Option P6
A1. A is written in place of the gap in the words:
uh...wait
tv...rets
irritate
tangent
welcome...give a puppy
A2. It is written E in place of all gaps in the rows:
o...open the door, protect...the wall
follow someone, move the bed
defuse the situation, light...candles
freeze with delight, flutter in the wind
wicked plan, unbearable oppression
A3. Double consonants are written in words:
long ha(l, ll)rea
interesting disk(s/ss)ia
company dealer
ra(s,ss)read by hand
Belarusian goods
A4. It is written O at the place of the gap in the words:
Borovich...k
cheap goods
canvas
lit a candle
conductor
A5. Indicate the rows in which the same letter is written in place of the gaps:
akat...i, disinfection...
to... the south, fell on his back...
filming, the bread is hot...
un...play, pre...Yunsky
ped...institute, these messengers...
A6. It is written And in place of all the gaps in the rows:
cherry, oh happiness...
frost...c, heavy...
rubbish...nka, give everything to Marie...
with the opportunities that have opened up, on the seaside...
blacksmith, trusting...
A7. A/Y is written at the place of the pass in the examples:
the horses slumbering, melting the snow,
they are ticking notebooks, offended by a friend
pumped out water, sighted gun sight
a deflated car, a tight bite...in
carpenter fixing cabinet, torn page
A8. It is written NOT separately in all cases in the rows:
(not) thinking about the consequences, (not) should talk about it
(not) big, but bright picture; light (not) off
still (not) finished work, absolutely (not) disciplined student
(not) curled curls, (not) reserved character
look (not) worse than others, signed (not) reading
A9. It is written NOT in place of gaps:
Relatives never...(1) never...(2) visited Andrei, although he never...(3) invited them. Wherever... (4) look, signs of the coming of spring are visible everywhere. Who... (5) scolded Tatyana for making a hasty decision!
A10. The words are written with a hyphen:
(many) sectoral economy
cross (crosswise)
(on board) engineer
New York streets
(according to) European
A11. The highlighted words in sentences are written together:
Today Same) it will be raining.
The room no longer looked as gloomy as (on) the eve.
(B) consequence Due to persistent rain, the long-distance hike was postponed to Sunday.
(At first Frosts expected in November
(B) given silhouettes of a historical building of the 18th century were clearly visible in the steppe.
A12. A dash at the blank space must be placed in sentences:
The light of a star is like the first tear.
Life without truth is not life, but a painful existence.
Saving a friend is the highest honor.
Now nothing was visible: neither mountains, nor sky, nor earth was visible.
Humor is the wit of deep feeling.
A13. Which sentences use punctuation like the pattern below (note that no punctuation is included)?
[..., | adverbial phrase| , ...].
Nikita jumped off the porch and rushed headlong to catch up with his friend.
The city, shrouded in the hazy morning air, faintly silvered under the wing of the plane.
Seagulls wander around the shallows with their beaks open and only occasionally cry out hoarsely.
The finished jewelry, made according to the sketches of the same restless stone-cutter, sparkled on the black velvet.
The engineer quickly picked up a large bouquet of flowers and began to make his way to the road.
A14. Indicate the sentences in which the highlighted words (phrases) are introductory (note that punctuation marks are not included):
On the road we however pleasant surprises were expected.
Zhenya hardly I could do it again.
She Seems strived to achieve the impossible.
According tomanuals this decision will be the only correct one.
Negative impact of environmental factors on human health undoubtedly.
A15. A comma in place of all gaps is placed in the following sentences:
My companion admitted __ that no one __ had ever seen such an abundance of game _ and added __ that these places are excellent for hunting __ and for tourists to relax.
The sun was at its zenith and its hot rays unbearably burned my back and arms and legs and face.
The wind died down _ and we finally had the opportunity to take a walk by the sea _ and we took advantage of it with pleasure.
In that place there was an impassable windfall _ and the jointed stems of horsetail _ noticeable from afar _ seemed to us from here like staves from an Egyptian ornament.
Soon after sunrise, a cloud came in and a sharp wind blew.
A16. Punctuation marks are placed correctly in sentences:
The militia brought Andrei to the forest where the trucks were parked and where the dressing station was located.
Rostotsky felt so awkward and unpleasant with Boris that when the guest looked at him after dinner, he pretended to be asleep.
When Pierre left and everyone came together, they began to judge him, as always happens after the departure of a new person, and, as rarely happens, everyone said only good things about him.
By the end of the day the rain stopped and the wind began to noticeably subside.
Several years passed and circumstances brought him to that very place.
A17. Indicate non-union sentences in which a colon is placed in place of the gap, since between the parts they add explanatory relations:
Peter knew for sure that new meetings with Evgenia awaited him ahead.
From the window a wonderful picture opened up: under the wing of the plane, either mountains or the endless outlines of the sea coastline slowly floated by.
I didn’t want to talk - the noise of the engine kept drowning out the voices.
Kirill raised his eyes upward - the hot summer sun was shining over the forest.
