Single speech mode

One of the most important tasks primary school- the formation of speech skills of students. Development of their thinking. Cognitive abilities.

Basic speech development work junior schoolchildren is carried out in the lessons of the Russian language and reading. However, in order to maintain the level of speech culture, and even more so to raise this level. We need a common front in the struggle for literacy and culture of speech in the classroom in all academic disciplines and in extracurricular work - a single speech regime.

The culture of speech is an integral part of the general culture. High literacy and culture of speech is a culture of thinking, a culture of mental work. It is possible to achieve high literacy and culture of students' speech only under the condition of persistent and systematic work on the speech of students by the entire teaching staff. In this regard, each teacher is obliged: 1) to monitor his speech: the teacher's speech is a model for students; 2) closely monitor the speech of students, achieving its consistency, coherence, literary correctness; 3) demand from students clear, if necessary detailed, answers with evidence; 4) new words encountered in the explanation teaching material, write on the chalkboard, explain their meaning, pronunciation and spelling; 5) recommend students to keep dictionaries with new words explained in the lesson.

It is quite understandable that maintaining the rules of the regime is not yet a solution to the problem. In particular, it is necessary to compile lists of words - terms in all disciplines. For elementary grades, this may include, for example, the words:

Russian language and reading

Paragraph, address, alphabet, fable, unstressed (sound, syllable), library, newspaper, vowel (sound), pronoun, unpronounceable (consonant), ending, case, saying, subject, proverb, subject, preposition, sentence, adjective, prefix , story, dividing (sign), Russian, fairy tale, predicate, dictionary, consonant (sound), declension, poem, noun, suffix, stress.

Mathematics

Arithmetic, expression, calculation, subtraction, division, square, class, mathematics, mass, minute, factor, unknown, numbering, addition, product, rectangle, difference, distance, second, term, addition, sum, table, triangle, multiplication, quotient, numerator.

The world

Herbarium, hygiene, globe, horizon, calendar, map, compass, space, scale, mainland, microscope, neighborhood, organ, organism, landmark, posture, digestion, soil, nature, space, desert, plain, distance, stem, temperature, thermometer, tundra, excursion.

The so-called "Corner of the Russian language" plays an important role in explaining the unified mode of literate writing and culture of speech. It provides reference material. It includes: 1) the rules of a unified speech mode (option for students); 2) requirements for speaking

("Speak correctly"); 3) requirements for presentation and composition; 4) lists of words in which stress errors are made ("Observe the stress"); 5) lists of words with difficult spelling ("Write correctly"); 6) samples of business papers.

Speaking requirements are presented as follows. The speech of a cultured person should be correct, precise, clear and pure.

1. The concept of correct speech includes literary pronunciation, correct stress, adherence to word order. Correct speech is speech built according to the rules of pronunciation and grammar.

2. Accuracy of speech - This is, first of all, the correspondence of the words used in speech, its content. Accurate speech is speech that most faithfully expresses a thought, characterizes an object, etc. For example, to characterize a shack, crumbling from old age, from a number of words close in meaning (ancient, dilapidated, old, etc.) A. Pushkin chooses the adjective shabby6

Our dilapidated hovel

And sad and dark.

Using another definition, for example, ancient, we will express the thought inaccurately, since the word ancient does not define what is destroyed, becomes worthless, but what belongs to the distant past.

3. Speech can beclear, if we know what we are going to talk about and the language, i.e. we have a sufficient vocabulary and know grammar. The clarity of speech is disturbed by the misuse of words, for example, prepositions (from school), their omission, the use of sentences that can be understood in two ways, etc.

4. Pure speech - this is speech, free of unnecessary words: so to speak, well, you know, you know, in general, in fact, etc.

Any speech by a student in a lesson, at a meeting, outside of school must meet the same requirements. It must be remembered that oral presentation- this is a short essay. It should have a short introduction, a compelling body, and a conclusion.

The main thing in oral speech, as well as in writing, is clarity of thought and literacy.

Remember!

Worry about someone, reproach for something, wonder at something, confidence in what, worry about someone, blame for something, surprised at something, faith in what. A pair of boots, boots, stockings; many apples, saucers, towels; but, a pair of socks, tomatoes, tomatoes, kilograms, nursery; drivers, accountants, elections, contracts; but, director, inspector, doctor; to put on (what?) a coat - to dress (whom?) a child, to play a role - to matter.

Right

It's raining again. He got lucky. Get your bed ready. Are you getting off? (From the bus, carriage). Best, worst. I go, go.

Not properly

It's raining back. He got a lift. Take apart the bed. Are you getting out? (Get out?). Better, worse. Drive, drive.

Once these expressions have been mastered, the rubric can be updated. Words from this heading are included in competitive dictations and spelling olympiads, knowledge of special terms is tested in the classroom.

Alphabet, indulge in, was, was, collar, depot (not), prey, quarter, kilometer, case (with declination), death (cattle), coat, repeat, put, portfolio, subject, chain, dash, shofёr , chauffeurs, seamstress, sorrel, etc.

Additional material for the "Corner of the Russian language". The lists below are divided into two word groups. The first group includes words that cause difficulties for students in terms of stress and pronunciation, the second group includes words with difficult spelling. In addition, within the second group, one should distinguish between the words provided by the program (they are mandatory for assimilation. They are worked out in connection with the study and repetition of the material in the classroom, and words that are not included in the program. But they are often found in textbooks (children get to know them in extracurricular time).

Lists of words are drawn up at school (in classrooms) in the form of wall tables - posters. This presentation of words is designed for their visual perception. However, this does not mean that the proposed lists are only "present" in the class. These words require daily work.

Words with difficult spelling are included in vocabulary dictations. When several words have accumulated that can be combined into thematic groups, coherent texts are compiled with such words (compositions based on key words). For example, with the words station. The carriage, the attendant, and other students can compose a story on the topic "At the station".

VIII – IVclasses, you can offer exercises in the selection of related words, synonyms and antonyms for these words, in the formation of other parts of speech from the proposed words.

The main purpose of the proposed lists is to provide material for working on the pronunciation and spelling of difficult words.

I Class

2nd half of the year

Speak correctly: alphabet, watermelon, indulge in, run, run, gate, prey, call, iskra, kilometer, glue, whooping cough, konura, climb, shop, nasal, repeat, portfolio, sow, chick, owner a pinch, a storey, an apple, a manger.

Write correctly: vO RO hit, ga zeta, de zhurny, forI am c, hellov go toa Ra ndash, klass , ToO lhoz, toO Rand dor, toO ditch, lO pata, ma wand on, minute, mO lO co, MO well,O daddy, na lto, pe cash, nO court, pa bota, russian, witha pog, sO tank, sO rock, te trad, tram wai, xO RO sho,eh tazh.

II Class

1st half of the year

Speak correctly: watermelon, gate, blizzard, cases (many cases), dossyta, zhavoronok, drought, cocoa (does not change), kilometer, glue, kennel, lie down, lie, okon (6 windows), repeat, put, portfolio, simple, simple shell, belt, repair, back, shell, sweeter, listen, slippery, burn, glasses (5 glasses), tablet, shoe.

