Memo “Speech and grammatical errors. Grammatical errors in Russian: examples

The most common mistakes in the Unified State Examination in the Russian language:

Classification of errors according to FIPI

1. Grammatical errors.
2. Speech errors.
3. Logical errors
4. Factual errors.
5. Spelling mistakes.
6. Punctuation errors.
7. Graphic errors.

Grammar mistake– this is an error in the structure of a linguistic unit: in the structure of a word, phrase or sentence; This is a violation of any grammatical norm: word formation, morphological, syntactic.

For example:

• slip instead of slip, nobility instead of nobility– here an error was made in the word-formation structure of the word, the wrong prefix or suffix was used;
• no comment, go instead of go,more easier– the form of the word is formed incorrectly, i.e. the morphological norm is violated;
• pay for travel, awarded– the structure of the phrase is broken (management standards are not followed);
• After skating on the skating rink, my legs hurt; In the essay I wanted to show the importance of sports and why I love it– sentences with participles (1) and homogeneous members (2) are constructed incorrectly, i.e. syntactic norms are violated.

Unlike grammatical speech errors– these are errors not in the construction, not in the structure of a linguistic unit, but in its use, most often in the use of a word. These are mainly violations of lexical norms, for example:

• Stolz is one of the main characters in Goncharov’s novel of the same name “Oblomov”;
• They lost their only two sons in the war.

A speech error can only be noticed in context, this is what distinguishes it from a grammatical error, for the detection of which context is not needed.

Below are generally accepted classifiers of grammatical and speech errors.

Types of grammatical errors:

1. Erroneous word formation - Trudol beam oh, above laugh.
2. Erroneous formation of a noun form - Many miracles A technology, not enough time I.
3. Erroneous formation of the adjective form - More interesting, more beautiful.
4. Erroneous formation of the numeral form - WITH five hundred rubles
5. Erroneous formation of the pronoun form - Theirs pathos , ihi children.
6. Erroneous formation of the verb form - They travel, want, write about the life of nature.
7. Violation of agreement - I know a group of guys who are seriously into... imisya jazz.
8. Impaired control - We need to make our nature more beautiful.
   Narrates readers.
9. Disruption of connection between subject and predicate - Majority objected against such an assessment of his work.
10. Violation of the way of expressing the predicate in individual constructions - He wrote a book that epic.
    Everyone was glad, happy and funny.
11. Errors in constructing sentences with homogeneous members - A country loved And was proud poet.
    In the essay I wanted to say about the meaning sport and why I love it.
12. Errors in constructing sentences with participles - Reading the text , there is such a feeling...
13. Errors in constructing sentences with participial phrases - The narrow path was covered failing snow under your feet.
14. Errors in the construction of complex sentences - This book taught me to appreciate and respect friends, which I read as a child. It seemed to the man That that this is a dream.
15. Mixing direct and indirect speech - The author said, what am I I do not agree with the reviewer's opinion.
16. Violation of supply boundaries - When the hero came to his senses. It was too late.
17. Violation of the type-temporal correlation of verb forms - Freezes for a moment the heart and suddenly will knock again.

Types of speech errors:

1. Using a word in a meaning that is unusual for it - We were shocked wonderful acting.
   Thought develops on continuation the entire text.
2. Failure to distinguish shades of meaning introduced into a word by prefix and suffix - My attitude to this problem is not has changed.Were accepted spectacular measures.
3. Non-distinction of synonymous words - IN final In the sentence, the author uses gradation.
4. The use of words of a different stylistic coloring - The author, addressing this problem, tries to guide people A little to another track.
5. Inappropriate use of emotionally charged words and phraseological units - Astafiev every now and then resorts to the use of metaphors and personifications.
6. Unjustified use of colloquial words - Such people always succeed burn others.
7. Violation of lexical compatibility - ​​​​​​ Author increases impression. Author uses artistic peculiarities(instead of facilities).
8. The use of unnecessary words, including pleonasm - The author conveys the beauty of the landscape us using artistic techniques.Young young man, Very beautiful.
9. The use of words with the same root in a close context (tautology) - In that the story is told about real events.
10. Unjustified repetition of a word - Hero story does not think about his actions. Hero He doesn’t even understand the depth of what he’s done.
11. Poverty and monotony of syntactic constructions - When the writer came to the editorial office , he was accepted by the editor-in-chief. When they talked, the writer went to the hotel.
12. Poor use of pronouns - This text was written by V. Belov. He refers to artistic style.I immediately had a picture of his imagination.

