How to do the A5 task in the exam in Russian:

The task of the exam A5 in Russian is Grammar.

Usually in such tasks, a sentence with a grammatical error is given, and this error must be found.

Things to remember:
1. The participle does not agree with the defined word.

2.It is inconsistent if the main clause is inside a clause.
Technique: remove the clause.

3. To remember the same phrases like:
Pay the fare, but pay the fare

4.In the title of the works (I will give examples):
Problems Solved in War and Peace - CORRECT
In the novel "War and Peace" problems are revealed - WRONG.
In the novel "War and Peace" - RIGHT.

5 compound verb predicate
Rather than what - taftology

6. Taftology - "Butter oil".

7. Derivative prepositions do not agree.

8. You cannot use two degrees of comparison at the same time.

9.Quantitative numeral - each word bends.
Ordinal - only the last is declined.
Lexical errors

1. The use of paronyms (words that sound similar, but different in meaning)
Example: He resignedly endured all the burdens of life. (Need the burdens of life)

2. The use of unnecessary words (pleonasm).
Example: Bazarov is somewhat harsh.
(The word "several" determines the degree of the feature, which is expressed in the word "harsh" with the suffix -owat).

3. A combination of words in which the meaning of one word duplicates the meaning of the second.
Example: Dark darkness, approaching closer and closer, remembering and not forgetting, cursing and swearing.

4. Errors in the use of phraseological units.
Example: From small to large (it is necessary - from small to large), put aside in a long box (it is necessary to be long).

5. Errors in the use of case endings.
Example: Chauffeur (necessary - chauffeurs), no time (necessary - no time).

6. Errors in the formation of adjective forms.
Example: The best (must be the best, or simply the best), the most important (It must be the most important or most important).

7. Errors in the use of pronouns.
Example: theirs (they must), to his house (to him), how many people (how many).

8. Errors in declension of numerals. All numbers change, ordinal - the last word.
Example: No two hundred and fifty-six rubles, but in one thousand nine hundred and fifty-three.

Collective numerals: two, three, four, five, etc., are consistent with masculine nouns (two friends), with noun. m. + f.r. (there were two of them, a man and a woman)

9. Errors in the use of verb forms.
Example: We were playing in the forest (playing), watching a movie and thinking about a disco (thinking).

10. Number matching errors.
Example: The peasantry acted (spoke), the minority followed (followed).

11. Homogeneous predicates require different forms of the controlled word.
Example: He wanted to delve into and learn all the secrets of the Universe. (To penetrate all the secrets?).

12. Errors in applications.
Example: In the novel "War and Peace" (in the novel "War and Peace", in "War and Peace")

13. Errors in the participle.
Example: On the roads leading to the village (which one? - leading).

14. Errors in s / n sentences.
Example: Everyone who came to the museum knew about Ostrovsky. (Everyone knew)

JOB A5

We introduce students to the type of assignment:

Indicate a sentence with a grammatical error (with a violation

syntactic norm).

We recall that the syntax governs the construction of a phrase and a sentence. We draw the attention of the children to the fact that there are NO punctuation errors in this task (for some reason, children often think that commas are wrong there).

When solving this task, you need a "feel" of the language, but there are some tips that can help even those for whom Russian is not native:

1. If the sentence contains quotes, check the form of the name of something that is in quotes. There are 2 options here:

• If the quotes are preceded by a generic name (book, newspaper, magazine, painting, etc.), the name in quotes must be in Im. For example, the novel "Eugene Onegin"; painting "Autumn"; song "Dubinushka".
• If there is no generic name before quotation marks, the name in quotation marks is declined. For example, in "Eugene Onegin"; in "Autumn" by Levitan; in "Dubinushka".

2. If the sentence contains a participle, check its form (ending). To do this, we ask from the defined word a question to the sacrament. For example, “there were many guys (what kind?) Came to the forest”.

3. If the sentence contains derivative prepositions "according to", "thanks", "contrary to", we check the form (ending) of the noun after this preposition. These prepositions are combined with nouns in Dat.p. (to whom; to what?).

4. If the sentence contains the constructions "everyone who ...", "those who ...", "the one who ...", etc., it is necessary to check the agreement of the subject and predicate (singular / plural) in the main and in the subordinate clauses.

All, who watched on him, not couldmiss…

pln units h units plural

5. If the sentence has homogeneous members of the sentence, connected by the union "and", followed by a common dependent word (words), it is necessary to check whether the first homogeneous member of the sentence agrees with these common dependent word. For example, in the sentence “we hoped and believed in victory” the first homogeneous term of the sentence “hoped” does not agree with “to win”, therefore there is a grammatical error in this sentence.