2nd half of the year

Speak correctly: quince, watermelon, pampering, collar, in front, give, dossyta, envy, pantry, glue, flap, museum, nap, okon (6 windows), brocade, petelya, pidzhak, glider, you repeat silos, carpenter, tractors, shoe, cement, tire, sorrel.

1st quarter

Write correctly: v friend,v place, around, re swarm tomorrowa k, ka empty, toa rtina, ka rtofel, apartment, rooma SoO tomka, toO stum, cra beer, crO vat, crO ToO dil,TO rasnaya square, forestT nand tsa, ma Ga zine, ma lina, monthI am c, mO lO current, MO skovsky Kremlin, people,O GO genus, nO ne doorkeeper, pO the floor, the laste tomorrowa , Ra barrel, pa sthenie, russ cue.

2nd quarter

Write correctly: a ba zhur,a kvarand mind,all her,app etit, ba lkon, bass ein, bO feces, ina rut, ine Te wounds, ine rstak,ow evo, sune mb, sune mnadts at,vp ravo,tue we dig, ga zeta, gra fin, dand ktant, yellow, forI am c, hellov go toa band no, toa arrow, toall section, me lodia, me thatll , mand zinee c, mill ion, mand shura, mO TO cand cl.

3rd quarter

Write correctly: ma pra rin, ma Te Rand al, me distance, mand zinec , mill ion, regiona to, rega st, na rtand zan, nass azhir, na trand from, na duck, ne nsand about ner, ne pvO class nickname, pe Reu kaz, nO please pshe face, pa chum, ra step,R odand USol dates, subb ota, tO varish, urO zhai, he modan, he tverg, he spite hundred, chuv live, wa lash, we then shoss e.

4th quarter

Write correctly: Toa band no, toall ektiv, kO Rand dor,O twice, hordee n,O fand cer, perr he, pla stand lin, pass kaz, rass toya, pa nte ska, re vO lucand i, pe mont, pe spubland ka,Ross iya, witha lat, se kunda, sta dand he, subb reland k, tO pore, tractO p, tram wai, trall eibus, fO nare, ughT bol, xokk her, cand pk, he ramukha, wO ToO fret, ue cloth.

III Class

1st quarter

Speak correctly: agent, alphabet, arrest, gram, decimeter, contract, document, production, leisure, jasmine, burns, obviously, conspiracy, loan, loan, calls, calls, orvolgae, katalogram, kabalogram, kabalogram, kabalogr kilometer, glue, whooping cough, combiner, more beautiful, strong - hard, lie down, lie down.

Write correctly: a ba zhur,a grO nom,a kvarand mind,akko rde he,acc urate,all her,appe tit,a rtill eria, ba yang, be cut, ina se lin,vd how, inO runoff, de cabrio, toa nava, toa empty, toa rtofe eh, toa curtain, sq.a rtira, rooma that crO vat, lest face, ma Ga zine, ma lina, me th, mO lO current, na genus,O weight,O GO genus.

2nd quarter

Speak correctly: little - pomolu, little, youth, oba - both, both, both, about both, both - both, both, both, about both, alder, case (with declination), case (cattle), coat. (not inclined.), brocade, paphota, feud, before (preposition), before (the front of something), before, before, about before, pidzhak, glider, two by two, congratulations, wormwood. equal, briefcase, sheet, protocol, percents.

Write correctly: all the same, agea st, ga ppO nom, gO Rand umbrella, dand scand plina,before svand Denmark,before svand tribute, drebe squeezee dand face, signa me carrier, toa va lehrand I, as if, somehow, toallie graphy, toolle ktiv,O cucumber,O pex,O sina, ne juice, nand about ner, nO years, nO mand dor, nO ne doler, pshe face, stainand tsa, pa chum, ra sthene, pass current, se November, subb ota.

3rd quarter

Speak correctly: slasari, listen, burn, small, stalks, glasses, carpenter, stool, takhta, flows, tokari, at the same time, tractors, shoe, surname, chlopok (plant), cotton (blow), cement, spine, hot centner, chain, dash, seamstress, helmet, chauffeur, sorrel, manger.

Write correctly: la don, le yte nantes, mass a, policeman, momore welnik, nai memory,O bee dand nenie, na land gardener, pO stingth hundred, timess ki, nI am Tand class nickname, tO varish, tra mwai, tre bee grader, fe liar, xokk her, he mO given, he tverg, chusun tvO vat, a little - a little, silk, wis eating twelve, shefst vovat, school - inte rnat, wO ToO well,the ex course,eh le ktrO WHO,eh lecterO stanzand i, unn at,but: Yubut st, ubut sha, young.

4th quarter

Speak correctly: agent, atlas (collection of geographic maps), atlas (material), athlete (for "athlete"), first, pothole, ice, ice, dispensary, documentary, leisure, conspiracy, light up, orchard, cabbage, and , flounder, catalog, quarter, pantry, self-interest, cooking, little food, museums, numb, hate, nearby, booze, glider, rust.

Write correctly: a tueO mO bill, ba drywall, band years, ina rut, inO kzal, de zhurny, dand rector, toa le Ndar, toO lhoz, toO ma ndir, kohm unist, toO cmO navt, class , mebe l, me two, me thatll , O dinineteen at, na lto, passa fat, nO rtret, pute procession, pe vO lucion, Poss iya, witha fierce,sl eva , cn rava , Te le background, trall eibus, fa milia, wis eating on thedts at.

IV Class

1st quarter

Speak correctly: watermelon, athlete (for "athlete"), grams, cousin, contract, document, prey, leisure, zhavoronok, jasmine, burns, it seems, loan, borrow, light up, call, call, installer, and engineers, catalog, quarter, kilograms, kilometer, whooping cough, combiner, kennel, more beautiful, lie down, lie down.

Write correctly: a tueO mO bill,a Gand t-point,a grO nom,acc uray,all her,akko rde he,appe tit, ba drywall, ba Toa leia, bal ( evening with dancing), ball (mark), ba Ra ban, band bland about teka, band years olde rbrod, ina rut, ina trushka, ine land rank, ine lO Withand ped, inand trine, secondly, inozz vanie, inO kzal, inO Withe mnadts at, inO Withe mb de sit inO Withe mb honeycomb, vra container, gO Rand umbrella, gramm atica, gra fin.

2nd quarter

Speak correctly: waste paper, painter, small, nasty, nasty, oba - both, both, both, about both, both - both, both, both, about both, alder, sedentary, deadlift, about triumph (fall), fall , brocade, before (preposition), before (the front of something), before, before, about before, pidzhak, glider, congratulate, two by two, portfolio, handwriting, protocol, sheet, percents.

Write correctly: dve nadtsa th, dand rector, until svand Denmark, Inge ner, inte creepy, toa le Ndar, toand lO gramm , ToO ma ndir, kO mbine, kO nstand tutsand i, toO cmO navt, kO erased, toO tlO van, anyone, le yte nantes, ma vzO lei, slowyenn oh me thatll , mand zinee c, mand land cand about ner, na ass, na by heart, na left, na right, na Withe lumpy, not at all, not at all, ne slowyenn O.