Typical grammatical errors (K9)

This errors associated with the use of verbs, verb forms, adverbs, particles:

1. Errors in the formation of personal forms of verbs: They are driven by a feeling of compassion(follows: moves);
2. Incorrect use of tense forms of verbs: This book gives knowledge about the history of the calendar, teaches you how to make calendar calculations quickly and accurately(follows: ...give.., teach... or...gives.., teaches...);
3. Errors in the use of active and passive participles: Streams of water flowing down amazed the author of the text(follows: flowing);
4. Errors in the formation of gerunds: Having walked onto the stage, the singers bowed(norm: going out);
5. Incorrect formation of adverbs: The author here was wrong(norm: here);

These errors are usually associated with violations of the laws and rules of grammar and arise under the influence of vernacular and dialects.

Typical ones include grammatical and syntax errors :

1. Disruption of connection between subject and predicate: The main thing that I now want to pay attention to is the artistic side of the work(norm: ... this is the artistic side of the work); To benefit the Motherland, you need courage, knowledge, honesty(norm: ... courage, knowledge, honesty are needed);
2. Errors associated with the use of particles, for example, unjustified repetition: It would be nice if the artist’s signature was on the picture; separation of a particle from the component of the sentence to which it relates (usually particles are placed before those members of the sentence that they should highlight, but this pattern is often violated in essays): The text reveals two problems"(the restrictive particle “total” must come before the subject: “... only two problems”);
3. Unjustified omission of a subject (ellipsis): His courage (?) to stand up for honor and justice attracts the author of the text;
4. Incorrect construction of a complex sentence: The author of the text understands intelligence not only as enlightenment, intelligence, but also with the concept of “smart” the idea of ​​free-thinking was associated.

Typical speech errors (K10)

These are disorders associated with underdevelopment of speech: pleonasm, tautology, speech cliches; unmotivated use of colloquial vocabulary, dialectisms, jargon; unsuccessful use of expressive means, clericalism, non-distinction (mixing) of paronyms; errors in the use of homonyms, antonyms, synonyms; polysemy not eliminated by the context.

The most common speech errors include:

1. Non-distinction (mixing) of paronyms: In such cases, I look at the Philosophical Dictionary(verb take a look usually requires the control of a noun or pronoun with the preposition "to" ("to look at someone or something"), and the verb look in(“quickly or furtively look somewhere, look in order to find out, find out something”), which must be used in the above sentence, controls a noun or pronoun with the preposition “in”);
2. Errors in choosing a synonym: The name of this poet is familiar in many countries(instead of the word known its synonym was mistakenly used in the sentence familiar); Now our press devotes significant space to advertising, and this does not appeal to us(in this case, instead of the word space it is better to use its synonym - place; And non-lingual word impresses also requires synonymous replacement);
3. Errors in the selection of antonyms when constructing an antithesis:In the third part of the text, a cheerful, not major motif makes us think(antithesis requires precision when choosing words with opposite meanings, and the words “cheerful” and “major” are not antonyms;
4. Destruction of the figurative structure of phraseological units, which happens in an unsuccessfully organized context: Do not put your finger in the mouth of this undoubtedly talented writer Zoshchenko, but just let him make the reader laugh.

Logical errors

Logical errors associated with a violation of the logical correctness of speech. They arise as a result of a violation of the laws of logic, committed both within one sentence, judgment, and at the level of the entire text.

1. comparison (contrast) of two logically heterogeneous (different in scope and content) concepts in a sentence;
2. as a result of a violation of the logical law of identity, the substitution of one judgment for another.

Composition and text errors

1. Bad start. The text begins with a sentence containing an indication of the previous context, which is absent in the text itself, by the presence of demonstrative word forms in the first sentence, for example: In this text the author ...
2. Errors in the main part.
   • Bringing together relatively distant thoughts in one sentence.
   • Lack of consistency in presentation; incoherence and violation of sentence order.
   • The use of sentences of different types in structure, leading to difficulty understanding the meaning.
3. Bad ending. Duplication of conclusion, unjustified repetition of previously expressed thoughts.

Factual errors

Factual errors- a type of non-linguistic error, which consists in the fact that the writer cites facts that contradict reality, gives incorrect information about factual circumstances, both related and not related to the analyzed text (background knowledge)

1. Distortion of the content of a literary work, incorrect interpretation, poor choice of examples.
2. Inaccuracy in the quote. No indication of the author of the quotation. Incorrectly named author of the quote.
3. Ignorance of historical and other facts, including time displacement.
4. Inaccuracies in the names, surnames, and nicknames of literary characters. Distortions in the names of literary works, their genres, errors in indicating the author.