The smoky sun is rising - it will be a hot day.
A18. Indicate sentences with correct punctuation of someone else's speech:
“We will definitely meet you,” Peter said with joy, “fate itself favors us.”
According to A.P. Chekhov: “An idle life cannot be pure.”
Academician M.V. Nechkina believes that “the wives of the Decembrists delved into the reasons for the exile of their husbands.”
- The wave is about to break our boat,” Marina said with fear in her eyes.
“Show yourself to me, faithful friend,” Alyonushka asked: “I want to see you.”
A19. A comma in place of all gaps is placed in the following sentences:
Here the townspeople held both carnivals and sporting events.
The feeling of falling in love comes suddenly like a gust of wind.
He was known as the best dentist in the city.
The sea __ like milk __ this evening.
Mom __as the doctor stated__ correctly identified the symptoms of Grinka’s disease.
A20. Indicate the numbers of spaces in place of which you need to put a comma:
It happened __(1) that Valka got into trouble with his father for some pranks, but__ (2) if he scolded his son seriously __ (3) he soon walked away and calmed down __(4) and Valka became unbearably ashamed __ (5) he respected father and did not want to cause him grief.
A21. Indicate the words in which consonant sounds are deafened:
smash
puff
carrot
hand over
splash
A22. Synonyms for phraseological units Babel are the expressions:
extreme disorder
huge crowd of people
turmoil
unbearable noise
organized group of people
A23. Indicate the words that are divided into morphemes correctly:
mountainous
like a man
det-och-k-a
landing
pea
A24. What morphological and syntactic features correspond to the word highlighted in the sentence:
Us opened picturesque panorama of mountainous terrain.
beginning form - open
perfect view
transition
in the indicative mood
3rd person shape
A25. The correct statements are:
Verbs without a postfix SYA(SYA), in Russian are called irrevocable.
Nouns do not change according to gender.
Participle washing is a verb form wash.
From the verb look it is impossible to form the present passive participle form.
In a sentence " Today, contrary to forecasts, there is not a drop of rain" no predicate.
A26 Speech norms are violated in the following sentences:
The result of the country's first game at the World Hockey Championship greatly disappointed its fans.
Practical materials are used to sew jackets.
There were chairs for guests everywhere.
I respect Bazarov because he knew how to defend his own point of view.
The question should be asked point-blank.
A27. Give examples in which the forms of all words are formed correctly:
three friends
many beliefs
looked younger
more than five hundred brochures
children put on pajamas
A28. Syntactic norms are violated in the following sentences:
When we go to a store or market to buy groceries, we often think not only about the cost, but also about the quality of the goods.
The disc contained songs composed by the author over the last year that we purchased.
Our company's employees go on vacation not only in summer, but also in winter.
The trail leading to the tent was barely visible.
Text for tasks A29 – A32 and B1 – B4
1. If you have already decided on an educational institution for your child, do not waste time and look for an intelligent tutor for the heir. 2. Internet filled various offers of educational services. 3. You can easily find a specialist in any subject: from higher mathematics and Chinese to cross stitch. 4. But how can you distinguish a real professional who can give your child the necessary knowledge from a money-hungry dropout?
5. Inexperienced teachers are very easy to identify. 6. These are primarily those who offer an incredibly wide range of services: from preschool education to classes with students. 7. The main indicator of assessing the quality of a teacher is a high percentage of admissions among his former students. 8. However, you will have to evaluate the qualifications of your tutor yourself.
9. If you hire a teacher without following the advice of friends, you have the opportunity to evaluate the level of his qualifications. 10. First of all, find out everything about the level of teaching experience of the teacher, since even the most upscale the specialist may simply be unable to explain the subject to the child or may not understand the requirements of the entrance test.
11. “Practice shows that an individual approach to a student ensures 80% of the success of classes. 12. Therefore, most professional tutors prefer to give individual lessons. 13. If a person says that he also conducts group classes, this is a reason to think about it. 14. It is possible that such a teacher is not responsible for the quality of his services,” explains Elena P., a chemistry tutor with 25 years of experience.
A29. Read the text and determine which of the following statements does NOT correspond to its content:
Today you can easily find a specialist in any subject
An individual approach to the student ensures a high percentage of lesson success
An indicator of the quality of a teacher is a high percentage of admissions among his former students
Group lessons are a guarantee of the quality of the tutor's teaching
You will have to evaluate the tutor’s qualifications yourself.
A30. Indicate which of the following characteristics correspond to this text:
scientific style of speech;
journalistic style of speech;
type of speech - narration with elements of description;
type of speech - reasoning
the purpose of the speech is to convince readers that it is necessary to approach the issue of choosing a tutor for a child carefully, taking into account many indicators confirming the competence and qualifications of the teacher.
