longer exists; bookish and ironic).

Show text

(1) Ancient scholars did not separate geography from history and philosophy. (2) It became an independent science only at the turn of a new era. (3) _____ scientific works of the ancients that have survived to this day, as they would say now, are complex: they include information from several areas of knowledge.

4

In one of the words below, a mistake was made in setting the stress: the letter denoting the stressed vowel is highlighted INCORRECTLY. Write out this word.

1. strengthen

2. bent

3. occupied

5

In one of the sentences below, the underlined word is WRONGLY used. Correct the mistake and write the word correctly.

1. RESPONSE from critics who evaluated this novel were extremely negative.

2. For Russian tennis players, the outcome of the match was SUCCESSFUL.

3. Ilya Repin created EFFECTIVE multi-figure portraits "Slavic Composers".

4. In terms of the depth of emotions, flight is an incomparable feeling.

5. RESISTANCE of the body decreases when it is weakened.

6

Edit the sentence: correct the lexical error by replacing the incorrectly used word. Write down the chosen word, observing the norms of modern Russian literary language.

These calculations do not play a significant role in solving the problem.

7

In one of the words highlighted below, a mistake was made in the formation of the word form. Correct the mistake and write the word correctly.

kitchen furniture

came running from the disco

SMARTER than everyone

FASHION couturier

profitable CONTRACTS

8

Establish a correspondence between the sentences and the grammatical errors made in them: for each position of the first column, select the corresponding position from the second column.

GRAMMATICAL ERRORS	OFFERS
A) violation in the construction of a sentence with participial turnover	1) At the production meeting, not only issues were discussed labor discipline as well as a new wage system.
B) an error in the construction of a complex sentence	2) We argued for a long time over books written by a famous TV presenter.
C) violation in the construction of a sentence with an inconsistent application	3) In the story "The Foundation Pit" A. Platonov reveals to us the tragic fate of different people who have been deprived of faith, hope, the purpose of life, and the very desire to live.
D) violation of the connection between the subject and the predicate	4) Following A.S. Pushkin, F.M. Dostoevsky shows how great a small person can be with his soul, his feelings, and develops the theme of “humiliated and offended” in the story “Poor People”, in the novel “Crime and Punishment”.
E) violation of the species-temporal correlation of verb forms	5) Upon arrival in Paris, I immediately visited the Louvre.
	6) Reading historical novels, the events of past years seem to come to life in memory.
	7) In his novel "The Hero of Our Time" M.Yu. Lermontov revealed Pechorin's individualism and considers not only his psychology, but also the ideological foundations of his life.
	8) Everyone who has studied the process of language development knows about various historical changes at the level of phonetics, grammar.
	9) Condemning his contemporaries, M.Yu. Lermontov writes that "I look sadly at our generation."

Write your answer in numbers without spaces or other characters.

9

Indicate the answer options in which the unstressed checked vowel of the root is missing in all the words of one row.

1) floor .. thief, vyr.

2) enrich .. accompaniment .. ment, augment ..

3) stretch..heed (beard), m..kat (pen), b..dminton

4) indelible..dim, other..press, without setting.

5) copy ..menator, parade ..ksalny, floor ..skat (cat)

10

Indicate the answer options in which the same letter is missing in all the words of one row.

1) ra .. disturb, in .. call, and .. know

2) pr.foot, pr..mknut (to movement), pr..nasty situation

3) pre..reason, by..false, by..collect

4) pre..yulsky, pre..infarction, s..zmala

5) z..pirate, pr..delki, pr..grandmother

11

1) bulge .. to, arrogant .. out

2) enamel ..vy, honor ..be

3) sleepless .. tsa, compliant .. out

4) chronicle..c, biological..sky

5) adapt .. to be, blue .. wadded

12

Indicate the answer options in which the same letter is missing in both words of the same row. Write down the answer numbers.

1) dozed .. sh, familiarized .. who

2) bounce..sh, seen..ny

3) stop .. you listen ..

4) calm down .. shush, wait .. my

5) spread ..sh, frozen ..ny

13

Identify the sentence in which NOT with the word is spelled CONTINUOUSLY. Open the brackets and write out this word.