Spelling, punctuation, graphic errors

Errors are taken into account when testing literacy (K7-K8)

1. To the rules learned;
2. Non-rough (two non-rough ones count as one):
   • in exceptions to the rules;
   • in writing capital letters in compound proper names;
   • in cases of separate and continuous writing not with adjectives and participles,
   • acting as a predicate;
   • in writing And And s after prefixes;
   • in difficult cases of distinguishing between not and neither ( Where did he turn! Wherever he turned, no one could give him an answer. No one else...; none other than…; nothing else is...; nothing more than...etc.);
   • in cases where one punctuation mark is replaced by another;
   • in the omission of one of the combined punctuation marks or in violation of their sequence;

It is also necessary to take into account the repeatability and uniformity of errors. If an error is repeated in the same word or in the roots of words with the same root, then it is counted as one error.

1. Same type(the first three errors of the same type are counted as one error, each subsequent similar error is counted as an independent one): errors per one rule, if the conditions for choosing the correct spelling are contained in grammatical ( in the army, in the grove; prick, fight) and phonetic ( pie, cricket) features of this word. Important!!!
   • The concept of errors of the same type does not apply to punctuation errors.
   • Errors for such a rule are not considered to be of the same type, in which, to clarify
2. Repetitive(a repetition in the same word or in the root of words with the same root is considered one mistake)

Spelling mistakes

1. ­ In word wrapping;
2. ­ Letters e/e after consonants in foreign words (racket, plein air) and after vowels in proper names ( Marietta);
3. ­ Uppercase or lowercase letters
   • in names associated with religion: M(m)aslenitsa, R(r)Christmas, B(b)og.
   • with the figurative use of proper names (Oblomovs and Oblomovs).
   • in proper names of non-Russian origin; spelling surnames with first
   • parts of Don, Van, Saint... (Don Pedro and Don Quixote).
4. Integrated / hyphenated / separate spelling
   • in names, with in complex nouns without a connecting vowel (mostly borrowings), not regulated by rules and not included in the minimum dictionary ( Lend-Lease, Lula-kebab, know-how, papier-mâché, tumbleweed, Walk-City paperweight, but beef Stroganoff, head waiter, sedan chair, price list);
   • to rules that are not included in the school curriculum. For example: in spill, scold behind your back, to match, on the run, in installments, on the back foot, as a curiosity, by touch, on the hook, put on the butt(cf. the current spelling recklessly, scattered);

Punctuation errors

• Dash in incomplete sentence;
• Isolation of inconsistent definitions related to common nouns;
• Commas in restrictive and emphatic phrases;
• Distinguishing between homonymous particles and interjections and, accordingly, not highlighting them or separating them with commas;
• In the transmission of the author's punctuation;

Graphic errors

Graphic errors– various techniques for abbreviating words, using spaces between words, various underlinings and font selections. These include: various clerical errors and typos caused by the inattentiveness of the writer or haste in writing.

Common graphic errors:

• Omission of letters, for example: the entire novel is based on this conflict (follows: built);
• Rearranging letters, for example: new product names(follows: products);
• Replacing some alphabetic characters with others, for example: legendary Battle on the Ice(follows: legendary);
• Adding extra letters: That is why it is important in any, even the most difficult, conditions...(follows: even).

The most difficult to perceive and understand are speech and grammatical errors.

Let's consider their types in more detail.

Speech errors and shortcomings .

Using a word in a meaning that is unusual for it

I slipped and fell backwards and hurt my knee” (instead of prone). Zhilin was glad that he could escape back (instead of again).

Violation of lexical compatibility of words

Unjustified use of dialect and colloquial words

Such people always manage to outwit (instead of deceive) others. The goalkeeper is wearing a jersey pulled over (instead of put on) his shirt. In the school plot, our class planted beetroot and cibul (instead of beets and onions).

Poor use of pronouns

The text was written by V. Belov. It (instead of the text that he wrote...) refers to the artistic style.

Inappropriate use of words of a different style; mixing vocabulary from different eras

Failure to distinguish shades of meaning introduced into a word by prefix and suffix

In such cases, I glance (instead of look) into the dictionary. My attitude towards this problem has not changed (instead it has changed).