6. If the homogeneity of concepts is violated, i.e. words of different parts of speech are used as homogeneous members of the sentence. For example, “I love drawing and painting”;

7. If in a sentence homogeneous members are connected by double conjunctions "not only - but also", "like - so", "if not - then", it is necessary to check whether the homogeneous members of the sentence are immediately after these unions. For example, in the sentence “We were waiting not onlyMasha but alsoVanya ”the unions are correct. If we change the place of one of them: “We not onlywaited for Masha, but alsoVanya ”, a grammatical error will appear in the sentence.

8. It is unacceptable to violate the homogeneity of the syntactic elements of the sentence. For example, in the sentence "Ivan, who was in the 9th grade and who took part in the competition, ..." a mistake was made. !!! The participial turnover and the subordinate part of a complex sentence cannot act as homogeneous syntactic elements.

9. You can not mix direct and indirect speech. It is unacceptable to use the pronoun "I, WE, YOU, YOU" in the subordinate part of the sentence in indirect speech. For example, “Dima admitted that inot ready for class today. "

10. Prepositions “in measure, during, in continuation, in force, in conclusion, in the form, for a reason, like” are combined with Gender case (who? What?).

11. The prepositions “like, in spite of” are combined with Dat.case (to whom? What?).

For solving problems A5 Unified State Exam in informatics, you need to be able to execute algorithms written in natural language. It is also necessary to have.

For example, consider solving problem A5 in computer science from training work 2 of 15.02.2013.

The teacher invited the children to practice actions with hexadecimal numbers and play such a game. He offers the children three hexadecimal digits, in ascending order. Students must first find the difference between the first and second digits, then the difference between the second and third digits. Both differences must be recorded as decimal numbers. Then these numbers are written one after another in non-increasing order (the right number is less than or equal to the left).

Example. Initial figures: A, A, 3. Differences: A - A \u003d 0; A - 3 \u003d 10 10 - 3 10 \u003d 7 10. Result: 70.

1) 131 2) 133 3) 212 4) D1

Decision:

The 4th option does not suit us for the reason that the number D1 is not decimal. That is, it contradicts the condition of the problem in the part "Both differences must be written as decimal numbers."

Consider the third number - 212. This number can be represented as 2 and 12, or as 21 and 2. According to the condition, the final numbers are written in non-increasing order - so you need to consider only option 21 and 2. The condition says that the original numbers - hexadecimal. That is, in the decimal number system, these are numbers from 0 to 15. It is clear that it is impossible to choose such numbers (from 0 to 15), the difference of which will be 21. This option is also not suitable.

The second option, by analogy with the first, is represented as 13 and 3. The number 13 can be obtained by subtracting 2 from 15, subtracting 1 from 14, or subtracting 0. But after that we must subtract more from the subtracted (2, 1 or 0) some number and eventually get 3. But this is impossible. Wrong option.

The first option is presented as 13 and 1. But here everything is correct. 13 can be represented as 15 - 2, and 1 \u003d 2 - 1 - the original numbers could be like this - F, 2, 1. This is correct option.

Consider decision second option:

The teacher invited the children to practice actions with hexadecimal numbers and play such a game. He offers the children three hexadecimal digits, in ascending order. Students must first find the difference between the first and second digits, then the difference between the second and third digits. Both differences must be recorded as decimal numbers. Both differences must be recorded as decimal numbers. Then these numbers are written one after another in non-decreasing order (the left number is less than or equal to the first).

Example. Initial figures: B, 3, 3. Differences: B - 3 \u003d 8 10; 3 - 3 \u003d 0. Result: 08

Indicate which of the following character sequences can be produced.

1) 122 2) 212 3) 313 4) 3A

Decision:

Option 4 does not work because 3A is not decimal.

Option 3 is represented as 3 and 13. 13 can be represented as 15 - 2 (or 14 - 1), but then we will need to subtract an unknown digit from the number 2 (or 1) and get the result 3. This is impossible.

We represent the second option as 2 and 12. Then 12 can be represented as 15 - 3, and 2 \u003d 3 - 1. Everything turns out - this is the correct option.

The first option is wrong. Let's represent the number 122 as 1 and 22. It is clear that by subtracting two numbers, each of which is no more than 15, you cannot get 22.

Consider solving problem A5 of the Unified State Exam Demo in Informatics 2013

The machine receives two two-digit hexadecimal numbers as input. In these numbers, all digits do not exceed 6 (if the number contains a digit greater than 6, the machine refuses to work). Based on these numbers, a new hexadecimal number is built according to the following rules.

1. Two hexadecimal numbers are calculated - the sum of the most significant digits of the received numbers and the sum of the least significant digits of these numbers.

2. The resulting two hexadecimal numbers are written one after the other in ascending order (without separators).

Example. Initial numbers: 66, 43. Bitwise sums: A, 9. Result: 9A.

Determine which of the proposed numbers can be the result of the machine.