A31. Indicate the linguistic means by which the 7th and 8th sentences of the text are connected:
pronoun;
synonymous replacement;
lexical repetition;
same word order.
union
A32. Indicate the lexical characteristics that correspond to the word highlighted in the 10th sentence:
used in the meaning " amateurish"
used in the meaning " very good specialist"
synonym - empirical
synonym - " highly professional"
antonym - " inexperienced"
Part B
IN 1. From quality form the short masculine form of the adjective in the 6th sentence _____________________________________________________
AT 2. Find a phrase with a subordinating connection in the 8th sentence agreement. Write out the dependent word from it ___________________________
AT 3. Determine which member of the sentence is the word highlighted in the 2nd sentence. Write the answer in I.p. ________________________________________
AT 4. Find the word in the sentence below that has a spelling error and, correcting the error , write it down in the form in which it is used in the sentence. _________________________________________
School graduates face a difficult time: they will have to devote the first month of summer to exams .
AT 5. Determine the ways of forming words and establish correspondence between the columns of the table:
A. redevelopment
B. some
V. floody
G. super successful
D. check-in
1. prefix
2. suffixal
3. postfixal
AT 6. Establish a correspondence between the columns of the table by determining whether one or two letters H are written in the gap:
A. All the horses were horseshoe...s local blacksmith.
B. Broken... the bench ruined the whole view in the yard of the new house.
V. Girl scared...oh looked at us.
D. Villains, as a rule, are narrow-minded and restrictions .
D. During the competition he demonstrated amazing... strength.
1. two letters N are written in the full passive participle - the form of a perfective verb.
2. two N is written in an adverb formed from an adjective with two N.
3. two N is written in a short adjective formed from a full adjective with two N.
4. two N is written in a full adjective formed from a noun with a productive stem in N.
5. one letter N is written in the passive participle, used in a short form.
AT 7. Determine what parts of speech the words highlighted in the sentence are and establish a correspondence between the columns of the table:
A. Yesterday I finally I learned that Danka carefully hid his grandfather’s notebook.
B. Grishka was waiting, When they will start playing the piano behind the wall.
V. House, which built in 2013, it turned out to be under the jurisdiction of the Ministry of Internal Affairs.
G. Bye We walked towards the village, the sun hid behind the horizon.
D. At school everyone decided that the meeting was an asset after all must be carried out.
1. union
2. adverb
3. pronoun
4. particle
AT 8. Match the sentences with their characteristics:
A. Often you don’t believe that you can do what seems in your imagination.
B. Nikolai woke up when the birds were already singing outside the window and the sun was shining brightly.
Q. According to a film expert, the film “Moscow Doesn’t Believe in Tears” was filmed here.
D. Wheat has already been sown this year, but corn, a more heat-loving crop, must be sown much later.
1. simple complicated
2. complex non-union
3. compound
4. complex with sequential subordination
5. complex with homogeneous subordination
6. complex with different types of communication
6
A1
345
A2
245
A3
245
A4
A5
124
A6
A7
A8
A9
235
A10
245
A11
123
A12
A13
A14
134
A15
A16
134
A17
A18
134
A19
A20
134
A21
235
A22
A23
234
A24
A25
124
A26
235
A27
A28
245
A29
A30
245
A31
A32
245
IN 1
wide
AT 2
your his
AT 3
tale
AT 4
dedicate
AT 5
23212
AT 6
51234
AT 7
22314
AT 8
4513
ABOUT CENTRALIZED TESTING
Is paper provided for working notes (draft paper)?
During centralized testing for all exams in educational institutions, paper for working notes is issued to applicants in the required quantity.
Will a tenth grader be able to pass the CT?
No. A tenth grader does not have the right to participate in centralized testing.
Is it possible to pass the CT without a passport by presenting a notarized copy?
No. During testing, the applicant must have an original identification document (passport, residence permit, refugee certificate).
Is it possible to go to the toilet during CT?
Yes. You are taken to the toilet room. However, the output is a minus of your time allotted for testing.
Does an applicant have the right to make comments (during centralized testing) on the content of the tests?
Applicants' comments on the content of pedagogical tests are included in the protocol for conducting centralized testing in the classroom, indicating the number of the pedagogical test version, the number of the task and the content of the comment (see Chapter 7, paragraph 58 of the Regulations on DT).
Questions from applicants regarding the content of pedagogical tests are not considered in the classroom.
In what language is centralized testing on the history of Belarus conducted?
Applicants have the right to take specialized entrance tests in Belarusian or Russian (optional).
Applicants who have not studied the history of Belarus can take a test in world history of modern times, except for the profile (direction) of the specialty “history” (clause 16, chapter 3 of the Rules for Admission to Universities).
Do half-correct answers count in Russian?
Yes. In the CT for the Russian language, both completely correct and half correct answers are counted. This applies only (!) to tasks from part “A”.
For a correct answer, the applicant receives 100% of the point, for a half-correct answer - 20%.
Tasks where one extra answer is marked or one necessary answer is not marked are considered half-correct.
Examples:
The correct answers are 2.4. The applicant noted 1,2,4. This is a semi-correct answer, because... there is one error in it: one extra answer is marked (1).