Non-distinction of paronyms

Spectacular (instead of effective) measures were taken. Mom told me to take a sweater, but I flatly (instead of flatly) refused.

Failure to distinguish synonymous words

The name of this poet is familiar (instead of known) in many countries. In the final (instead of the last) sentence, the author uses gradation.

Using unnecessary words (pleonasm)

Young girl; very lovely.

Using nearby or closely related words (tautology)

This story tells (instead of saying, talking about) real events.

Unjustified repetition of a word

In this chapter we learn that Masha became an orphan. Masha (instead of a girl) lost her father and mother. The hero of the story does not think about his actions. The hero does not understand the full depth of what he has done (instead, the hero of the story does not think about his action, does not understand the full depth of what he has done).

Use of unnecessary words, lexical redundancy

The month of August has arrived (instead of August). Then our bookstore will take care of this (this is superfluous) so that you can smile.

Word order violation

Then I saw Natasha in new jeans (instead of Natasha in new jeans). Kiribeevich hit Kalashnikov in the chest first (instead of Kiribeevich hitting Kalashnikov in the chest first).

Poverty and monotony of syntactic structures

When the writer came to the editorial office, the editor-in-chief received him. When they talked, the writer went to the hotel.

Grammatical errors

Incorrect word formation.

Nobility (nobility), handwriting (handwriting), industrious (industrious), mock (mock).

Erroneous formation of word forms

more interesting (more beautiful), more beautiful (prettier). How many (how many) moral principles have we lost due to the loss of spirituality.

Violation of approval norms

I know a group of guys who are seriously into jazz.

Violation of management norms

We need to make nature more beautiful (beautiful). Everyone was surprised at his strength (strength).

Disruption of connection between subject and predicate

The majority objected (objected) to such an assessment of his work. The main thing that I now want to pay attention to is the artistic side of the work (the artistic side of the work).

Violation of the way of expressing the predicate

Everyone was glad, happy and cheerful (cheerful). Dubrovsky himself was a guards officer (guards officer).

Errors in constructing sentences with homogeneous members

The lessons teach us to love literature and many good qualities (love of literature and many good things). In the essay, I wanted to talk about the importance of sports and why I love it (and why I love it).

Errors in constructing sentences with participles

Reading the text, a feeling of empathy arises (I empathize with the characters). Looking at the picture (when I look at the picture), emotions overwhelm me.

Errors in constructing sentences with participial phrases

The narrow path was covered with falling snow underfoot (snow falling underfoot). Marya Kirillovna was locked in a room, trying to escape from the prince (Marya Kirillovna, trying to escape from the prince, was locked in a room).

Errors in the construction of complex sentences

This book taught me to value and respect friends, which I read as a child (This book, which I read as a child, taught me to value and respect friends). It seemed to the man (an extra word) that this was a dream.

Mixing direct and indirect speech

Bazarov tells Arkady that your (his) father is a retired man, his song is finished. The author said that I (he) disagreed with the reviewer's opinion.

Violation of sentence boundaries

When the hero came to his senses. It was already late (When the hero came to his senses, it was already late). He wasn't accepted into the basketball team because he couldn't play. Because he was short (He was not accepted into the basketball team because he could not play and was short).

Omitting a sentence member (ellipsis)

At the meeting it was decided to hold a cleanup day.

Violation of the types of tense correlation of verb forms

When December arrived, the weather changed (changed) dramatically. The heart freezes (freezes) for a moment and suddenly starts beating again.

Errors associated with the use of particles

It would be nice if the painting had (an extra word) the artist’s signature. The text reveals (only reveals) two problems.

	1. Erroneous word formation	1. “Rustling hands” “Thoughtful look” "Kindness"
	2. Errors in the formation of noun forms	2. “Clouds”, “pie with jam”, “no socks”
	3. Errors in the formation of adjective forms	3. “More interesting” “The most beautiful”
	4. Errors in the formation of pronoun forms	4. “Ikhniy”, “ihi”
	5. Errors in the formation of verb forms	5. “Rides”, “waiting for him”
	6. Violation of agreement	6. “He had never seen such eyes, filled with longing.”
	7. Impaired control	7. “Thirst for glory” “Dream for freedom” “I’m worried about him” “I’m surprised at his strength”
	8. Disruption of connection between subject and predicate	8. “Friendship with the guys Valk and Marusya influenced his life”
	9. Errors in constructing sentences with participles	9. “When you read a book, thoughts come to your mind.” “When I opened the window, I smelled pine trees”
	10. Errors in constructing sentences with participial phrases	10. “A mountain range stretches from east to west, consisting of ridges.”
	11. Errors in constructing sentences with homogeneous members	11. “I wanted to show the importance of sports and why I love them.”
	12. Errors in constructing complex sentences	12. “The collective farm was built under the leadership of Davydov, which turned into a large farm”
	13. Mixing direct and indirect speech	13. “Igor said that “I want to lay my head down or drink it with a helmet from the Don”

