9th grade; work with text

didactic materials for 9th grade in Russian language

I ran out onto the porch like crazy, jumped on my Circassian, who was being driven around the yard, and set off at full speed on the road to Pyatigorsk. I mercilessly drove the exhausted horse, which, snoring and covered in foam, rushed me along the rocky road.

The sun had already hidden itself in a black cloud resting on the ridge of the western mountains; the gorge became dark and damp. Podkumok, making his way over the stones, roared dully and monotonously. I galloped, panting with impatience. The thought of not finding her in Pyatigorsk struck my heart like a hammer! - one minute, one more minute to see her, to say goodbye, to shake her hand... I prayed, cursed, cried, laughed... no, nothing will express my anxiety, despair!.. With the possibility of losing her forever, Faith became dearer to me than anything in the world , more valuable than life, honor, happiness! God knows what strange, what mad plans were swarming in my head... And meanwhile I kept galloping, driving mercilessly. And so I began to notice that my horse was breathing more heavily; he had already stumbled twice out of the blue... There were five miles left to Essentuki, a Cossack village, where I could change horses.

Everything would have been saved if my horse had had enough strength for another ten minutes! But suddenly, rising from a small ravine, when leaving the mountains, at a sharp turn, he hit the ground. I quickly jumped off, I want to pick him up, I pull on the reins - in vain; a barely audible groan escaped through his clenched teeth; a few minutes later he died; I was left alone in the steppe, having lost my last hope. I tried to walk, but my legs gave way; Exhausted by the worries of the day and lack of sleep, I fell on the wet grass and cried like a child.

And for a long time I lay motionless and cried, bitterly, not trying to hold back my tears and sobs; I thought my chest would burst; all my firmness, all my composure disappeared like smoke. My soul became weak, my mind fell silent, and if at that moment anyone had seen me, he would have turned away with contempt.

When the night dew and mountain wind refreshed my burning head and my thoughts returned to normal order, I realized that chasing after lost happiness was useless and reckless. What else do I need? - see her? - For what? Isn't it all over between us? One bitter farewell kiss will not enrich my memories, and after it it will only be more difficult for us to part.

However, I am glad that I can cry! However, perhaps this is due to frayed nerves, a night spent without sleep, two minutes at the barrel of a gun and an empty stomach.

All goes to good! This new suffering, to use military language, made a happy diversion in me. It's healthy to cry; and then, probably, if I had not ridden on horseback and was not forced to walk fifteen miles on the way back, then even that night sleep would not have closed my eyes.

(428 words) (M. Yu. Lermontov. Hero of our time)

Retell an excerpt from M. Yu. Lermontov’s novel “A Hero of Our Time” in the first person. Answer the question: “What can you say about Pechorin’s character based on this text?” Retell the text concisely. Answer the question: “What features of Lermontov’s prose are manifested in this text?”

“Comprehensive work with text as a stage of preparation for the OGE in the Russian language in grade 9”

“Comprehensive work with text as a stage of preparation for the OGE in the Russian language in grade 9”

1 text:

Assignments to the text:

Copy by filling in missing punctuation marks and inserting missing endings in words. Explain the placement of punctuation marks.

Read the text expressively. What type of speech does it belong to? What is his main idea? Highlight the thesis, evidence, conclusion in the text. Determine your speaking style.

The book is a spiritual testament from one generation to another: advice from a dying(?) old man to a young man starting(?) to live, the order is passed on(?) to the sentry(?) going on vacation to the sentry(?) taking his place. The entire life of humanity gradually settled in the book. The tribes and people of the state disappeared, but the book remained. She grew up along with humanity, all the teachings crystallized in her, shaking(?) minds and all the passions shaking(?) hearts. It records that huge confession of the turbulent life of mankind, that huge autobiography which is called world history. But there is more than one past in the book. It draws up a document by which we are introduced into the possession of the present into the possession of the entire sum of truths and efforts found (?) through efforts, sometimes drenched in bloody sweat. She is the program of the future.

So let's respect the book!

(According to A. Herzen)

2 text

Assignments to the text:

Tell us what you know about emoticons. For what purposes are they used in online communication?