The correct answers are 1,2,4. The applicant noted 1.4. This is a semi-correct answer, because... there is one error in it: one required answer (2) is not marked.
The correct answers are 1,2,4. The applicant marked 2. This is an incorrect answer, because there are two errors in it: two required answers (1 and 4) are not marked.
The correct answers are 1,2,4. The applicant noted 1,3,4. This is the wrong answer because... there are two errors in it: the required answer is not marked (2) and an extra answer is marked (3).
Answers to tasks from part "B" can only be correct or incorrect. If at least one mistake is made in the answer from part “B” (for example, A2B2B3G4 is written instead of A1B2B3G4), such an answer is considered completely incorrect. The same goes for answers with spelling errors (for example, an incorrect suffix instead of a correct suffix).
How is a question that has more than one correct answer scored? (1) if not all correct answer options are given; 2) if correct and incorrect answers are given?)
You probably mean the partially correct answers that we use in tests in the Russian and Belarusian languages. Even if you were not able to determine all the correct answers for a particular task, the computer program takes them into account. But you will receive a score slightly lower than if you had chosen all the correct answer options. The same is true if you chose the correct and incorrect answers.
How are CT scores in the Russian language calculated?
Each task has a difficulty coefficient. This coefficient is determined not by the test compilers, but by the applicants. If many applicants completed the task, it has a low difficulty coefficient, and vice versa, tasks that only a small number of applicants managed to complete correctly have a high difficulty coefficient.
Therefore, people with the same number of correctly completed tasks may have different scores. If a person makes mistakes in simple tasks, but completes complex ones correctly, he receives more points.
If an answer in Part B contains a spelling error, will it be counted?
No. The answer (word or phrase) is given in the form (gender, number, case) determined by the conditions of the test task, and in the language chosen for the exam. Spelling errors in the answer are unacceptable.
Testing Center of the Ministry of Education of the Russian Federation
Russian language
OPTIONS AND ANSWERS for centralized testing
Test Preparation Guide
BBK 74.202.5 UDC 37L M20
Tests, Russian language and class. Options and answers for centralized testing - M.: Testing Center of the Ministry of Defense of the Russian Federation, 2003.
Collection “Tests” (options and answers from centralized testing in 2003) - the book presents samples of tests used during centralized testing in 2003 in the Russian language and the Russian language of increased complexity. The tests are compiled in accordance with the minimum content requirements of the draft educational standard. Answers for all presented tests are provided. The structure of the tests is given.
The collection is intended for self-preparation of graduates of general education institutions for final certification and entrance exams to universities, as well as to help teachers and methodologists who use the test method of knowledge control in their work.
ISBN 5-94635-129-Х
© Testing Center of the Russian Defense Ministry, 2003
Commissioned on August 28, 2003. Volume 7.75 p.l. Circulation 70,000 copies. Order 1370.
Printed at the State Enterprise "Zagorsk Printing House" 141300, Moscow region, Sergiev Posad, Krasnoy Armii Ave., 212B
Tel. 547-60-60, 4-25-70, fax547-60-60
INTRODUCTION
The most important feature characterizing Russian education in recent years is the attempt to use modern technologies to assess students' educational achievements. For this purpose, the mechanisms of centralized testing and the unified state exam are used.
Objective assessment of educational achievements is carried out, as a rule, by standardized procedures, during which all students are in the same (standard) conditions and use measuring materials (tests) that have approximately the same properties. This standardized procedure for assessing educational achievements is called testing.
A correctly composed test is a set of balanced test items. The number of tasks in the test in various sections should be such as to proportionally reflect the main content of the subject. The use of test items of different difficulties should ensure equal difficulty of the different test options.
The development of modern pedagogical tests is only possible if there is a large number of test items, the properties of which are determined before the grades are assigned (scaling of results).
Centralized testing assesses the level of preparedness of students on a 100-point scale, taking into account the difficulty and differentiating power of correctly and incorrectly completed tasks.
When assessing educational achievements, the Testing Center uses quite complex mathematical models. You can familiarize yourself with them in the special literature of the Testing Center.
The student being tested should know that the number of tasks he completed correctly does not clearly determine his test score. The difficulties of correctly and incorrectly completed tasks can significantly affect the assessment of test results.
The correspondence between the number of correctly completed tasks and the test score is presented in the diagram at the end of the collection, which was obtained as a result of statistical processing of the results of centralized testing in 2003. The average score for Russia is assumed to be 50.
The test materials and results presented in the collection can be used as some guidelines for preparing for centralized testing in 2004.
The practical use of modern tests of educational achievements gives students the opportunity to objectively assess the level of their knowledge, as well as determine their place (rating) among the many Russian students who have undergone centralized testing. This service is in increasing demand. In 2003, about one and a half million graduates participated in centralized testing. Over half of Russian state universities accept the results of centralized testing as assessments of entrance examinations. Tens of thousands of applicants who submitted centralized testing certificates to the admissions committees are annually enrolled in state universities in Russia.