14. Omitting necessary words	14. “Vadik nailed the board and ran to football”
15. Violation of sentence boundaries	15. “The hunter put down his gun and tied the dog. And he went to the beast"
16. Inappropriate use of personal or demonstrative pronouns	16. “I took out a book from a bag and put it on the table" (whom?)
17. Violation of aspectual-temporal correlation of verb forms	17. “My brother was sitting at the table and 1 coloring pictures”: “Pugachev left the hut and got into the carriage”

Essay evaluation standards

When selected spelling errors should be taken into accountsame type errors (for the same rule).

The first three errors of the same type are counted as one, each the next one is added. Errors are not considered the same type, if to spell a word correctly, you need to select completely different test word. (For example, unstressed vowels in don't really apply same type of errors).

Non-rough spelling errors count as 0.5 errors (1 n). Non-gross spelling errors include words that are exceptions to the rules and difficult, uncheckable ones. vocabulary words.

Punctuation errors cannot be of the same type!

Onassessment"5"for the content in the essay it is allowed: one minor inaccuracy in content, i.e. 1 rough actual or 1 minor logical error + 1 -2 speech defects.

Rated "5"for literacy in an essay the following is allowed: 1 rough spelling or 1 punctuation or 1 grammatical error.

Rated "4" for content in an essay the following is allowed: 2-3 factual or logical errors + 3-4 speech errors.

For evaluation "4" for literacy in an essay the following is allowed: 1-2 spelling + 3 punctuation + 3 grammatical or 0 spelling + 4 punctuation + 3 grammatical errors.

Rated “3” for sod fidgeting in an essay the following is allowed: 4 factual or logical errors + 5 speech errors shortcomings.

A grade of “3” for a competent essay is allowed

4 spelling + 4 punctuation + 4 grammatical errors.

With six factual, or six logical errors, or six speech defects, a score of “2” for content begins.

With five spelling, or five punctuation, or five grammatical errors, a “2” for literacy begins.

In the 5th grade, in the 1st half of the year, 6 spelling or punctuation errors are allowed for a grade of “3”.

When assigning the 1st grade for content, you should take into account Not only number of factual, logical errors and speech defects.

A mark of “5” is given for an essay that

reveals the topic deeply and cogently;

indicates excellent knowledge of the text and other literary critical materials;

harmonious in composition;

is distinguished by independent conclusions and deep generalizations;

written in correct literary language and stylistically consistent with the content.

On otsenku "4" the same thing is required, but with the definition of “good”.

To score "3"- with the definition of “satisfactory”.

Rating "2" It is posed if the topic is not covered, knowledge of the text is superficial, and there are no conclusions.

The teacher writes the corresponding necessary explanations (from the above) under the text of the essay, thereby explaining the assigned grade.

Evaluation of students' oral responses

When assessing students’ oral response, the following is taken into account:

knowledge of the text and understanding of its ideological and artistic originality;

the ability to explain the relationship between the characters’ actions;

understanding the role of artistic media;

knowledge of theoretical and literary concepts and the ability to use them in the course of analysis;

the ability to analyze a text in accordance with the leading historical and philosophical ideas of the era;

ability to speak monologue.

Student speech requirements

When assessing oral and written answers, their speech format is taken into account.

The student must be able to:

speak or write on a topic, respecting its boundaries;

select the most significant facts to reveal ideas;

present the material consistently;

draw the necessary conclusions and generalizations;

constructs|> a statement in a certain style;

answer loudly, clearly, with logical emphasis,

pauses, rules of intonation.

All the above-mentioned requirements and standards for assessing written and oral answers must be brought to the attention of students and their parents (make appropriate printouts, set up a stand in the literature room, etc.). Only in this case will the children understand the reasoning behind the grades given, and the teacher will be able to be truly objective.

Ways to study a literary work at school

The path of learning is a unique one order analysis, progress of analysis works.

It is especially important to choose the right path of analysis when studying major epic works.