1. The lilac bush under the window is (NOT) LESS than ten years old.

2. The air, still (NOT) BECOME sultry, pleasantly refreshes.

3. (DO NOT) SULI a crane in the sky, give a titmouse in your hands.

4. (IN) CORRECT, but pleasant facial features gave Nastya a resemblance to her mother.

5. Ambition is a (NOT) DESIRE to be honest, but a thirst for power.

14

Determine the sentence in which both underlined words are spelled ONE. Open the brackets and write out these two words.

1. TO (WOULD) enjoy the spectacle of the festive fireworks, we climbed (TO) THE TOP of the hill.

2. Make sure that children do not run out onto the roadway.

3. (IN) CONSEQUENCE we had to (NOT) ONCE regret our frivolity.

4. TO (WOULD) avoid misunderstandings, I decided to talk to the parents (ON) DIRECTLY.

5. (B) FOR an hour we walked along a dirt road (B)DOWN a small river.

15

Indicate all the numbers in the place of which one letter H is written.

Meshchersky boats are hollow (1) from one piece of wood, only on the bow and stern they are crypt (2) with forged (3) nails with large hats.

16

Set up punctuation marks. Indicate the numbers of sentences in which you need to put ONE comma.

1. In the forests, I love rivers with black water and yellow flowers on the banks.

2. He wanted to go with me to meet you, but for some reason changed his mind.

3. In the living and oscillating lace of leaves, the blue of the autumn sky tangles and trembles.

4. Obadiah tried to imagine the former oriental bazaars in India, Afghanistan or Turkey.

5. Rain streams swirl underfoot with a dull noise and fall on heads and shoulders from rocks and trees.

17

He stopped, listened (1) raising his head (2) and quickly walked in the direction of the sounds (3) louder and closer flying (4) towards him.

18

Place punctuation marks: indicate all the numbers in the place of which commas should be in the sentences.

I am (1) fortunately (2) assisted by a painter, or (3) as he calls himself (4) a painting contractor.

19

Place punctuation marks: indicate all the numbers in the place of which commas should be in the sentence.

We arrived long before the start of the show (1) and (2) to pass the time (3) we went to the nearest cafe (4) where we could drink coffee and talk calmly.

20

Place punctuation marks: indicate all the numbers in the place of which commas should be in the sentence.

She saw the whole catastrophe in the form of a thunderstorm (1) but (2) that lightning would strike her (3) at first she did not think and felt behind Sasha (4) calmly and confidently.

21

Find the sentences where the dash is placed according to the same punctuation rule. Write down the numbers of these sentences.

(1) Codrus was buried as a hero at the gates of Athens he had saved. (2) A high mound was poured over his grave and sowed with wheat - as a sign that he gave his life for the happiness and prosperity of his adopted fatherland. 3 And the elders, on reflection, decided: after Codrus, no one in Athens is worthy to bear the name "king" - henceforth the head of state will be elected and will be called simply the ruler, in Greek - archon. (4) The first archons in Athens were chosen for life and only from among the descendants of Codrus; then only for ten years; then only for one year - and already from any noble families. (5) The first archons ruled unanimously; then, to help such an archon, three more began to get out, dividing among themselves the three main royal concerns - the archon-priest, the archon-voivode and the archon-judge; then one archon-judge was not enough, and they began to choose as many as six. 6 Thus was formed the college of nine archons who ruled Athens during the year; and after serving their term, they became members of the council of elders, which sat on the hill of the god Ares - the Areopagus. (7) So in Athens the power of the king was replaced by the power of the nobility - the monarchy was replaced by the aristocracy.

Read the text and complete tasks 22-27.

(According to Yu. Arakcheev *)

*

22

Which of the statements do not match the content of the text?

1. The dragonfly took Karik and Valya to dense thickets on the bank of the stream.

2. Children's enthusiasm, attentiveness, liveliness prevented adults from doing their own business.

3. The desire for purely materiality has led some of us to the most terrible disease of the twentieth century - materialism.