Copy the text, observing spelling and punctuation standards. Draw up NGN diagrams and parse them.

Imagine that you are communicating on the Internet with your friend who is spending his holidays in another country. Compose and record a short dialogue, using a variety of emoticons in it: in the form of punctuation marks, drawings.

The Internet is a communication medium that allows people to communicate (n, nn) in a direct dialogue. And the fact that in a telephone conversation was (n, nn) expressed about int_nation in (Internet) communication is reflected with emoticons. The most common emoticon is a smile. It looks like this: -) and means that the sender of the message is happy, having fun, or joking. However, there are also emoticons that express negative emotions, such as despondency: -( or anger “:-(. Among Internet users, there is an opinion that it is (not) worth learning the options for emoticons. By tilting your head (to the) left and looking at the emoticon, you will understand what emotion it had ( c) I mean the author.

3 text

Assignments to the text:

1) Write down the text under dictation (warn students about the presence of punctuation marks, the placement of which was not studied in class) or distribute the text with spaces (you need to insert the missing letters and punctuation marks with explanations).

2) From sentences 1-5, write down words in which the spelling of the consonants in the prefix does not depend on the subsequent consonant sound.

3) From sentences 11-13, write down a word in which the spelling of the suffix is determined by the rule: “NN is written in the full participle.”

4) Replace the words with synonyms: cold (sentence 2), accumulated (sentence 12), deaf (sentence 13).

5) Replace the phrase “Daurian steppe”, built on the basis of agreement, with a synonymous phrase with the connection management. Write the resulting phrase.

6) Write down the grammatical basics from sentences 1, 4.

7) Find among sentences 10-13 a sentence with a separate circumstance. Write down the number of this offer.

8) Indicate the number of grammatical bases in sentence 7. Write the answer in numbers.

9) In the sentences below, punctuation marks are numbered. Write down the numbers indicating commas between parts of the sentence connected by a subordinate connection.

The lower one from the sea drove a heavy foamy wave ashore, (1) and the upper one brought clouds from the west. They hung over the mountains and by morning began to slide down, (2) covering the stones, (3) the taiga, (4) the steppe in a thick mass. When Katya left the house early in the morning, (5) almost nothing was visible around: (6) you could only hear in the viscous silence, (7) how they rolled, (8) dying down, (9) the waves on the shore and somewhere far away in the sea was humming the ship.

10) Among all the sentences, find a complex one with homogeneous subordination of subordinate clauses. Write the number of this offer.

11) Among sentences 9-13, find a complex sentence with a conjunction and a non-conjunction. Write the number of this offer.

12) Write an essay-discussion on the topic “The beauty of nature lies in everything that surrounds us.” Give one example-argument from your life experience, and another from the text you read.

(1) The evening was calm and clean. (2) The sun slowly went behind the (North) Baikal ridge, illuminating the (stationary) cold water, but as soon as it was completely hidden, two winds blew. (3) The downstream one from the sea drove a heavy foamy wave to the shore and carried a region of..ka from the west to..Rkhovaya Ave. (4) They hung over the mountains and (by) morning began to slide (down) covering the taiga steppe with stones in a thick mass. (5) When Katya left the house early in the morning, almost nothing was visible around: you could only hear in the viscous silence how the waves rolled, fading onto the shore, and somewhere far away in the sea the hum of a ship.

(6) The sun had already risen a long time ago, and the chilly fog (still) settled over the ground. (7) The girl walked along the damp grass and the further she went from the sea, the warmer it became. (8) The tr..pa rose up the mountain and together with it..rose in the warming air of the region..c..clinging for the branches of the..dwarf wood and clinging..to the rocks. (9) Turning around, Katya saw in front of her a mass of water, the mast of a (meteo) station and the Daurian steppe overgrown with wild flowers and feather grass. (10) Higher on the slopes of the ridge the taiga began, here waterfalls rustled in the gorges and rivers flowed. (11) But they did not reach the sea and...disappeared into crevices, and then...dry rocky riverbeds appeared, filling only in the spring. (12) In the summer, the water flowed underground and accumulated in a small round lake. (13) It was a remote place surrounded on all sides by taiga, with trees reflected in the winding water and the shadows of (not) frightened fish flickering in the depths.