There are three main ways of analysis:

according to images (like)

shaped path

The logic of the analysis of the work is subordinated to the logic of the analysis of the main images (for example, the 1st lesson - “The Image of Eugene Onegin”, then - “The Image of Tatyana”, then “The Image of the Author”, etc.).

"Plus" of this way of analysis: the logic of the analysis is clear to children; very effective at the age of 14-15 years, when children look closely at themselves, evaluate their own and others’ character traits => their interest in the characteristics of heroes is maximum; this path is time-saving.

Disadvantage of this path:

For each lesson, children must review the entire text of the work, looking for material based on a specific image;

in a work of art, all images are closely intertwined, and we “tear off” one image from another;

the artistic unity of the work is destroyed.

Problem-thematic path

The teacher formulates for himself a range of main problems that the author considers in his work, and each lesson is devoted to solving one of the problems.

For example:

“The role of the people and the individual in history” - based on the novel “War and Peace” (the range of problems associated with the images of Kutuzov, Napoleon, Tushin and a number of other heroes is considered);

“Patriotism, true and false” (Scherer, Rostov, Bolkonsky);

“Moral quests of the best representatives of the Russian nobility” (Natasha, Bolkonsky, Pierre).

"Pros" of this path:

allows you to deeply and seriously analyze the work;

develops the student’s analytical abilities;

teaches you how to argue your point of view. "Disadvantages" of this path:

1. this path presupposes excellent knowledge of the text and analysis of many images of the work in one lesson;

   During the lesson there is absolutely no emotional perception of the text; the conversation takes place mainly on a logical level.

This path is effective only in older and very strong classes.

The teacher analyzes the work with the children as the story progresses, in this case, only key chapters and episodes are taken.

"Pros" of this path:

the integrity of the perception of the text is preserved, since the children immediately analyze the images, problems, and artistic originality of the studied fragment of the text;

The emotional perception of the text is preserved and often enhanced.

"Disadvantages" of this path:

the complete picture of the work becomes clear only at the end of the study =>

requires maximum amount of time compared to others ways of analysis.

there is a danger of “dissolving” in the text.

This method is universal for any age.

An experienced teacher skillfully combines different paths of analysis, making one path dominant.

Methods of work of teachers and students in literature lessons in grades 9-11

In high school, you can use the same techniques as in grades 5-8, but there are also special techniques that are most effective in high school.

Teacher's lecture (requirements for this form are given as a separate section)

Seminar lesson

In grades 5-8, one lesson usually combines both the teacher’s word and a conversation on new material. In high school, due to the large volume of material being studied, it is advisable to divide it into a lecture lesson, where only the teacher speaks, and a seminar lesson, where only students answer. However, the traditional combined lesson is also widely used in high schools. Questions and assignments for the seminar lesson are given in advance.

lesson-debate

It requires serious preliminary preparation: it is necessary to divide students into supporters of one and the other position, talk in advance with the “leaders” of the parties and help them in selecting arguments. The whole class or several people can take part in the debate; the rest of the children, together with the teacher, act as observers and arbiters.

This is a kind of dispute, but in a “sharpened” form, when there is an accused, an accuser and a lawyer. This form of lesson is certainly somewhat “rough” from an aesthetic point of view. BUT!!! This form ensures high activity on the part of students and becomes effective in a class where children are passive and have difficulty reading the texts being studied. The “trial” of a hero can “stir up” such a class.

Drawing up a film script based on a work already studied

For a film script, you need to select the main episodes, select the text that will be heard in the frame and behind the scenes, determine the peculiarities of the camera work (a combination of close-up and panorama), think over the music, artistic design, and choose costumes. It is advisable to carry out this type of work after analyzing the text.

Choosing actors for the roles of the main characters

What is important is not the specific names of students or real actors, but the image as a whole, that is, the type of face, appearance, character traits, temperamental features, etc. This technique is very similar to the general characteristics of the hero, but is more interesting in form.

Meeting of the artistic council of a theater or the editorial board of a literary magazine

on issues of choosing a repertoire or publishing a particular literary work.

For example: Which plays by Ostrovsky should be staged this season and why?

After studying Bunin’s work: Which stories by Bunin would be advisable to include in the new edition of the book “Favorites” and why?

Actor's monologue

about how to play this role. BUT!!! There are negative psychological aspects that arise from the shyness of guys who would like to play this role, but are afraid of someone’s ridicule. These psychological problems can be avoided if you offer a slightly different version of the task, namely "Director's Monologue" about how to play this role. (This form removes psychological barriers, since the director, deeply understanding how to play a particular character, is not obliged to match him in appearance, have a portrait resemblance, etc.)