4. Many of the greatest scientists, writers, artists, travelers were not distinguished by enthusiasm and attentiveness.

5. My fervent imagination followed some ant along a narrow path among thick grass trunks.

Show snippet

(1) Once I read an amazing book. (2) It told how a boy and a girl, Karik and Valya, climbed into the laboratory of a professor they knew and drank some delicious pink liquid that smelled of peaches. (З) Then the boy and the girl sat on the windowsill, dangling their legs, and then ... (4) Everything around them began to grow uncontrollably, and Karik and Valya themselves became so small that they easily fit on the back of a dragonfly, which just sank on windowsill. (5) The dragonfly took them to dense thickets on the bank of the stream. (6) And the journey of two men began in a green country inhabited by amazing "animals" - ants, wasps, butterflies, beetles. (7) The book was called "The Adventures of Karik and Vali." (8) It was written by the wonderful writer Ian Larry.

(9) I later remember my fascinating mental wanderings somewhere in a forest clearing. (10) I was lying on my stomach right in a thicket of green grasses - blades of grass pricked, ants climbed under my T-shirt, desperately tickled, bit, my nose ached from the pungent aroma of flowers, herbs, earth, and my ardent imagination followed some ant along a narrow path among thick grass trunks, similar to tropical bamboo.

(11) I climbed the thick curved vines of the stems, trying to get to these seductive fruits, hung on the cool pinkish lobes of the sepals, and finally sank into the delicious, fragrant pulp of the berries, getting dirty in the scarlet sticky juice ...

(12) Then, having washed himself with a drop of dew, he jumped on the back of a ground beetle and, holding on to the sharp edges of his ribbed, dully shiny shell, raced along the unknown roads of the dense jungle faster than the fastest car ...

(13) I lived in the wilds of some bush or in a flower, like Thumbelina, I flew on the back of a tamed dragonfly over an endless ocean of grasses, like Karik and Valya ...

(14) Oh, what a pity that all this is only in the imagination, what a pity!

(15) "Happy, irretrievable time - childhood!" (16) Why does it pass so quickly? (17) Why do we ourselves so easily and as if even willingly part with him? (18) 3 why? (19) Would children's enthusiasm, attentiveness, liveliness prevent us from doing our “adult” affairs? (20) Is it not the childish enthusiasm, attentiveness, ability to see and be surprised that distinguished many of the greatest scientists, writers, artists, travelers? (21) They were above the depressing, monotonous routine of the so-called adult life- this helped them to make discoveries, create works of art set out to explore new lands. (22) The striving for purely materiality, the constant assessment of everything in the world from the point of view of utilitarian, momentary, quite often only economic benefits have not led some of us to the most, perhaps, terrible disease of the twentieth century - materialism? (23) Materialism, with all the consequences that follow from this sad phenomenon: coldness in relations with each other, insincerity, insensitivity, selfishness, oblivion of the necessary truth that people are still brothers, that man is part of nature and that we treat each other, Yes, and with nature, it is necessary humanly ...

(According to Yu. Arakcheev *)

* Yuri Sergeevich Arakcheev (born in 1939) is a member of the Union of Writers and the Union of Photographers of Russia. His articles, stories, essays and photographs have been published in many newspapers, magazines and books. The most famous of them are: "Moon over the desert", "Jungle in the yard", "In the Land of Blue Swallowtails", "Journey to a wonderful world". Yu. Arakcheev is also the author of about a dozen books for the youngest in the Malysh publishing house: Hours, Miracles from Clay, Blue-eyed Eye, etc.

23

Which of the following statements are false?

1. Sentences 10-11 contain elements of description.

2. Sentences 1-6 present the narrative.

3. Sentence 9 contains a conclusion from the content of sentences 1-8.

4. Proposition 23 contains the answer to the question formulated in proposal 22.

5. Sentences 15-20 present reasoning.

Show snippet

1. (10) I was lying on my stomach right in a thicket of green grasses - blades of grass pricked, ants climbed under a T-shirt, desperately tickled, bit, itching in my nose from the pungent aroma of flowers, herbs, earth, and my ardent imagination followed some ant along a narrow path among thick grass trunks that look like tropical bamboo. (11) I climbed the thick curved vines of the stems, trying to get to these seductive fruits, hung on the cool pinkish lobes of the sepals, and finally sank into the delicious, fragrant pulp of the berries, getting dirty in the scarlet sticky juice ...