1) 9F 2) 911 3) 42 4) 7A

Decision:

Let's consider the first option. We represent the number 9F as 9 and F. Since the initial numbers do not exceed 6, it is impossible to find such numbers, the sum of which will be 15 (F 16 \u003d 15 10). This is not the correct option.

Since the original numbers do not exceed 6, their maximum sum will be 6 16 + 6 16 \u003d C 16 \u003d 12 10, which is less than 11 16 \u003d 17 10. Those. the case is similar to the previous one and this is also a wrong option. In addition, the sum of two hexadecimal numbers not exceeding 6 cannot be two-digit.

The third option is not suitable, since the numbers are written in descending order, which contradicts the condition.

We get that the correct option is 4. Let's check it out. We represent the number 7A as 7 and A. Now it is not difficult to represent 7 16 as 3 16 + 4 16, and A 16 as, for example, 5 16 and 5 16. Then everything is correct - the two original numbers could be 53 16 and 54 16. If now the first point of the condition is fulfilled and the higher digits are added, then we get 5 16 + 5 16 \u003d A 16, and the sum of the least significant bits is 3 16 + 4 16 \u003d 7 16, and then after the second point of the condition is fulfilled, we get the number 7A 16. The correct option is the fourth.

The unified state examination in the Russian language contains a question in the first block of tasks, the wording of which is not entirely clear to most graduates. The test taker must determine in which of the sentences a grammatical error was made, namely, syntactic norms are violated. In some cases, the answer is obvious, and the graduate intuitively chooses the answer based on his “unconscious” knowledge of the language. The hardest part is for those of the guys for whom the language is not native, and they began to study it later than the others.

About 20% of those tested with this task, one way or another, do not cope. So, in order to protect yourself from this error in the lightest block of the exam - part A, you need to decide what syntactic norms are. To do this, you must first recall the broader basic definition.

What is syntax and what do linguistic norms have to do with it?

To answer this question, one must digress into the structure of the language itself. She most of all resembles a layered cake. It has several layers - sections, the knowledge of which must fit tightly to each other in the student's head so that he sees the big picture. That is why, already from the 5th grade, the study of the subject occurs in stages. Until the seventh grade, as a rule, children get acquainted with morphology - the section on parts of speech. In high school, syntax is studied in more depth. Naturally, other sections (phonetics, vocabulary, stylistics, etc.) cannot be ignored. But without knowing these two “whales” - morphology and syntax, it is impossible to understand grammar.

The laws according to which words are combined into meaningful linguistic segments are considered in the syntax. Sentences and phrases do not appear if the units of which they are composed are sketched in random order. In order to express a certain thought, we all unconsciously use certain linguistic laws. Each of us, while still a preschooler, mastered the bulk of these rules. For example, that a character in a sentence is most often indicated by a word in the nominative case. Long before the child is explained what declension is, he already actively uses it: "Mom, buy me a toy!" Naturally, he does not understand that he used the word "toy" in an indirect case. This happens because speech and its norms are copied by the baby from the conversations of others. And yet, as soon as the child built his first sentence, he began to use syntactic norms. These are the very laws that strictly regulate the rules for constructing sentences, as well as phrases.

The most "invisible" mistakes in the task A5

The list of all the laws of combining words in sentences within one article is quite difficult to fit. But let's look at the most difficult cases. Let's start with concepts like alignment and control. In the USE tests in the Russian language, many do not see an error in this version:

• Andrei waited all evening and called his girlfriend.

In this example, syntactic rules related to control are violated. The first of the homogeneous predicates "waited" does not fit the word "girlfriend". According to the linguistic norm, both verbs in this case should govern it. If this does not happen, then it is necessary to rearrange the phrase so that each predicate is combined with a word in the appropriate case. Pronouns help us with this:

• Andrey was waiting for his friend all evening and called her.

Another difficult case of management is the correct use of prepositions. Some of them, especially derivatives (thanks to, in spite of, according to, etc.) are appropriate to use only with words in the dative case. Others, for example "during", "in continuation", "in conclusion", are combined only with the R. of the item. The form of the preposition "upon arrival" generally needs to be remembered. A somewhat exotic form for modern colloquial practice is the only correct one. Grammatical errors are cleverly hidden in such sentences:

• Everyone who could went home.
• Those who like to read have a good imagination.

In these complex sentences, the word "who" is combined with the plural verb. But the syntactic norms of the Russian language indicate to us that in this case a singular verb is needed. The rating of the most "invisible" mistakes includes an incorrect combination of a verb and a noun. Such cases are numerous. But the most common options are:

• It is difficult to distinguish parts of speech from words that are spelled the same.
• Maria said she would miss us.

In the first case, the verb “to distinguish” requires the construction of “what from what”. In the second, the form of the pronoun "us" with the verb "to miss" is used incorrectly. That's right: miss us. Naturally, not all syntactic norms require careful study. But paying attention to them and repeating the main ones when preparing for the exam is completely superfluous.