Didactic materials for preparing students for the OGE in the Russian language.

(1) The weather was disgusting, it was (impossible) to even think about hunting. (2) I hid everything... everything; even the sparrow..etc.. became silent and the rooks..all went on..fell. (3) The wind whistled a dull howling gust; no (s, h) sky turned from dull (white) color to lead.. (4) The rain that was pouring unceasingly suddenly became even larger and floated down the glass with a squeal. (5) D..reveys completely collapsed and became kind of gray. (6) And the wind again began to shake them. (7) Everywhere there were puddles clogged with leaves... (8) Large blisters, bursting and being reborn, jumped up and slid over them. (9) The dirt on the horns was (un)sliding. (10) Cold..d penetrated into the room..you. (11) (In)free trembling(?) ran through the body and became..sick in the soul! (12) It seemed that there would never be a (?) end of sparkle or color in the world, but this slush would forever remain.

Exercise.

Copy the text, inserting missing letters and missing punctuation marks, opening parentheses.
Determine the number of grammatical bases in sentences No. 11, 12. Write the answer in numbers.
Write down the grammatical bases of sentences No. 1, 4, 5.
Find in the text a complex sentence with a conjunctive coordinating and a conjunctive subordinating connection.
Find a sentence with a separate common circumstance. Write his number. Graphically indicate what is required in the text.
From sentences 5-8, write down words in which the spelling of the prefix depends on the deafness - the voicedness of the subsequent consonant.
From sentences 1-3, write down a word in which the spelling of the prefix is determined by its meaning - “incompleteness of action.”
From sentence No. 1, write down phrases built on the basis of coordination, control, adjacency.
Try adding a separate common definition to sentence No. 5, expressed by a participial phrase. Write down the resulting sentence.
Replace the colloquial word “bad” in sentence 11 with a stylistically neutral synonym. Write this synonym.

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Exercise.

Copy the text, inserting missing letters and missing punctuation marks, opening parentheses.
Determine the number of grammatical bases in sentences No. 11, 12. Write the answer in numbers.
Write down the grammatical bases of sentences No. 1, 4, 5.
Find in the text a complex sentence with a conjunctive coordinating and a conjunctive subordinating connection.
Find a sentence with a separate common circumstance. Write his number. Graphically indicate what is required in the text.
From sentences 5-8, write down words in which the spelling of the prefix depends on the deafness - the voicedness of the subsequent consonant.
From sentences 1-3, write down a word in which the spelling of the prefix is determined by its meaning - “incompleteness of action.”
From sentence No. 1, write down phrases built on the basis of coordination, control, adjacency.
Try adding a separate common definition to sentence No. 5, expressed by a participial phrase. Write down the resulting sentence.
Replace the colloquial word “bad” in sentence 11 with a stylistically neutral synonym. Write this synonym.

(1) Through the thicket of bird cherry trees we make our way to the shore..g. (2) It’s the end of June and she just dressed (for) her weight (n, nn). (3) With... the rhine color of the rosemary, and the bere... (not) believing the summer, it becomes naked.

(4) The taiga, seeing the vastness of Lake Baikal, rolls(?) towards it along the hills with tiers of greenery and freezes right next to the water. (5) Having felt the water with their roots, the larch, birch and pine trees changed their minds and stopped swimming (?) and the taiga approached (from) behind. (6) On the shore... the trees fell down, blocking the road to the lake.

(7) Baikal opens up(?) but until the end of May, ice-covered herds are running(?) around. (8) In June, they stick to the shore and then slowly (n, nn) settle with an unexpected (n, nn) noise, scaring the animals near the waters.. by singing.

(9) Clean as a tear, in..da Baikal (does not) tolerate garbage and in stormy weather it throws wreckage of boats and driftwood onto the shore.

Exercise.