3rd quarter

Speak correctly: revolver, sagger, silos, you will burn, skolkikh, case, stolkikh, glasses, carpenter, stool, ottoman, TV viewer, flowing, tokari, now, tractors, shoe, ugovo, cotton (plant), farf ridge, want, want, at least, cement, centner, chain, dash, seamstress, helmet.

Write correctly: O bO rona,O dinn twelve,O once, nass azhir, nO rtret, pra wite flavors, pre dse giver, pre red, pute procession, pe vO lucion, Poss iya, witha fierce, witha mO summer, svO boda,With to do withe th hour, frome cre container, se eighteen, semb de sit, withe mb honeycomb, se rzhant, sand drove, dreamsa , WithO Re innovation, cna rta Toand hell weda zhenie, subb otnik, suvorO vec, swhat tchik, sb there is.

4th quarter

Speak correctly: atmosphere, was, was not, was, was not, verba, locked up, to death, forgiveness, evil, for evil, more beautiful, wet (mucus), phlegm (dampness), hate, not far away, oat, ease, whiten growth, shell, mignonette, yell, orphan, orphans, so much, stunned, stubby, oh stunned, pathfinder, grouse, beehive, hives, harness, junk, ear, surname.

Write correctly: Withe th hour, frome good day, righta , sta dion, sta nok, ta reel, te le visor, te le gram, te le background, thosenn is, te feather, oudand creep, controla stubble, mustachea db ba, yst ny, morningyenn hic, teachingst vovat, he rny, whatst nO , chuv live, shesT eleven, sixb de sit, poleb honeycomb, woss e, ue cloth,eh exam,eh excursion,eh kska vator (earth-moving machine),eh sca lator (moving staircase), ynn at, but: un awn, un osh, un th.

Write correctly!

Continuously: close, together, to the left, together, instead of to the right, in general, like, fill it up, dry, dark, up, above, forever, back, left, right, by heart, not possible, half an hour.

Apart: without asking, tirelessly. All the same, to a dead end, see you tomorrow, goodbye, goodbye, still, as if, in a good way, on the fly, not for anything, not with anyone, not for anything, with no one, two, two, by patronymic (by name and patronymic), in turn.

Through a dash: secondly, firstly, thirdly, all the same, a long time ago, because of, from under, barely - barely, heat - a bird, somehow, somehow, somehow, from where - then, in our way, in a new way, in Russian, half a sheet, half of Moscow.

Use words correctly!

Not properly: month of August, loaf of bread, go into the room, will you go? (from the bus, trolleybus), wait for the tram, always, for free, in vain, instead, play hide and seek, lay stones, for good, it is raining back, put on a dress, be late through the rain, what do you want? what do you want to say?

Right: august, loaf, loaf of bread, enter the room, but: climb the stairs, are you going out? wait for the tram, wait for the tram, always, for nothing, in vain, instead of, play hide and seek, put stones, completely, again (again) it is raining, dress the child, but: put on a coat (fur coat, hat), feel good, but: feel warm, take off your coat, be late because of the rain, what do you want? What do you want to say?

As you can see from the above materials, each academic quarter has its own list of words. This division is, of course, conditional, just as the lists themselves are conditional to a certain extent. The teacher can make changes to them (with the exception of the words provided by the program). At the same time, one must remember: the more words a student learns, the richer his speech becomes, the easier it will be for him to learn, the deeper and stronger his knowledge and skills in all subjects will be. The path to knowledge lies through the assimilation of words.

United Russia has set up four groups to monitor the implementation of high-profile laws. The results of this work will be presented in the form of a report to President Vladimir Putin.

Today at a press conference of the party, Secretary of the General Council of United Russia, Deputy Speaker of the State Duma Sergei Neverov explained that some of the laws in question are of a framework nature, including at the regional level. "These are important, resonant documents, the passage of which in parliament caused resistance from various groups," the parliamentarian explained.

To more closely monitor the implementation of laws, the ruling party created four monitoring working groups and invited experts and activists to take part in this work.

"The result will be joint reports that we will present to our president," Neverov said. At the same time, the groups will work both at the federal and regional levels.

The Secretary of the General Council also called on candidates from United Russia to take part in this monitoring. According to him, it is important for the ruling party to convey to the head of state what instructions should be given to the government and regional authorities in order for all the necessary mechanisms to work.

The sphere of interests of the working groups will include amendments to the law on trade aimed at supporting domestic producers, laws in the field of ecology concerning the creation of forest park green belts around major cities and megacities, as well as issues of reforestation. In addition, United Russia members intend to monitor the implementation of the law on the involvement of unused agricultural land in the turnover. "If any adjustments are needed, they will be carried out," Neverov promised.

As for the law on the fundamentals of state regulation of trade activities, its adoption was not easy for parliament, since it had to overcome significant opposition.

To monitor the implementation of laws, the party created four monitoring working groups

"The amendments limit the growth of the retail network's remuneration to five percent of the price of food products, whereas before it was 10. At meetings held in the regions, we are told that local producers are faced with the fact that chains are trying to bypass these restrictions and, in fact, , leave everything in its place, "Neverov explained.

According to the head of the State Duma Committee on Security and Anti-Corruption Irina Yarovaya, United Russia will conduct monitoring together with the Federal Antimonopoly Service.

"Our allies in this process are producers who find it very difficult to find a public plane and declare that they are forced to cheat," the parliamentarian said. At the same time, there is no talk of revoking the license of retail chains, but if there are "malicious violations", the ruling party will return to this issue.

The second block of laws concerns ecology and preservation of the forest fund. "The amendments to the Forestry Code also met with opposition from a number of timber merchants. They spoke out primarily against the creation of a register of unscrupulous forest tenants, those who, contrary to their obligations, are not engaged in reforestation," Neverov noted. At the same time, he stressed that the norms of the law should not become an instrument of unfair competition. "In the same block, questions about the creation of forest park zones around our cities, the so-called" green shields ", - added the parliamentarian.

Finally, another important document for many regions is the law on the inclusion of unused agricultural land in the turnover. "It is important to prevent abuse, to understand the readiness of each region to conduct an objective and understandable monitoring of how such lands are cultivated or not, how many such lands are there in the region," Neverov summed up.

A unified speech mode is a system of requirements that regulate the activities of participants in the educational process in order to provide conditions for optimal speech development of students. This system involves the observance of speech norms by all participants in the educational process, the upbringing of a speech culture and a culture of literate writing of students in the classroom in all subjects of the curriculum and in the system of extracurricular activities.
Students' speech should be expressive, which is achieved by a variety of vocabulary, richness of grammatical structure, appropriate use of emotionally colored means of speech.
For the speech culture of students, such skills as the ability to listen and understand the speech of the interlocutor, to be attentive to the statements of others, the ability to pose a question, take part in the discussion of the problem, etc. are also important.
The success of work to improve the culture of speech of students depends on the coordinated activities of the entire teaching staff of the school, on how the uniform requirements for oral and written speech students and teaching staff.