2. (1) I once read an amazing book. (2) It told how a boy and a girl, Karik and Valya, climbed into the laboratory of a professor they knew and drank some delicious pink liquid that smelled of peaches. (З) Then the boy and the girl sat on the windowsill, dangling their legs, and then ... (4) Everything around them began to grow uncontrollably, and Karik and Valya themselves became so small that they easily fit on the back of a dragonfly, which just sank on windowsill. (5) The dragonfly took them to dense thickets on the bank of the stream. (6) And the journey of two men began in a green country inhabited by amazing "animals" - ants, wasps, butterflies, beetles.

3. (1) I once read an amazing book. (2) It told how a boy and a girl, Karik and Valya, climbed into the laboratory of a professor they knew and drank some delicious pink liquid that smelled of peaches. (З) Then the boy and the girl sat on the windowsill, dangling their legs, and then ... (4) Everything around them began to grow uncontrollably, and Karik and Valya themselves became so small that they easily fit on the back of a dragonfly, which just sank on windowsill. (5) The dragonfly took them to dense thickets on the bank of the stream. (6) And the journey of two men began in a green country inhabited by amazing "animals" - ants, wasps, butterflies, beetles. (7) The book was called "The Adventures of Karik and Vali." (8) It was written by the wonderful writer Ian Larry.

(9) I later remember my fascinating mental wanderings somewhere in a forest clearing. (10) I was lying on my stomach right in a thicket of green grasses - blades of grass pricked, ants climbed under my T-shirt, desperately tickled, bit, my nose ached from the pungent aroma of flowers, herbs, earth, and my ardent imagination followed some ant along a narrow path among thick grass trunks, similar to tropical bamboo.

4. (22) The striving for purely materiality, the constant evaluation of everything in the world from the point of view of utilitarian, momentary, and often only economic benefits have not led some of us to the most, perhaps, terrible disease of the twentieth century - materialism? (23) Materialism, with all the consequences that follow from this sad phenomenon: coldness in relations with each other, insincerity, insensitivity, selfishness, oblivion of the necessary truth that people are still brothers, that man is part of nature and that we treat each other, Yes, and with nature, it is necessary humanly ...

5. (15) "Happy, irretrievable time - childhood!" (16) Why does it pass so quickly? (17) Why do we ourselves so easily and as if even willingly part with him? (18) 3 why? (19) Would children's enthusiasm, attentiveness, liveliness prevent us from doing our “adult” affairs? (20) Is it not the childish enthusiasm, attentiveness, ability to see and be surprised that distinguished many of the greatest scientists, writers, artists, travelers?

26

“A happy time is childhood. How many discoveries it gives to a person! And how wonderful it would be to keep children's enthusiasm, attentiveness, liveliness longer. The text of Y. Arakcheev is devoted to this problem. Talking about his childhood impressions received after reading the book by Jan Larry "The Adventures of Karik and Vali", the author makes extensive use of such paths as (A) _____ (dense thickets, amazing "animals", fascinating mental wanderings, into delicious, odorous pulp, etc. .), sentences in this part of the text abound (B) _____ (sentences 10, 11, 12). Reasoning about what gives the preservation of "childishness" into adulthood, begins with (C) _____ (sentences 14, 15) and a whole series of (D) _____ (sentences 16, 17, 18, 19, 20) ".

List of terms:

1) epithets

2) comparison

3) rhetorical questions

4) parceling

5) exclamatory sentences

6) rows of homogeneous members

7) hyperbole

8) syntactic parallelism

9) colloquial vocabulary and phraseology

Show snippet

B. (10) I was lying on my stomach right in a thicket of green grasses - blades of grass pricked, ants climbed under my T-shirt, desperately tickled, bit, itching in my nose from the pungent aroma of flowers, herbs, earth, and my ardent imagination followed some ant along a narrow path among thick grass trunks that look like tropical bamboo.

(11) I climbed the thick curved vines of the stems, trying to get to these seductive fruits, hung on the cool pinkish lobes of the sepals, and finally sank into the delicious, fragrant pulp of the berries, getting dirty in the scarlet sticky juice ...

(12) Then, having washed himself with a drop of dew, he jumped on the back of a ground beetle and, holding on to the sharp edges of his ribbed, dully shiny shell, raced along the unknown roads of the dense jungle faster than the fastest car ...