Technology and methods of centralized testing are widely used when conducting the unified state exam in Russia.
Structure of the Russian language test Developers: Issers O.S., KuzminaNA., Llybina A.T.
Editor: methodologist of the Russian Language Testing Center of the Russian Ministry of Defense Antonova O.Yu.
I. Spelling
1. Spelling of unstressed vowels in roots (checked and alternating).
2. Spelling of unchecked vowels in the root of a word.
3. Vowels -О-/-Ё- after sibilants and -Ц- in roots, suffixes and endings,
4. Vowels -E-/-I- in suffixes and endings of adjectives and verbs.
5. Spelling of unstressed case endings of nouns.
6. Spelling of prefixes pre-/pri-.
7. Spelling -Y- after consonant prefixes and after hissing i-Ts-
8. -Н- and -НН- in full forms of adjectives, participles and derived nouns.
9. Differentiation of spelling-Н- and -НН- in full and short forms of adjectives, participles, adverbs.
10. Unpronounceable consonants.
11. Spelling of voiced and voiceless consonants.
12. Double consonants.
13. Spelling of participle suffixes.
14. Spelling -NOT-with different parts of speech.
15. Spelling -NOT- and -NOR-based on semantic differentiation.
16. Hyphenation of nouns, adjectives and adverbs.
17. Integrated and separate writing of adjectives and adverbs.
18. Spelling of derivative prepositions.
19. Dividing -b- and -b-.
20. -b-after hissing ones.
II. Punctuation
1. Dash in a simple sentence.
2. Punctuation marks for the conjunction I in simple and complex sentences.
3. Punctuation marks for homogeneous parts of a sentence.
4. Punctuation when isolating minor members of a sentence.
5. Distinguishing between introductory words and sentence members. Punctuation marks when isolating introductory words and introductory constructions.
6. Punctuation marks for the conjunction HOW.
7. Punctuation marks in complex and complex sentences.
8. Dash and colon in non-union and complex sentences and with homogeneous members with a generalizing word.
9. Punctuation marks in all types of complex sentences.
10. Standards for formatting someone else's speech. Punctuation marks for direct speech and quotations.
III. Speech culture and stylistics
1. Orthoepic norms.
2. Norms of lexical compatibility.
3. The meaning of the word.
4. Grammar rules.
1. Russian literary language and its styles. Language indicators of styles.
2. Types of texts.
V. General information about the language. Russian language system
1. Basic concepts of morphology.
2. Basic concepts of syntax.
Ministry of Education of the Russian Federation Testing Center
Russian language test No. 1
Instructions for students
The test consists of parts A and B. It takes 100 minutes to complete. We recommend completing the tasks in order. If the task cannot be completed immediately, move on to the next one. If you have time, go back to the tasks you missed.
Each task may have 1,2 or more correct answers. Mark the numbers of the selected answers in the answer form under the number of the task you completed.
A1. -O- is written |
|||
1) tanned |
|||
3) absorb |
|||
A2. -A- is written |
|||
1) charm |
4) size |
||
grumble |
5) engraving |
||
put together |
|||
A3. -Yo- is written |
|||
lit a fire |
|||
ts_cat (hooves) |
|||
A4. -I- is written |
|||
1) jump up |
dozing cat |
||
2) if you send... |
|||
3) glued |
|||
A5. -E- is written in both cases
1) in the thorny network of branches
2) in a garden blooming in spring; for her mother_
3) in front of a blooming rose; in the flickering light
4) roll; shine in white_
5) he will hold out; bushes wine_
A7. -ы- is written
1) notorious
2) super_intuition
3) pre-jule
4) Tsgansky
A8. -N- is written in both cases
1) karmay; laden
2) windy; vareik
3) diffuse; ice cream
4) traditional; be friends ik
A9. -NN- is written in both cases
1) A gilded bow and a large, bronze-forged three-piece guitar appeared.
2) The not-yet-cowed grass spreads from the half-hearted heat, unbearable for a living creature.
3) The aspirations of the best representatives of modern youth are always pure and lofty.
4) The girl went down to the Volga to get some water, but when she looked at the unusually transparent patterned ice, she was enchanted by this beauty: in front of her a frozen garden shimmered with sparkles of the sun
flowers and trees. |
||
A10. Consonant missing |
||
publicity |
4) honor |
|
viceroy |
5) Ren_Genovsky |
|
dermatine |
||
All. The letter denoting a voiceless consonant is written |
||
1) delicious party |
4) woodworking |
|
refined sugar_ |
5) high presti_ |
|
small fish |
||
A12. The double consonant is written |
||
Hypothesis |
4) cavalry |
|
ventilate |
5) symmetrically |
|
passive |
||
A13. -U(-Yu) - written |
||
rumbling |
4) self-adhesive (wallpaper) |
|
2) (dogs) la t |
5) unabating |
|
3) struggling |
||
___________________________________________________________________________________
1. Familiarize yourself with the test program and make a general preparation plan.
The first thing you need to do is make a plan to prepare for classes. Your plan should cover all the topics covered in the DH. You can get acquainted with them in the document from RIKZ “Test specification in the academic subject “Russian language” for centralized testing”. All topics and sections that are mentioned there are used when compiling tests. There is also useful information about the structure of the test: what percentage of the total is this or that section of the Russian language. So, spelling takes up as much as 32.5%! And this is already more than the threshold score. Therefore, she will need to pay more attention. Look through the collections of CTs from past years. Pay attention to how the tasks change from year to year: in most cases, according to my observations, it’s just the wording, the configuration of the test. Of course, you won’t be able to predict what exactly you will come across during the testing itself, but this way you will understand what types of tasks you might encounter on a particular topic.