1. Normative documents

1.1. The Regulation "On the Unified Speech Regime of General Educational Organizations of the Vologda Oblast" has been developed in accordance with the following documents:
- the federal law dated December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (with subsequent amendments);
- Order of the Ministry of Education and Science of the Russian Federation dated 06.10.2009 No. 373 "On approval of the federal state educational standard for primary general education"(With subsequent amendments);
- Order of the Ministry of Education and Science of the Russian Federation of December 17, 2010 No. 1897 "On approval of the federal state educational standard of basic general education" (with subsequent amendments);
- Order of the Ministry of Education and Science of the Russian Federation of 05/17/2012 No. 413 "On the approval of the federal state educational standard of secondary general education" (with subsequent amendments) - hereinafter referred to as FGOS SOO;
- order of the Ministry of Labor and social protection Of the Russian Federation dated October 18, 2013 No. 544n "On approval of the professional standard" Teacher ( pedagogical activity in the field of preschool, primary general, basic general, secondary general education) (educator, teacher) ”(with subsequent amendments).

2. Purpose of the Unified speech mode

2.1. The main tasks and goals of the Unified Speech Mode:
- observance by all teachers and students of the literary norm in the field of spelling, grammar, spelling, punctuation and calligraphy;
- mastering interdisciplinary concepts and methods of action (for example, the formation and development of the foundations of reading competence, types of speech activity in all academic subjects, improving the skills of working with information in the process of studying educational subjects);
- combining the efforts of all teaching staff of educational organizations to prepare students for oral exams, final essays, as well as the creation of essays and detailed written statements as part of the intermediate and final certification of students;
- competent design of site materials educational organization, documents and visual aids.

3.1. The powers of the administration of the educational organization include:
- coordination of work on the introduction of the Unified Speech Mode;
- inclusion of questions about uniform requirements for oral and written speech of schoolchildren in the work of pedagogical councils, in the system of intraschool control;
- organizing the exchange of experience among subject teachers and holding joint meetings methodological associations dedicated to the issues of improving the culture of speech of students;
-development of requirements for keeping notebooks, checking work, types and number of tests, works on the development of speech, including issues of monitoring compliance with the Unified Speech Mode in the provision on intermediate certification of students.
-implementation of control in order to comply with the Unified Speech Regime by students and teaching staff (Article 28 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation").
3.2. The objects of control can be the verified activities and content elements at the intermediate and final certification of students.
3.3. The object of control over the implementation of the Unified Speech Mode by teachers of educational organizations can be the results of the state final certification of students, professional competitions, certification of teachers.
3.4. The methodological association of teachers of the Russian language and literature heads and coordinates the work on the implementation of the Unified Speech Mode in the general educational organization.
3.5. Pedagogical workers are obliged to:
- keep any documentation in accordance with the requirements of the Unified Speech Mode and in accordance with spelling and punctuation norms, other norms of the Russian literary language;
- ensure that all materials (announcements, stands, newspapers, chalkboard notes, presentation materials, etc.) comply with spelling and punctuation norms, and other norms of the Russian literary language.
3.6. Pedagogical workers should pay special attention to lexical work with students, instill skills in working with a book, including reference books, dictionaries. In educational activities, it is necessary to use tables, posters with in difficult words for each section curriculum, stands "Write correctly", "Love and know the Russian language", "Do we speak correctly?"

4. Requirements for speaking and writing

4.1. Requirements for students:
4.1.1. Any statement of students in oral and written form (a detailed answer to a specific topic, report, description of a physical or chemical experience, a review of a friend's answer, etc.) should be evaluated taking into account the content of the statement, logical structure and speech design.
4.1.2. Students should be able to:
... speak or write about a topic, respecting its boundaries;
... select the most essential facts and information to reveal the topic and the main idea of ​​the statement;
... present the material logically and consistently (establish cause-and-effect relationships between facts and phenomena, make the necessary generalizations and conclusions);
... correctly and accurately use linguistic means to formulate an utterance;
... build a statement in a certain style (colloquial, scientific, journalistic, etc.) depending on the purpose and situation of communication (in a lesson, meeting, on an excursion, on a hike, etc.);
... answer loudly, clearly, observing logical stress, pauses and correct intonation;
... make out any written statements in compliance with spelling and punctuation norms, cleanly and accurately.
4.1.3. A statement that follows:
... pronunciation and stress rules;
... rules for the use of words in accordance with their meaning, enshrined in dictionaries, and the peculiarities of use in various styles of speech;
... rules for the formation and change of words, as well as the formation of phrases and sentences in accordance with the requirements of grammar;
... spelling and punctuation rules, no mistakes are made in the spelling of the studied terms, capital letters in geographical names, in the names of historical events, in proper names writers, scientists, historical figures and etc.
4.2. Requirements for teaching staff.
4.2.1. During the educational process, teaching staff should:
- show in the classroom samples of correct, expressive, clear, precise, clean speech;
- systematically plan the activities of students aimed at developing the skills necessary to work with the text (table 1); speaking and writing skills (table 2); skills and abilities related to the search for information and bibliographic data (table 3);
- correctly and accurately, in legible handwriting, make all the entries: on the board, in the journal, diaries and notebooks of students;
- to promote knowledge of the culture of speech, speech etiquette among schoolchildren and their parents.

UNIFIED SPEECH MODE is a system of requirements that regulate activities

participants in the educational process in purposes securing conditions for optimal

speech development of students. This system assumes that ALL

participants in educational process speech norms, education of speech culture,

competent design of all materials, documents, visual agitation in the institution.

Mother tongue in comprehensive school not only the subject of study, but also a means of teaching the basics of all sciences, therefore, it is necessary to coordinate the efforts of the entire teaching staff to implement a single mode of culture of speech and literate writing in all spheres of the life of the educational institution.

Here is the conclusion reached by the authors of the Methodological Recommendations for Teachers: "Analysis of statistics showed low practical literacy of the examinees. Spelling and punctuation norms are mastered mainly at the level of skills, and by the end of schooling, students' skills do not turn into literate writing skills."
Is it a matter of knowledge? No, this is a matter of general culture. More precisely, the general lack of culture in which our children live and study. The widespread expansion of profanity undermines the existing system of speech norms.

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QUESTIONNAIRE

1. 38 teachers of Russian language and literature from 19 schools of the district took part in the survey

1. What is the meaning of the concept "adherence to a single speech regime»?

1. Are you aware of regulatory or advisory documents covering issues?

If so, which ones? Do you use them in your work?

1. Do you complysingle speech modev educational process Your educational organization? (If so, how is this achieved? If not, what is the reason?)

1. What kind effective approaches and methodscompliance with a single speech regime Do you know?

1. How, in your opinion, can you evaluate the educational achievements of students in the Russian language from the positioncompliance with a single speech regime?

1. Your suggestions for the organizationcompliance with a single speech regimein educational organizations.

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Unified speech mode at school

Metasubject teaching of the Russian language by language teachers: using texts from different subject areas in Russian language lessons, developing and conducting optional linguistic courses on the language of the media, the Internet, family communication, etc., carrying out extra-curricular linguistic work covering different spheres of life (design and research activities, class hours, lyceum days, thematic weeks, etc.)