V. (14) Oh, what a pity that all this is only in the imagination, what a pity! (15) "Happy, irretrievable time - childhood!"

G. (16) Why does it pass so quickly? (17) Why do we ourselves so easily and as if even willingly part with him? (18) 3 why? (19) Would children's enthusiasm, attentiveness, liveliness prevent us from doing our “adult” affairs? (20) Is it not the childish enthusiasm, attentiveness, ability to see and be surprised that distinguished many of the greatest scientists, writers, artists, travelers?

(1) The sweat pores of a person secrete up to half a liter of sweat during his nightly sleep, but we sweat especially strongly in the heat and in cases where the muscles have to do hard work. (2) Then the sweat evaporates from the skin, the evaporation takes heat from the body, due to which the whole body cools. (3) (...) sweat protects us from overheating.

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

1. During a night's sleep, a person's sweat pores secrete up to half a liter of sweat, but we sweat especially strongly in the heat and when doing hard work.

2. Sweat pores secrete up to half a liter of sweat during a person's night sleep, which protects us from overheating.

3. Standing out especially intensively in the heat or during hard work, sweat protects a person from overheating, evaporating from the skin.

4. A person sweats especially intensively in the heat or during hard work, but after a while his body cools down.

5. Sweat protects the human body from overheating, so people often sweat in the heat or when doing hard work.

2. Which of the following words (combinations of words) should be in place of the gap in the first (1) sentence of the text? Write down this word (combination of words).

3. Read the fragment of the dictionary entry, which gives the meaning of the word TIME. Determine the meaning in which this word is used in the first (1) sentence of the text. Write down the number corresponding to this value in the given fragment of the dictionary entry.

TIME, -meni, pl. -mena, -myeon, -menam, cf.

1. In philosophy: one of the main objective forms (along with space) of the existence of infinitely developing matter. Outside of time and space, the movement of matter is impossible.

2. Duration, the duration of something, measured in seconds, minutes, hours. Average daily time.

3. An interval of one or another duration in which something happens, a successive change of hours, days, years. Time interval. Have a good time. Long time. Win some time.

4. A certain moment at which something happens. Set a meeting time. Dinner time.

5. Period, era. Season (spring, summer, autumn, winter). During the time of Peter I. Severe time.

6. Time of day, year. Evening time. Rainy time.

7. Suitable, convenient time, auspicious moment. Everything has its time. Time for lunch.

8. Same as leisure. There is no time for walking.

9. In grammar: a form of a verb referring an action or state to the past, present or future tense.

4. In one of the words below, a mistake was made in setting the stress: the letter denoting the stressed vowel was highlighted INCORRECTLY. Write out this word.

deepen mosaic locked white bent

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

1. The answer was made in DIPLOMATIC terms.

2. The PERSONAL beginning of the writer is not clearly expressed in the essay.

3. I have a DUAL opinion on this issue.

4. He took part in the discussion of this problem with a BUSINESS look.

5. After the storm, there was a COMPARATIVE calm on the sea.

6. In one of the words highlighted below, a mistake was made in the formation of the form of the word. Fix it

mistake and write the word correctly.

TRAINERS for children sports schools 2 HUNDRED visitors LIE ON YOUR BACK

THE INVENTOR of this model is a pair of STOCKINGS

7. Establish a correspondence between the sentences and the grammatical errors made in them: for each position of the first column, select the corresponding position from the second column.

GRAMMATICAL ERRORS

A) violation in the construction of a sentence with participial turnover

B) an error in the construction of a complex sentence

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

D) violation of the connection between the subject and the predicate

E) violation of the species-temporal correlation of verb forms

OFFERS

1) At the production meeting, not only issues of labor discipline were discussed, but also the new system of remuneration.

2) We argued for a long time over books written by a famous TV presenter.

3) In the story "The Foundation Pit" A. Platonov reveals to us the tragic fate of different people who have been deprived of faith, hope, the purpose of life, and the very desire to live.

4) Following A.S. Pushkin, F.M. Dostoevsky shows how great a small person can be with his soul, his feelings, and develops the theme of “humiliated and offended” in the story “Poor People”, in the novel “Crime and Punishment”.