Determine for yourself how many hours/days a week you will devote specifically to the Russian language. It is advisable that this, of course, not be an hour a week. But don’t push yourself too hard. Adequately assess your capabilities. It’s unlikely that your enthusiasm and motivation will be enough, and there won’t be enough time for daily classes. Provided you work with concentration (you can ask your family to ensure that no one distracts you during these hours of study, as if you were studying with a tutor), I think 1.5-2 hours / three times a week will be enough for you. On the eve of delivery (in April-May) you can increase the volume. But, no matter how much you strive for results, set aside at least one day a week for proper rest.
2. Hang out in a bookstore for an hour or two. Get good benefits.
Nowadays there are a great many manuals for preparing for the CT in Russian. How can you choose from all this variety what will really be useful? I would recommend purchasing the following manuals:
- Russian language. CT for 60 lessons. They already bring together theory and tests in the form of lessons. The language is easy to understand, so this is exactly what you need for independent work. Examples of test tasks are given, but often they are not enough.
In order to study a particular topic well, use...
- Thematic simulator. There, test tasks are grouped by topic. I would recommend immediately, when passing/repeating a topic, to consolidate what you have learned on these test tasks. Don’t rush to decide on all the options right away. Later, when you work with full-fledged variants, you will probably make mistakes. You can also work out these mistakes with the help of a thematic simulator.
- Russian language. Complete collection of tests. There are as many as 50 options there. You will need it in the last months of preparation, when you have already completed everything according to schedule. Then the time will come to “decide”, that is, you will get your hands on something. After this, you will really be able to perform many simple tasks “automatically”. This is good because you will have time to tinker and think hard about something more complex.
- Collections of tests from recent years.
3. If you turn to the Internet, use reputable sources.
More than once I heard children give incorrect answers in class. When asked why they made this mistake, they answered: “I looked on the Internet, it was written there.” I don't want to say that everything is completely wrong there. But there are sites that you should trust, and there are some answers to mail.ru, on which any poor student can register under the nickname of an excellent student and give advice. It’s a dubious idea to rely on such opinions, isn’t it? Here are some sources that I would advise you to use: gramata.ru; "Handbook of Spelling, Pronunciation and Literary Editing" Rosenthal D.E. and etc.
4. Start your repetition with the basics. Move from simple to complex.
Perhaps when you first open a typical version of the DH, you will be overcome with trembling. You may feel scared because of how much you have forgotten and don’t remember. But don't be afraid of it. Yes, the CT version contains everything that you learned over the course of eleven whole years of schooling. But this is more than possible to repeat in a short time. One of my students and I prepared for testing for only 3 months. And he received a result of as much as 85 points! He worked hard for this result. It's not easy, you'll have to work hard. But if you put in enough effort and diligence, everything will work out! Start with simple rules, “warm up your brain.” Slowly increase the pace. Move from simple to complex, gradually. Over time, you will reach the point where you will be able to solve the entire option. By the way, remember this same advice during the testing itself: do not stay too long on a task that causes difficulty. Remember, your time is very limited. First, do everything you know for sure, and then move on to what you need to think about.
5. Immediately practice the theory with practical tasks.
"Learned and practiced. Theory-test. Learned and practiced. Theory-test." This should be your mantra. There's no point in memorizing a rule if you don't know how to use it in practice. Here the thematic simulator, which I already mentioned above, will come to your aid, as well as collections in which tests are grouped by topic. There is nothing new here, but this is the most effective method of assimilation, and it is this that we use in the preparation courses for the DT at the Knowledge Factory Educational Center.
6. Once you practice the rule once, don’t forget it. Repetition is the mother of learning.
It is good to follow the previous point, but this is not quite enough. Memory has the ability to forget information that is not used for a long time. Therefore, when you are working on a new topic, set aside at least 10-15 minutes in class to work through a couple of tasks from the material you have already covered. Always work on your mistakes! Errors are kind of bells that signal to you that you know a little worse. Make sure that next time you complete a similar task correctly.
7. Feel the atmosphere. Go to rehearsal testing. Preferably all 3 times.
Rehearsal testing at universities is carried out three times a year. There you will be able to feel the whole atmosphere, as well as identify gaps in knowledge, because there will be no reference materials or tips at hand. After RT you will be able to adjust the course of your preparation. On the RIKZ website in the “RT” section you can find the dates for the RT in the 2016/2017 academic years. Put it in your calendar and go see them. It's a really good workout. And nerves too.