Copy the text, inserting missing letters and missing punctuation marks, opening parentheses.
Determine the number of grammatical bases in sentences No. 4, 9. Write the answer in numbers.
Write down the grammatical bases of sentences No. 3, 5.
Among sentences No. 1-4, find sentences with isolated common circumstances. Write down their numbers. Graphically indicate what is required in the text.
From sentences 7-9, write down a word in which the spelling of the prefix depends on the voicelessness of the subsequent consonant.
From sentence No. 8, write down phrases built on the basis of coordination, control, adjacency.
Try adding a separate common definition to sentence No. 1, expressed by a participial phrase. Write down the resulting sentence.
Replace the colloquial word “throws” in sentence 9 with a stylistically neutral synonym. Write this synonym.
From sentences 6-8, write down a word in which the spelling of the suffix is determined by the rule: “In adjectives formed from nouns using the suffixes -AN-, -YAN-, -IN-, one N is written.”

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(9) Clean as a tear, in..da Baikal (does not) tolerate garbage and in stormy weather it throws wreckage of boats and driftwood onto the shore.

Exercise.

Copy the text, inserting missing letters and missing punctuation marks, opening parentheses.
Determine the number of grammatical bases in sentences No. 4, 9. Write the answer in numbers.
Write down the grammatical bases of sentences No. 3, 5.
Among sentences No. 1-4, find sentences with isolated common circumstances. Write down their numbers. Graphically indicate what is required in the text.
From sentences 7-9, write down a word in which the spelling of the prefix depends on the voicelessness of the subsequent consonant.
From sentence No. 8, write down phrases built on the basis of coordination, control, adjacency.
Try adding a separate common definition to sentence No. 1, expressed by a participial phrase. Write down the resulting sentence.
Replace the colloquial word “throws” in sentence 9 with a stylistically neutral synonym. Write this synonym.
From sentences 6-8, write down a word in which the spelling of the suffix is determined by the rule: “In adjectives formed from nouns using the suffixes -AN-, -YAN-, -IN-, one N is written.”

… (1) Once (f,v) I dreamed about (i,e) moose came..came here..to eat apples. (2) P..lyana is buried(?)in a bro(n,nn)y garden filled with(n,nn)y red..m bur(b,b)yang. (3) It is unknown who and when forgot this garden. (4) The tree branches in it have degenerated and the fruits come only from the roots of the branches. (5) It seems that there were no hunters for sour apples in the forest, but one day, sitting at the edge of the garden, I heard apples crunching on someone’s teeth. (6) I just got up and saw... one elk... raising his head with his (?) lip, he was grabbing apples; another one... collected apples lying... lying on the ground.

Exercise.

Copy the text, inserting missing letters and punctuation marks, opening parentheses.
Indicate the grammatical bases of sentence No. 6 (in the text), indicate their number.
Among sentences 1 - 4, find a sentence with a non-isolated common definition. Write his number. Graphically indicate what is required in the text.
From sentences 5 - 6, write down words in which the spelling of the vowel fundamentally depends on the suffix.
From sentences 4 - 6, write down words in which the spelling of the prefix is determined by its meaning - “incompleteness of action.”

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Exercise.

Copy the text, inserting missing letters and punctuation marks, opening parentheses.
Indicate the grammatical bases of sentence No. 6 (in the text), indicate their number.
Among sentences 1 - 4, find a sentence with a non-isolated common definition. Write his number. Graphically indicate what is required in the text.
From sentences 5 - 6, write down words in which the spelling of the vowel fundamentally depends on the suffix.
From sentences 4 - 6, write down words in which the spelling of the prefix is determined by its meaning - “incompleteness of action.”

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Exercise.

Copy the text, inserting missing letters and punctuation marks, opening parentheses.
Indicate the grammatical bases of sentence No. 6 (in the text), indicate their number.
Among sentences 1 - 4, find a sentence with a non-isolated common definition. Write his number. Graphically indicate what is required in the text.
From sentences 5 - 6, write down words in which the spelling of the vowel fundamentally depends on the suffix.
From sentences 4 - 6, write down words in which the spelling of the prefix is determined by its meaning - “incompleteness of action.”

… (1) She entered the water, feeling the sandy bottom of the n..gami. (2) When the water reached the girls(?) waist, she sat down and, splashing her legs, swam to another shore; in the middle I felt...a weak current and Anech(?) turned over...on his sleep..well, for a long time he lay...staring at the endless sky...already filled...with(?) the sea. (3) The girl(?) swam for a long time, plunging her face into the water and looking at the bottom. (4) The shadow of her body touched a dark crayfish wriggling its mustache, and it was there and...disappeared somewhere. (5) Trying (not) to move (?) Anya followed the dance of the fish (not) wanting to separate (?) from the holy bush...