5) Upon arrival in Paris, I immediately visited the Louvre.

6) Reading historical novels, the events of past years seem to come to life in memory.

7) In his novel "The Hero of Our Time" M.Yu. Lermontov revealed Pechorin's individualism and considers not only his psychology, but also the ideological foundations of his life.

8) Everyone who has studied the process of language development knows about various historical changes at the level of phonetics, grammar.

9) Condemning his contemporaries, M.Yu. Lermontov writes that "I look sadly at our generation."

A	B	IN	G	D

8. Determine the word in which the unstressed alternating vowel of the root is missing. Write out this word by inserting the missing letter.

abbreviation ... reduction ... exposing ... living (vices) exercising ... protecting ... protecting

9. Determine the row in which the same letter is missing in both words. Write out these

words by inserting the missing letter.

(nothing is visible) ... gee, ... to the side of ... interchangeable (adjective), take ... mother pr ... refuge, pr ... managed

ad... yutant, s... natural look... rocks, super... gra

10. Write down the word in which the letter I is written at the place of the gap.

sieve ... how to prolong ... vermicelli ... red ... wadded festive ...

11. Write down the word in which the letter I is written at the place of the gap.

melted .. you covered .. you pasted .. the delay .. you sword .. you

12. Define a sentence in which NOT with the word is written CLEARLY. open the brackets and

write out this word.

1. If there are no flowers in the middle of winter, it is (NOT) NECESSARY to be sad about them.

2. Prince Andrey was irritated by Speransky's cold (NOT) LETTING into the soul look.

3. (NOT) EVERYONE can accurately formulate his thought.

4. Ivan began to think about the fact that the surgical department has a very (NOT) BAD team.

5. Limes in the old garden (NOT) CUT DOWN, they managed to defend.

13. Define a sentence in which both highlighted words are spelled ONE. Reveal

brackets and write out these two words.

1. The meaning of a polysemantic word is concretized in the text, (WHEREVER) some words only in this text can denote the same (SAME) concept.

2. (B) FOLLOWING the bad weather came the cold, and (FOR) THEN the first frosts.

3. It was especially difficult (FOR) BECAUSE I was the only specialist at the plant working (FOR) THIS profile, and I assumed all responsibility.

4. It was necessary (DURING) TIME to collect raspberries and (AT) EARLY August cut dry bushes.

5. They looked condescendingly at me, as well as at my brother: WHAT (WHATEVER) I did, everything was forgiven me (SAME).

14. Indicate all the numbers in the place of which HH is written.

At the (1) evening of unexpected (2) o-negada (3) o, there were tales (4) o many warm words addressed to the (5) hero of the day, who touched (6) o thanked all the invites (7) s.

15. Arrange punctuation marks. Indicate the numbers of sentences in which you need to put ONE comma.

1. Suddenly he jumps up for no reason.

2. For a whole life, if he didn’t tell, then he remembered this story.

3. One jump and a lion on the back of a buffalo

4. Watery tea and bread and butter seemed especially tasty to Peter that evening.

5. This year the sea is cold and almost all the beaches are deserted.

16. Place punctuation marks: indicate all the numbers in the place of which in the sentence should

stand commas.

Reflecting with living silver (1), the water extended to the other bank, and (2) the wind (4) infused with field grasses (3) weakly blowing (5) barely perceptibly shakes the young growth (6) creeping along the eaves of the other bank.

17. Place punctuation marks: indicate all the numbers in the place of which in the sentences should

stand commas.

In addition (1) the absence of struggle-intrigue in Chekhov's plays (2) really (3) led to an unusual organization of the speech of the characters, devoid of (4) it would seem (5) any purposefulness, which (6) happened (7) was bewildering spectators.

18. Place punctuation marks: indicate all the numbers in the place of which in the sentence should

stand commas.

At early dawn (1) the apple orchard (2) through the trees (3) of which (4) the morning sun shines here and there (5) is filled with purple fog.

19. Place punctuation marks: indicate all the numbers in the place of which in the sentence should

stand commas.

The last meters of the path seemed to Konstantin especially difficult (1) but (2) when they were

passed (3) and appeared Mountain peak(4) then it became very good at heart.