8. Follow the release of demo versions of tests and consultations from RIKZ.
These tasks are from the holy of holies, from where all exam versions of the CT are compiled. It definitely wouldn’t hurt to take them apart. Each test is accompanied by a detailed commentary from the compilers.
9. Get a couple of lessons from a professional the day before.
It may also be that some tasks, when prepared independently, will still remain misunderstood. Some material is really very difficult to analyze on your own. Under no circumstances should you leave it unprocessed. In this case, you can turn to a tutor for help for a couple of lessons. Clearly formulate the questions, write down examples of tasks that cause you the most difficulty, and first voice them to the teacher. This way, he will be able to prepare in advance to explain exactly what you need, and if you want, he will be able to diagnose your general readiness for DT and give advice on what you should pay attention to first of all.
10. Concentrate on the goal and don't let laziness win. Keep to the schedule.
Yes, a whole year of diligent preparation can exhaust anyone. But don't forget why you're doing it. Don’t let your preparation take its course, otherwise everything you did before will be in vain. But you don’t want that, do you?
P.S. Believe in yourself, but adequately assess your capabilities.
It will take a lot of willpower to comply with all the points. Some people may simply not be able to organize themselves. And that's okay. Don’t blame yourself, because it seems to you that you are “already”, but I say “only” in the eleventh grade. And there is no need to be ashamed of the fact that you still need help. If your family’s financial situation allows it, still contact a professional. Tutors are also good because they also serve as “kickers”: they won’t let you shirk your classes and will keep your preparation for exams on track. For most, this is the best option. Believe in yourself, but if you still doubt it, don’t take risks, hire a professional. Ours will help you with this, where there is a convenient filter for finding a tutor in your area at a price that suits your parents.
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For the first time in my life, I took the Russian language test on June 15, 2014. I have had a higher education for a long time: when I entered, there were regular exams, not central examinations. At the university, at the Faculty of Journalism, I also studied the rules of Russian grammar and stylistics. But since during my work in the media my mistakes were corrected by proofreaders, the knowledge was completely erased from my memory.
In recent years, when I began to carry out copywriting orders, and then teach copywriting, the forgotten began to be missed. Innate literacy, i.e. Nature has not blessed me with good visual memory, so when checking my own and other people’s texts, I have to remember the rules from the textbook. A copywriter is his own proofreader, and students sometimes put commas anywhere and wait for reasonable comments. That's why I decided to repeat the subject using the CT as a stimulus. And in addition to improving my writing skills, it was important for me to get the results of another experiment on independently organizing the educational process.
During my first attempts to fill out tests from previous years, I made from 5 to 10 errors: a typical figure for a high school student who did not prepare specifically for testing. But, unlike the average school student, I was sure that it was quite possible to prepare well for the exam in a short time. The experiment was a success: I passed with 100 points.
What is a “short period” for preparing for the Russian CT?
The manual I used to prepare for the CT I decided that I would take the CT, and for the first time I opened the test preparation guide on April 26, 2014. The last days of April and the whole of May I studied no more than 4 hours a week. It took a little more than a month to read, without stopping at the exercises, “Manual for preparing for mandatory centralized testing” by O. Gorbatsevich, T. Ratko and T. Bodarenko and perform several tests for the previous year. At the end of May, I bought an additional collection of tests for 2008-2012 and from June 1 to June 14 I studied for 3 hours a day, dealing in detail with the most difficult topics and solving tests for different years.
Thus, the total number of hours devoted exclusively to preparation for the DT was about 60; in addition, travel time in transport was sometimes used. All this time I continued to work and fulfill my household duties.
In what ways was it easier for me than for applicants?
If you compare me with a school graduate, then I benefited from the fact that I was not burdened with final exams. During the same period, schoolchildren had only 2-3 days to escape from exam subjects and focus all their attention on the DT. Compared to the average “adult” applicant, I benefited from the fact that I had a free work schedule and an equal division of household chores with my husband: this meant that I could choose the most productive time to prepare for tests. In addition, I took one test, not three.
Others must adapt to their circumstances. This means, most likely, that it will take more calendar days to repeat. On the other hand, if you start preparing in advance, then your knowledge will be more durable. Then the final repetition before testing may take only a few hours.
In what ways was it more difficult for me than for applicants?
They say that with age, the tenacity of memory weakens, and I partly believe this. In addition, I did not have Russian language lessons at school and preparation for the school exam in the same subject. The latter circumstance has both pros and cons. Because school assignments in the subject also allow you to consolidate in your memory the topics presented at the CT.
I had no consulting teachers, no electives, no tutors, and no courses for applicants. Nobody organized my educational process. Although the latter circumstance did not bother me, because it was the technologies of self-organization that I tested on myself.
What can you use from my experience of preparing for the CT?