Problems recognized and not recognized by teachers, misunderstanding of one term or another, grammatical construction, misreading of the conditions of the assignment, interfere with the successful study of the corresponding school discipline by schoolchildren ____________________________ Only their purposeful regular work with schoolchildren will contribute to overcoming the named problem

What to do? to form in subject teachers a value orientation on the importance of such work, to offer teachers a clear and logically structured content of it, to stimulate its systemic fixation and reflection. Such types of work provide an updated, uniform speech regime at school, corresponding to the modern social order.

A unified speech mode is a set of measures aimed at the formation of universal skills that provide speech, linguistic and socio-cultural competencies and contribute to the creation of a unified educational environment.

Coordinators and organizers of meta-subject teaching in the RL in the educational space of the school language teachers (with the support of foreign language teachers)

The goals of introducing the concept of a SINGLE SPEECH MODE to promote the implementation of state policy in the field of preservation, development and dissemination of the Russian literary language; facilitating professional growth teachers of the Russian language and literature of all types of educational institutions (preschool, school, secondary specialized and higher); promoting the diffusion of successful teaching technologies school subjects in Russian; creating conditions for the realization of the creative potential of teachers of the Russian language and literature to improve the quality of teaching and learning of the Russian language and literature in the Russian Federation; creating conditions for the implementation of subject, metasubject and personal results among students in the Russian Federation; creation of a single developing educational environment both within a separate organization and in a network of schools.

Universal methods of systemic language work of subject students Preliminary work (before the lesson): analysis of the linguistic aspects of the material that will be studied in the lesson (highlight terms, other words and constructions from the text of the paragraph that can cause difficulties for students in perception and memorization). Preparation of assignments that stimulate work with the language of the subject. Preparation of etymological information about terms within the framework of this topic

Working with the language of the subject in the lesson. Some areas: determining the meaning (meanings) of a word using a dictionary or without a dictionary, conveying the meaning of a particular phrase (fragment of text) in other words, searching for words-terms that are used in a different meaning in other sciences or everyday speech (biology: transcription - transfer of genetic information from DNA to RNA), replacement of symbols and abbreviations found in the text in full words, comparison of the meanings of words from the text with the meanings of related words, if confusion of meanings is possible (history: clerk, clerk, clerk, deacon)

Work in the lesson: supervision by the teacher, fixing the typical mistakes of schoolchildren in the use of terms and various verbal constructions used when answering the topic of the lesson (geography: "America" ​​instead of "USA", "place of birth of oil" instead of "oil field"), accurate correspondence of students' answers to the question asked by the teacher, preservation of the original meaning during retelling, paraphrasing, correction of grammatical, stylistic and other errors, inadmissible formulations ("a polysemous word is when a word has more than one meaning").

Lesson work: discussion and application of mnemonic techniques. Russian language: Drive, hold, watch, depend, see, hear and offend, and still endure, twirl, hate and watch. Ivan gave birth to a girl, ordered to drag the diaper.

Language work, stimulating interest in the subject, the use of linguoculturological material, which is of an entertaining nature, connecting the language of the subject with stories from the lives of scientists and other famous people, traditions and customs of the people, conducting games, quizzes related to the language of the subject.

After the lesson: reflection of language work in the lesson What tasks did the schoolchildren complete more successfully, which caused the greatest difficulties? Will you continue to work on the linguistic problem raised in the lesson? Opportunities - in extracurricular activities (for example, design and research)

Meta-subject teaching methods of the Russian language contribute to a better assimilation of special terminology, understanding of the texts of assignments, definitions, more efficient search for the necessary information, memorization of rules and theorems, the development of speech in the lessons of the subject, increased motivation in teaching the subject, and the development of research skills. A single speech mode at school is the key to the success of students in solving the tasks of the exam and olympiads

Preview:

on the organization of compliance with a single speech regime

In educational institutions of the Gus-Khrustalny district

A unified mode of literate writing and culture of speech (spelling mode) in a general educational organization (hereinafter referred to as the Organization) is a system of uniform requirements for all, implying strict observance by all teachers and students of the literary norm in the field of spelling, grammar, logic, spelling and calligraphy; competent design of all materials, including materials on the website of the educational organization, documents and visual aids; systematic correction of all mistakes and shortcomings in the oral and written speech of students with the obligatory follow-up work on the mistakes made; a system for mastering terms and special combinations in all subjects of the curriculum; system for keeping notebooks, etc. “... the observance of a single speech regime at school requires the upbringing of the speech culture of students by the joint efforts of all teachers. The requirements for compliance with norms in Russian language lessons must be supported both in lessons in other subjects and in the system of extracurricular activities " .

For the organization of a unified speech mode in the Organization, it is recommended to take into account a number of requirements set forth in these guidelines.

I. Development of students' speech

One of the meta-subject outcomes of student learning educational program general education - the ability to consciously use speech means in accordance with the task of communication to express one's feelings, thoughts and needs; planning and regulation of their activities; proficiency in oral and written speech, monologue contextual speech . Any statement by students in oral and written form (a detailed answer to a specific topic, report, description of a physical or chemical experience, a review of a friend's answer, etc.) should be evaluated taking into account:

2) logical construction;

3) speech design.

Students should be able to:

Talk and write about the topic, respecting its boundaries;

Select the most significant facts and information to reveal the topic and main idea of ​​the statement;

Present the material logically and consistently (establish causal relationships, build logical reasoning, inference (inductive, deductive and by analogy) and draw conclusions) ;

Correctly and accurately use linguistic means to formulate an utterance;

Build statements in a certain style (scientific, journalistic, colloquial, etc.) depending on the purpose and situation of communication (in a lesson, conference, meeting, excursion, etc.);

Answer loudly enough, clearly, observing logical stresses, pauses, correct intonation, pronunciation rules;

Make out any written statement in compliance with spelling and punctuation norms, accurately, in legible handwriting.

1) the rules of pronunciation and stress (in oral statements);

2) the rules for the use of words in accordance with their meaning, enshrined in dictionaries, and the peculiarities of use in various styles of speech;

3) the rules for the formation and change of words, as well as the formation of phrases and sentences in accordance with the requirements of grammar;

4) rules of spelling and punctuation (in written statements); no mistakes are made in the spelling of the studied terms, capital letters in place names, in the names of historical events, in the proper names of writers, scientists, historical figures, etc.

Students' speech should be expressive, which is achieved by a variety of vocabulary and grammatical structure, the appropriate use of emotionally colored words.

For the speech culture of students, such skills as the ability to listen and understand the speech of the teacher and other students, to be attentive to the statements of the participants in communication, the ability to pose a question, to take part in the discussion of the problem are also important, which characterizes one of the personal results of mastering the basic educational program - the formation of a communicative competence in communication and cooperation with peers, older children and younger age, adults in the process of educational, socially useful, educational and research, creative and other activities ... Students should possess the skills of various types of reading (expressive, aloud and silently, etc.), semantic reading, which is defined as understanding the purpose of reading and the choice of the type of reading (selective, introductory, viewing, studying) depending on the purpose .