NB!!!

Integrated polyphonic lesson:

This is a lesson with the participation of a “historian”, “politician”, “art critic”.

These persons can be previously prepared students or real teachers of history, music, drawing, and art. Their comments are woven into the course of the lesson where it is necessary to clarify fragments of text that are difficult for students to understand.

10. Composing poetic compositionsoncertaintopic

The class is divided into groups of 4-6 people. Each group composes a composition and prepares an expressive reading of poetry. For example: love lyrics and civil poems by A. Akhmatova. Each group has a director who selects poems and helps prepare expressive readings. Before reading their composition, students explain why they chose these particular works. The composition can be literary and musical. This task can be given to the whole class, or as an individual task to a group of students.

1. One of the facts of the biography of A.P. Chekhov, which recently became known, is the construction of four

rural schools.

2. Andryushin remained on the terrace for a long time, admiring the dazzling flashes of lightning over the garden.

3. Everyone really liked the illustrations for the stories sent to the competition.

4. V.G. Belinsky wrote about 20 articles and reviews specifically dedicated to the work of N.V. Gogol.

5. Some students of preparatory courses attend film lectures interested in gaining knowledge.

6. In the “Explanatory Dictionary of the Living Great Russian Language” by V.I. Dahl contains more than 80 thousand words that have not been previously written down.

7. Schoolchildren from our village willingly helped a group of archaeologists who came from Novgorod.

8. To the right of the steering wheel there was a compass with a circle of indicator covered with cracked and partly peeled off enamel, dotted with numerous divisions.

9. In these wonderful books, dedicated to the most interesting events and facts in a person’s life, you will find the answers

to many questions that interest you.

10. At the end of the 18th century, science became aware of the existence of an unusual mammal that laid eggs and incubated them: it was the platypus.

11. The page of the passport containing encoded information about its owner will be filled out using laser engraving.

12. I read this work by Vasil Bykov in the summer, dedicated to the Great Patriotic War.

13. One of the wonders on the Kuril ridge, which attracts tourists from all over the world, is connected

with volcanoes.

14. The girl who sat by the window and who sang well was remembered by everyone.

15. Among the houses built on this street there were several multi-story ones.

16. The football player who played in attack and who scored two goals was a student of a famous coach.

17. One of the independent types of art that has existed since the end of the 15th century is graphics.

18. One of the main features that characterize Natasha Rostova is honesty in relationships with people.

19. A good speaker, having carefully prepared for the speech, has a figurative, emotional and at the same time logical speech.

20. The city has created a special commission for urban planning, coordinating the work of all construction companies.

21. In autumn, ears of wheat wait for that hour, heavy with ripened grains, when combine harvesters appear in the field.

22. The Order of St. Andrew the First-Called was established by Peter I in 1698, issued only in rare, exceptional cases.

23. F.I. Tyutchev wrote his first poem at the age of eleven, which became the largest representative of Russian philosophical poetry.

24. The main source of energy for every living creature inhabiting our planet is the energy of the sun.

25. Nowadays, the volume of information transmitted over global trunk communication lines is constantly growing.

26. All the students who came to the elective lesson understood the complex topic.

27. Forest glades were covered with bright strawberry stars blooming profusely this year.

28. Among those built on this street there were several multi-storey buildings.

Types of grammatical errors

1.

• Prepositions according to, contrary to, thanks to, contrary to used with D. p. (not R. p.)

ERROR: according to schedule I , contrary to the order A

• Incorrect use of the case form of a noun with a preposition

• Remember the mistakes

Upon arrival, upon departure, upon departure

Upon completion, upon return, upon completion

NORMAL: upon arrival, upon arrival

• Incorrect use of the case form of a noun with a preposition

• The preposition software can be used from places. 1 and 2 l. in pp.

NORMA: I miss us, you.

• Incorrect use of the case form of a noun with a preposition

• Omitting a preposition.

On water, land and air- we are everywhere

protected. (in the air)

• The meaning of the preposition.

Thanks to We stayed at home due to bad weather.

(as a result, due to)

• Incorrect use of the case form of a noun with a preposition

• Management can be prepositional (belief in victory) and non-prepositional (slow down progress).

An error occurs when an incorrect choice is made

case or preposition.

ERROR: peculiar to us,

confidence in victory, the problem of security.

• 2.

• Errors in sentences whose subordinate parts begin with the conjunction words WHO, NOBODY.