Exercise.

1. Determine the number of grammatical bases in sentence No. 2. Write the answer in numbers. Indicate the grammatical basics.

2. From the text, write down words in which the spelling of the prefix depends on the deafness - the voicedness of the subsequent consonant.

3. Find a sentence with isolated circumstances connected by a coordinating conjunction.

Write the answer in numbers.

4. Identify separate definitions, indicate how they are expressed (do the task in the text).

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Exercise.

1. Determine the number of grammatical bases in sentence No. 2. Write the answer in numbers. Indicate the grammatical basics.

2. From the text, write down words in which the spelling of the prefix depends on the deafness - the voicedness of the subsequent consonant.

3. Find a sentence with isolated circumstances connected by a coordinating conjunction.

Write the answer in numbers.

4. Identify separate definitions, indicate how they are expressed (do the task in the text).

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Exercise.

1. Determine the number of grammatical bases in sentence No. 2. Write the answer in numbers. Indicate the grammatical basics.

2. From the text, write down words in which the spelling of the prefix depends on the deafness - the voicedness of the subsequent consonant.

3. Find a sentence with isolated circumstances connected by a coordinating conjunction.

Write the answer in numbers.

4. Identify separate definitions, indicate how they are expressed (do the task in the text).

(1) Well-educated people respect human personality (?) and therefore are condescending and polite. (2) They are compassionate. (3) They ache with their souls from what they (not) see (?) with the naked eye..m. (4) They are purely (hearted(?)) and avoid (?) lies. (5) They don’t lie even about trifles. (6) They (don’t) p..stick (?) themselves (n..) to anyone (don’t) throw dust in the eyes. (7) They are not talkative and (do not) open up when they are (not) asked. (8) They (not) humiliate themselves in order to arouse sympathy (?) in the other. (9) They don’t play on the strings of other people’s souls(?) so that in response they would sigh and nurse(?) with them.

Exercise.

Copy the text, inserting missing letters and punctuation marks, opening parentheses.
Determine the number of grammatical bases in sentence No. 8. Write the answer in numbers.
Replace the phrase “human personality”, built on the basis of agreement, with a synonymous phrase with the connection management. Write the resulting phrase.
Among sentences 4 – 7, indicate a sentence in which the means of expressive speech is a phraseological unit. Write the number of this offer.
Find a word in which the spelling of the suffix depends on the form of the 1st person singular. verb.

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Exercise.

Copy the text, inserting missing letters and punctuation marks, opening parentheses.
Determine the number of grammatical bases in sentence No. 8. Write the answer in numbers.
Replace the phrase “human personality”, built on the basis of agreement, with a synonymous phrase with the connection management. Write the resulting phrase.
Among sentences 4 – 7, indicate a sentence in which the means of expressive speech is a phraseological unit. Write the number of this offer.
Find a word in which the spelling of the suffix depends on the form of the 1st person singular. verb.

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Exercise.

Copy the text, inserting missing letters and punctuation marks, opening parentheses.
Determine the number of grammatical bases in sentence No. 8. Write the answer in numbers.
Replace the phrase “human personality”, built on the basis of agreement, with a synonymous phrase with the connection management. Write the resulting phrase.
Among sentences 4 – 7, indicate a sentence in which the means of expressive speech is a phraseological unit. Write the number of this offer.
Find a word in which the spelling of the suffix depends on the form of the 1st person singular. verb.

____________________________________________________________________________________

Exercise.

Copy the text, inserting missing letters and punctuation marks, opening parentheses.
Determine the number of grammatical bases in sentence No. 8. Write the answer in numbers.
Replace the phrase “human personality”, built on the basis of agreement, with a synonymous phrase with the connection management. Write the resulting phrase.
Among sentences 4 – 7, indicate a sentence in which the means of expressive speech is a phraseological unit. Write the number of this offer.
Find a word in which the spelling of the suffix depends on the form of the 1st person singular. verb.