II. Notebooks for student writing

2.1.1. The main types of classroom and home written work of students are educational work, which include:

exercises;

abstracts of primary sources;

abstracts;

plans and lecture notes for teachers;

plans for articles and other materials from textbooks;

essays and written answers to questions;

compilation of analytical and summarizing tables, diagrams, etc. (without copying ready-made tables and schemes of textbooks);

fixing observations in nature;

various types of working notes and sketches in the course and results of laboratory (practical) work (without copying the corresponding drawings from the textbook in the notebook).

2.1.2. To control the quality of mastering the program or achieving the planned results of mastering the educational program, current and final written tests are used. Current control works are aimed at checking the assimilation of the studied and verified program material; their content and frequency are determined by the pedagogical worker when drawing up a work program, taking into account the specifics of the subject, the degree of complexity of the material being studied, as well as the characteristics of students in each class. For carrying out current control works, the teacher can assign the whole lesson or only part of it.

Final control works are carried out:

after studying the most significant topics of the program;

at the end of the academic quarter, half a year.

Organization and control over all types of written work is carried out on the basis of uniform requirements for oral and written speech of students.

2.2.1. To complete all types of educational work, students must have the required number of workbooks for each subject.

2.2.2. For tests, special notebooks are allocated, which are stored in the Organization throughout the school year and are given to students for analyzing the results of the test and performing work on errors in them.

2.2.3. To carry out work on the development of speech in the Russian language and literature (writing essays and presentations), starting from grade 5, students must have separate notebooks, which are stored in the Organization throughout the school year and issued to students for doing home essays and presentations, works in them over the bugs.

In middle school:

Although the number of presentations in each class is not defined by the standard, this type of activity for mastering the content of a work of art and exercises for developing speech is mandatory. It seems advisable to plan at least 2 statements in V-VI grades, 3 - in the VII-VIII grades, in the rest of the classes, it is recommended to present different types (detailed, short, selective, with elements of commentary, with a creative task) at least once a quarter.

2.3. Students must carry out all notes in notebooks in compliance with the following requirements:

2.3.1. Write in a neat, legible handwriting.

2.3.2. Uniformly carry out the inscriptions on the cover of the notebook: indicate what the notebook is intended for (for work in the Russian language, for work on the development of speech, for laboratory work in physics, etc.), class, number and name of the organization, location of the school, surname and student name.

Notebook

for works

on literature

student 8 "A" grade

MBOU SOSH №1

Ivanovo

Ivanova Ivan

It is recommended to sign student notebooks for test papers as follows:

Notebook

for control works

In Russian

student 9 "A" grade

MBOU SOSH №1

Ivanovo

Ivanova Ivan

It is recommended to sign student notebooks for speech development work as follows:

2.3.3. Observe the fields. In notebooks for most objects, the fields are placed on the outside. In cases where the work is checked according to several groups of criteria and / or more than one grade is given for one work, it is advisable to provide fields on both sides of the page and use them to mark not only the shortcomings, but also the merits of the student's work in accordance with the assessment parameters.

2.3.4. Indicate the date of completion of the work in numbers in the margins (for example, 09/10/14). In Russian notebooks, the day and month are written in words in the form of the nominative case (for example, the Tenth of September), a full stop is not put at the end of the record.

2.3.5. Indicate on a separate line the place of work (classroom or homework), the name of the lesson topic, as well as the topic of written work (statements, essays, practical and other works).

2.3.6. Indicate the number of the exercise (for example, Exercise 35), tasks, or indicate the type of work performed (plan, outline, answers to questions, etc.).

In notebooks for tests and works on the development of speech in the Russian language and literature, the type of work is written from the red line and the line below - its name, the full stop is not put.

For instance:

The same applies to the designation of short-term work performed in ordinary notebooks.

2.3.7. Observe the red line.

2.3.8. Do not skip a line between the date and the title, the name of the type of work and the title, as well as between the title and the text in Russian notebooks. In notebooks in a cage (according to literature, etc.) in all these cases, skip only 2 cells.

Between the final line of the text of one written work and the date or title (name of the type) of the next work, skip 2 rulers in the notebooks in the line, and in the notebooks in the cage - 4 cells (to separate one work from another and to give marks for the work).

2.3.9. Carry out neatly underlines, drawings, legend with a pencil or pen, if necessary - using a ruler or compass.

2.3.10. Correct mistakes as follows: cross out an incorrectly written letter or punctuation mark with a slanting line; part of a word, word, sentence - with a thin horizontal line; instead of strikethrough, write the letters you want, words, sentences; do not enclose misspellings in parentheses.

2.4.2. Presentations and essays on the Russian language and literature, as well as all types of tests in subjects are checked by all students. Inspection of these types of work by teachers is carried out in the following terms:

2.4.3. In the checked papers in all subjects, teachers need to note and correct the spelling, punctuation, speech and grammatical errors made by the students.

2.4.4. When checking works on the Russian language and literaturethe teacher notes and corrects the admittedspellingerrors, guided by the following modern guidelines:

“In the spelling technique, there are several ways of fixing spelling errors in students' notebooks: 1) the error is underlined by one line, crossed out and corrected; 2) the error is underlined, crossed out, but not corrected; 3) denotes a part of a word in which there is an error, for example:4) all the word that contains an error is underlined, for example " prose "5) no underlining is made, a conditional sign of a spelling error is put in the margins (in the previous cases, a spelling error is also put on the margins).

The method of fixing spelling errors is chosen by the teacher depending on the purpose of the work (it is teaching or control). When checking test papers, as well as presentations and essays, the first two methods are used. When performing the training exercises, all of the above methods of fixing errors are used. The sequence of their application is determined by the goals of teaching students the ability to find and correct mistakes. The first method shows how to mark, how to cross out, and how to correct mistakes; the next one teaches how to correct an error; the third way is to find and correct an error in a particular morpheme; the fourth one teaches how to find errors in a word, and the fifth one teaches a number of words in a line.

Not all students master the above skills at the same time, therefore, in the same work, the teacher will use different methods of fixing mistakes for different students, but during the school year it is necessary to guide all children through all the methods of fixing. " .

Other errors can be recorded similarly.

2.4.5. Errors made by students in the work on the Russian language or literature, the teacher marks on the margin of the notebook with certain conventional signs (I - spelling error, V - punctuation, F - factual, L - logical, P - speech, G - grammatical, Z - violation of paragraph division).

2.4.6. When applying criteria-based assessment of written works on any subject, it is advisable to use the system legend(abbreviation, designation criterion number, capital letter, corresponding to the keyword of the criterion or position of the assessment, etc.) the merits and demerits of the student's performance in accordance with the criteria.

2.4.7. Underlining and correcting mistakes, as well as giving marks, is done by the teacher with red paste (red ink, red pencil, red gel or capillary pen).