WHO AND NOBODY is used with singular verbs.

Those, who have been to the city, could not help but admire

Those who has been to the city, couldn't help but admire

by sea.

• Disruption of connection between subject and predicate

• The predicate must be in the plural if it is expressed by adj. or par.

ERROR: A number of scenes in the play are true and

interesting.

• Disruption of connection between subject and predicate

• The predicate must be plural if the subject contains 2,3,4

ERROR: Three books are on the table.

• Disruption of connection between subject and predicate

• The predicate coming after homogeneous subjects must be in the plural.

ERROR: Industry and agriculture are developing steadily.

• Disruption of connection between subject and predicate

• If collected noun. does not have controlled words, then the predicate must be in the singular.

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

• The names of works, paintings, films, enclosed in quotation marks, do not change if there is a noun next to them. – genre designation.

ERROR: In the movie "War and Peace"

S. Bondarchuk played the role of Pierre.

• Violation in the construction of a sentence with an inconsistent application

• If adverbial noun is missing, the proper name is changed.

ERROR: In “War and Peace” S. Bondarchuk played the role of Pierre.

• 4.

• If homogeneous predicates have one dependent word, you need to check whether they can control it.

ERROR: During the war, people hoped and

believed in victory.

(hoped to win)

• Error in constructing a sentence with homogeneous members

• Violation of the homogeneity of concepts.

The mountainside we were descending, covered with thick ferns, was very steep.

He remembered the taiga and how he hunted a bear.

I love football and swimming.

His conclusions are simple and clear.

• Error in constructing a sentence with homogeneous members

• Double conjunctions cannot be changed.

ERROR: They answered well as young men, but

also girls.

• It is necessary to check the place of homogeneous members in double unions.

ERROR: I not only read newspapers, but also magazines.

• Error in constructing a sentence with homogeneous members

• You cannot mix generic and specific concepts or combine incompatible ones.

There were crucian carp, carp and fish in the boat.

He came with his wife and a bad mood.

• Error in constructing a sentence with homogeneous members

• Violation of case forms of a generalizing word and one-word terms

ERROR: The meeting was attended by representatives of three countries: England, France, Italy.

• 5.

• A gerund phrase cannot be used if the action expressed by the predicate verb and the action expressed by the gerund refer to different persons.

ERROR: Using a calculator, the calculation is done quickly.

• Incorrect construction of sentences with participles

• The adverbial phrase cannot be used in an impersonal sentence

ERROR: Walking in the evening, I didn’t feel well.

• Incorrect construction of sentences with participles

• The adverbial phrase cannot be used in a sentence with a passive construction.

ERROR: Having delivered the necessary medications, the plane will be inspected by technicians.

• Incorrect construction of sentences with participles

• Error when the aspectual form of the verb and the gerund are not correlated.

ERROR: Meeting with the grandmaster, the young chess player won.

• 6.

• Breakup of the proverb by the defined word.

ERROR: Mom's pancakes were delicious.

• Violation in the construction of sentences with participial phrases

• Violation of agreement with a defined word.

ERROR: We are proud of the players who defeated the English team.

• Violation in the construction of sentences with participial phrases

• Replacing passive participles with active ones.

ERROR: The task we are performing does not cause any difficulties.

• You cannot use 1st and 2nd person pronouns in the subordinate clause.
• ERROR: The student said I'm not ready yet.

• Incorrect construction of sentences with indirect speech

• Redundancy of unions

ERROR: He was constantly asked if he would complete the work he started.

He asked where his things were.

• In the story “The Jumper,” Chekhov condemns idleness.
• He loved and was passionate about reading.
• Great care needs to be taken towards children.
• My desk neighbor asked who would go to football with me.
• came to our city and admired its provincial simplicity.
• The sun illuminated the mountain peaks covered with snow.
• Having rested a little, the work began to be completed faster.

Check yourself I

1. In the story “The Jumper,” Chekhov condemns idleness.

violation in the construction of a sentence with an inconsistent application

2. He loved and was passionate about reading.

error in constructing a sentence with homogeneous members

3. Great care must be taken towards children.

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

4. My desk neighbor asked who would go to football with me.

incorrect construction of sentences with indirect speech

5. Whoever came to our city admired its provincial simplicity.

disruption of the connection between subject and predicate

6. The sun illuminated the mountain peaks covered with snow.

violation in the construction of sentences with participial phrases

7. Having rested a little, the work began to be completed faster.

violation in the construction of sentences with participial phrases