2.4.8. Having checked the dictation, presentation or essay, the teacher first counts and writes down the number of errors by type, then gives a grade. The entry might look like this: 1 - 0 - 1 "4"

2.4.9. When applying criteria-based assessment of written works in any subject, involving the summation of the points given for each criterion, at the bottom of the work it is necessary to indicate what points the student received for each criterion, and total amount points. A score is given next to it. If necessary, it is possible to indicate the percentage of work completed. The entry might look like this: 1 + 0 + 1 + 2 = 4 b. "4"

2.4.10. When checking the texts created by the students, it is recommended to write a comment, mini-review, etc. , which contributes to the organization of feedback and work to improve the written ... The teacher can write a mini-review of creative work with a pen of a different color. Written commentary by the teacher of the strong and weaknesses the text created by the student, recommendations for its improvement can be placed both under the given grade, and on a separate sheet placed in the student's notebook.

III. Compliance with the speech regime by pedagogical workers

The teacher must demonstrate quality speech, the main characteristics of which are the following: correctness, accuracy, consistency, relevance, richness and expressiveness.

1.1. The correctness of the speech of the teacher, i.e. his observance of the norms of the Russian language is an important factor in consolidating the language norm in the speech of students.

In particular, its implementation in the teacher's oral speech plays a special role in the formation of standard Russian pronunciation in students. In this regard, attention should be paid to the teacher's strict adherence to orthoepic norms - stress norms, especially in a group of words, the control over the mastering of which is submitted for the final certification in the Russian language (Appendix 1). It is advisable to single out in the presented list thematic groups of words that are regularly used in teaching a particular subject, and organize systematic work on the corresponding group as part of the study of the subject.

Grammatical norms should also be consistently implemented in the speech of a pedagogical worker. The pedagogical worker, within the framework of his subject area, also has the opportunity to pay attention to those forms and structures that are subject to mandatory study and subsequent control during the current and final certification of students (Appendix 2).

1.2. The accuracy of speech ensures the adequacy of its content and is ensured by the use of the word in its meaning, which is enshrined in explanatory dictionary... Learning communication involves especially Attentive attitude to this requirement, since non-observance leads to the appearance of errors in the presentation of educational material. The frequency error, in particular, is mixing consonant words that have different meanings. Words that cause difficulty in choosing one of them, taking into account the content of a particular statement and subject to control at the final certification, are also presented in a separate list (Appendix 3).

Erroneous use of words and constructions from the lists given in the appendices in the speech of a pedagogical worker is especially unacceptable and can lead to the leveling of the work of a language teacher in the formation of subject competencies of students.

1.3. Consistency of speecha pedagogical worker consists not only in the ability to construct a logically consistent presentation of educational material, but also in the accentuated use of means of logical communication, transitions from one thought to another. This is what should make the logic of presentation accessible and noticeable to students. Typical linguistic means of logical connection are shown in Appendix 4.

It is indicative that one of the most popular types of speech in the practice of educational communication is reasoning, and at the same time it is this type of speech that causes significant difficulties for students in the course of its production, which is regularly noted by members of the Federal Subject Commissions of the Unified State Examination in various subjects ... Meanwhile, the pedagogical worker has the opportunity, within the framework of his subject, to demonstrate samples of speech built according to the thesis - proof - conclusion model, thus consolidating the metasubject skills of students.

1.4. Relevance of speechteacher, i.e.the correspondence of speech to the topic of the message, communication situation, the composition of the audience, its personal and psychological characteristics, as well as educational and educational tasks, is the key to successful pedagogical interaction, the emergence of feedback. The correct choice of language means, focused on the interlocutor, the ability to adequately convey the content, justifying the expectations of the communication partner, harmonizes communication. The inconsistency of the speech of the pedagogical worker with this criterion can lead to the emergence of speech and interpersonal conflicts - to misunderstanding, undesirable emotional effects, tension in speech communication.

1.5. The richness of speech - the variation of means of expression, the presence different ways expressions of the same content is a necessary quality of the teacher's speech, since he is dealing with an unformed linguistic personality: insufficient vocabulary and speech development students may not be allowed to adequately understand a particular expression or word in a teacher's speech. The richness of speech will provide a replacement for an incomprehensible unit and avoid misunderstanding.

1.6. An important characteristic of the speech of a pedagogical worker, focused on the implementation of subject-subject relations with students, is also dialogicity - the expression in speech by means of the language of interaction with students. The presence in the speech of a pedagogical worker of signs of dialogue (question-answer constructions; rhetorical questions and appeals; pronouns of the 1st person plural(we), 2 persons (you) and verbs in the appropriate forms, etc.) contributes to the creation of an atmosphere of discussion, stimulates the participation of the audience in the conversation.

The listed characteristics (correctness, accuracy, consistency, relevance, richness and expressiveness) should become the subject of introspection of the activities of the pedagogical worker, as well as the object of quality control of the speech activity of the pedagogical worker in the general educational organization.

The administration of the Organization must direct, coordinate and control the work on the implementation of a unified speech regime in a general educational organization. It is necessary to include questions about the uniform requirements for oral and written speech of a general educational organization in questions for consideration at pedagogical councils, in the system of in-school control, organize an exchange of experience among subject teachers and hold joint meetings of methodological associations / departments dedicated to improving the speech culture of all participants in educational relations ...

Annex 1

Orthoepic norms

Nouns

agent, alphabet (from Alpha and Vit), airports ( motionless stress on the 4th syllable), BANTS (), BODY ( vin.p., only in this form singular h. stress on the 1st syllable), accountant ( genus.p.mn.ch., motionless. stress on the 2nd syllable),religion (from faith to confess),citizenship, dash (from German, where the stress is on the 2nd syllable), dispensary ( the word comes from English. lang. through the French language, where the blow. always on the last syllable), agreement, document, leisure, heretic, blinds (), significance ( from adj. significant), X ( im.p. plural, fixed stress), catalog ( along with the words dialOg, monolOg, necrolOg, etc.), quarter ( out of it. lang., where the stress is on the 2nd syllable), kilo meter ( in a row with the words centimeter, decimeter, millimeter), cones, cones (motionless stress on the 1st syllable in all singular and plural cases.), self-interest, crowns (motionless stress on the 1st syllable), flint, flint (hit. in all forms on the last syllable, as in the word fire), lecturers, lecturers (motionless stress on the 1st syllable), ski tracks, localities (genus mn.ch., in a row with the word form of honors, jaws, but news), garbage chute ( in the same row with the words gas pipeline, oil pipeline, water pipeline(motionless stress in all singular forms), Adolescence ( by adolescent), partner ( from French. lang. where the blow. always on the last syllable), briefcase, handrail, dowry, call (in a row with the words calling, recalling (ambassador), calling, but: Feedback (for publication)), percent, beets, orphans (im.mp.mn.ch., stress in all forms of the plural. only on the 2nd syllable), means (named after M.P. ), statuya, tableYar (in one poison with the words malYar, doYar, shkolYar), convocation, customs, cakes, cakes (motionless stress on the 1st syllable), cement, centner, chain, scarves (motionless stress on the 1st syllable), chauffeur ( in a row with the words kioskier, controller), sorrel, expert (from French. lang., where the stress is always on the last syllable)

Adjectives

correct ( short app. r.), long-standing, significant, more beautiful, most beautiful, bleeding, kitchen, dexterous, mosaic, wholesale, vision (short app. f.s., in a row with the words smudge, fuss, chatter ..., but: voracious), slate ( formed from slavery)

Verbs

pamper ( in a row with the words indulge, spoil, spoil ..., but: the balloon of fate), take-take, fight-take, take-take, take-take, turn-on-turn on, turn on, turn on, join-in, break in-rush, perceive-perceive, recreate-recreate, hand-hand, drive chase-chased, kind-good, get-got-got, wait-wait, call-get through, get through, dose, wait-waited, live-live, seal up, take-busy, busy(for a key, for a lock, etc.), call-callA, call-call, call, call, exclude-exclude, exhaust, klast-kala, glue, hiding-hiding, bleeding, lie-lied, pour-lila, pour-lil , overstrain-overstrain, name-called, tilt-tilt, pour-poured, pluck-narwhal, litter-filth, start-started, started, started, call-call, make-it-easier, make it easier, -ObOted, cheer up-tore off, cheer up, cheer up-cheer up, sharpen, lend-lend, anger, cover up, surround-surround

SEAL ( in a row with the words form, normalize, sort); call-call

WATER-WATER, PUT-PUT, UNDERSTAND-UNDERSTOOD A, SEND-SEND, ARRIVAL-ARRIVED-ARRIVED-ARRIVED, ACCEPT-DRINKED-PRIORED, FORCE, RIP-RAPED, DRILL-DRILL-DRILL, CREATE-REMOVED, CREATED, CREATED, CREATED, CREATED rip-rip, litter-sort, clean-clean, speed up, deepen, strengthen-strengthen, scribble, pinch-pinch, click

Communion

spoiled, turned on, turned on, driven, bent, busy-busy, locked-locked, populated-populated, spoiled, feeding, bleeding, begging, having acquired, haunted, acquired, infiltrated, infiltrated encouraged-encouraged-encouraged, exacerbated, definite-definite, disconnected, repeated, shared, understood, tamed, tamed, lived, removed-removed, bent

Gerunds

pampering, sealing, starting, starting, giving, raising, understanding, arriving

Adverbs

in time, white, top, bottom, bottom, dry, envious (in the sense of the predicate), zAgoda (colloquial ), dawn, dusk, old, more beautiful ( adj. and adverb. in compare Art. ), navErh, over-long, over-long

Appendix 2

Grammar norms

The main grammatical norms subject to compulsory study at school and subsequent control include the following:

Forms of nouns (potato peelings instead of cleaning, etc.);

Forms of adjectives' forms ( darker instead of darker, etc.);

Forms of pronouns (not theirs, and theirs, etc.);

Formation norms of verb forms, participles and gerunds ( will recover instead of recover, burst instead of burst, made instead of done, etc.);

Subject-predicate coordination (modelsThose who ..; whoever ..., everyone ...; one of…; none of those who ...; many of those ... who ... ("who, if not nature itself, taught ...");coordination of a subject expressed by a combination"Row + n." and predicate;

Agreement uncoordinated applications;

Coordination of a definitive turnover with a combination of words;

Coordination of a subject and a compound nominal predicate in a sentence built according to a model"Noun. - this is n. ";

Management with prepositionsupon completion, upon arrival, upon completion, upon arrival;

Management with prepositionsthanks, according to, in spite of, due, like;

The norms for the use of homogeneous members, participles and participles in a simple sentence;

The norms for constructing a complex sentence;

The norms for constructing a complex sentence (the place of the clauses in a complex sentence; the use of an index word in the main part complex sentence; construction of a complex sentence with an explanatory clause attached to the main part of the union to , union words which, which; building a sentence with two definitions (error- and turnover + subordinate clause)building a sentence with additions (error -indirect addition + additional subordinate clause (explanatory) ";

Standards for the construction of a non-union proposal;

Norms for constructing sentences with direct and indirect speech (citation in a sentence with indirect speech).

Appendix 3

Dictionary of paronyms

Subscription - subscriber

Addressee - addressee

Reckless - beloved - infinite - unsightly -

impenetrable

Grateful - grateful

Weekday - everyday

Experienced - former - former

Breathe in - breathe in

Age-old - eternal

Great - majestic

Upper - supreme - riding

Top up - top up - top up-fill

Remembrance - Reminder - Mention

Impressive - Impressive

Shake it out - shake it out - shake it off - shake it off

Selection - selection - selection

Choose-choose

Benefit - profitability

Giving - Giving - Transfer - Giving

Separation - separation

Select-detach

Wait - wait - wait-wait

Payment - payment - payment - payment

Pay - pay - pay - pay back - pay

Clay - clay

Yearly - Yearly - Yearly

Proud - proud

Binary - double - dual - double - double -

doubled

Effective - valid - effective

Busy - business - efficient - businesslike

Diplomatic - diplomatic

Disciplinary - disciplined

Solid - kind

Trusting - trusting

Rainy - rainy

Brutal - tough

Life-giving-alive-animal-tenacious

Life - everyday

Barrier - Barrier - Barrier - Barrier - Barrier

Decrease - decrease - decrease

Pay – pay

Fill - Fill - Overflow

Difficult - embarrassing

Initiator - instigator

Sound - sonorous

Evil - evil - evil - evil

Sparkling-playful-gambling-gambling

Skillful - artificial

Source - Outbound

Stony - stone

Comfortable - comfortable

Equestrian - equine

Root-stocky-root

Colorful-dyed - dyed

Buttered - oily - oily - oily

Put on - put on

Availability - cash

Print-print

Submit - Submit

Ignorant - Ignorant

Innocent - innocent

Impenetrable - impenetrable - unsightly

Intolerant - impatient - intolerant

Snippet - snippet

To embrace - to embrace

Fence-fence-fence

Limitation - limitation

Limit - demarcate - demarcate

Single - lonely - single

Hail - response

Dangerous - dangerous

Selecting – choosing

Selective - qualifying

Shy away - shy away

To distinguish - to distinguish

Difference - Difference

Shake off - shake off

Memorable - memorable

Endure - endure

Transient - carryover - transient

Sandy - sandy

Weeping - weeping - deplorable

Selection - selection

Fake - craft - prank

Fit - like

Place (s) - place (s) - fit (s)

Local - landowner

Top up - fill

Get old - outdated

An act is a misdemeanor

Honorable - respectful

Festive - Idle

Practical - Practical

Provide - submit

Representative - Representative

Submission - provision

Recognized - grateful

To humiliate - to humiliate

Problematic - problematic

Production - productive

To prophesy - to read

Angler - fisherman

Fishing - fishing

Vocabulary - verbal

Resistance - Resistance

Comparable - Comparative

Antique - old

Glass - glass

Hearty - well-fed

Lucky - Lucky

Mention - Reminder

Get old-old-old

Royal - royal - reigning

Whole - Whole - Whole

Central - centralized - centrist

Effective - effective

Effectiveness - efficiency

Linguistic - linguistic - lingual

Appendix 4

Typical linguistic means of logical connection

See, for example: Zinin S.A., Novikova L.V., Gorokhovskaya L.N. Methodological recommendations on some aspects of improving the teaching of literature (based on an analysis of the typical difficulties of graduates in completing USE assignments). - M .: FIPI, 2014.