These are the things that seem to me to be commonly used.
- Maximum program and optimal program
For a test whose results are assessed in points, it is easy to define your tasks in the same units. I had two planks. I wanted to take the maximum: precisely so that I could talk about this result in confirmation of the possibilities of rational self-education. But I consider the goal “100 points and no less” to be counterproductive. In any business there is an element of chance, so, I decided, it was up to me to pass the test with no less than 90 points. In this case, I will be able to share my experience. If it is less, then testing will remain my personal experiment. The maximum program, perhaps, can be the same for everyone: if someone passes the CT with a 100, then you can too. The problem with the optimum. Applicants do not know it as a pragmatically valuable value, because the competition for admission to a specific university cannot be predicted in advance. I think there is no point in practicing forecasts. The optimum is the score that you yourself will consider an achievement: it simply must be higher than your “usual level.” - Motivation
I was motivated by the desire to write this text and then invite those interested to a course on self-organization in their studies. After all, I allowed myself to do this only after successfully passing the test. But besides this goal, which was only indirectly related to repeating the school curriculum, there was also a simple everyday benefit from preparing for the CT. I write custom texts all the time, as well as correct the mistakes of novice copywriters. And constantly checking textbooks while working is a waste of time. As I assume, applicants want to enroll very strongly, and this desire can motivate efforts to prepare for the CT. But it’s impossible to predict in advance exactly what score will be enough for admission, and this is discouraging. Maybe if we more clearly link preparation for tests with acquiring practical literacy, the desire to understand the rules will be greater? True, I don’t know what everyday tasks a test in mathematics or chemistry can be associated with, but I assume that if you find out in advance how a specific science is used in a specific future profession, then you can find meaning in composing chemical equations. Among the factors of motivation, scientists identify: procedural and substantive, emphasizing their importance. In other words, to work with enthusiasm, you need to be inspired not only by future results, but also by the work process itself. I didn’t have any problems with this: I find it interesting to understand how the language works. If there is no such curiosity, and there is still enough time for preparation, you can try to awaken a keen interest in linguistics. If it didn’t work out, well, increase external incentives, come up with additional rewards for studying. - Continuous superficial repetition and in-depth study of difficult sections
As I already said, at first I just slowly read the manual for preparing for the CT. And while reading, I noted which sections seemed confusing and unclear to me. While doing tests at the same time, I noticed questions that I couldn’t answer confidently. The first candidates for a second repetition and study of additional sources were topics that were considered complex both when answering questions and while reading the manual. In second place is something that was not easy to understand when reading. But the “phonetics” section was enough to re-read (and write down the number of letters and sounds) once. It is somehow self-sufficient, and schoolchildren make the fewest mistakes in it. - Repetition sequence
Russian (and Belarusian for those who use it regularly) are perhaps the most practical subjects in the school curriculum. After all, we all write some texts, and writing them correctly is a simple rule of decency. Therefore, all conscious applicants see the value of the “spelling” and “punctuation” sections. But the sections “morphology”, “word formation” and “syntax” at first glance are far from the tasks of everyday life. But the composition of the word and the part of speech it belongs to directly determine its spelling, and the placement of punctuation marks directly depends on the structure of the sentence. Therefore, it’s worth starting with the “impractical” sections and understanding them as thoroughly as possible. And spelling will grow on the basis of this knowledge almost without effort. - Sources for review
The manual I used is considered by tutors to be one of the best, but it cannot be the only one. To fully understand complex topics, alternative sources are needed. There are many of them on the Internet, it is important to be able to choose reliable ones. And if you don’t know how, learn. - Mnemonics
On the VKontakte network there is a popular group “Memories of the Russian Language”. One or two such didactic works have been firmly etched in my memory since school: we will classify them as the second conjugation without a doubt... By the way, do you remember that in this rhyme there are not all verbs not in -it that belong to the second conjugation? It does not include verbs with a third-person plural stress ending, such as “burn.” What I mean is that you should not replace understanding of the issue with mnemonics. Although there are things that really just need to be remembered, and here mnemonics help us. For the most confusing rules, I drew “rule cards” (according to the method outlined in the book by Vasilyeva E.E. and Vasilyev V.Yu. “Supermemory, or how to remember in order to remember”), to memorize lists (for example, the ranks of pronouns by meaning ) used the “Loki” technique (binding a word to a familiar place). I wrote out vocabulary words with double consonants on several sheets of paper and hung them on the door; those difficult to pronounce, I recorded them on a tape recorder and listened to them in transport. To test my memorization, I recruited my daughter several times to give me a vocabulary dictation. That seems to be all. - Self-test
When filling out the “training” tests, I, of course, checked the results of the completion. Moreover, I didn’t check the answers with the answers during the first check. And almost every time I myself found 1-2 mistakes “due to inattention.”
For some reason I think that most people make such mistakes. If I had more time to prepare, I would definitely include separate exercises for training attention in the program. But a simple self-test is quite effective. By the way, in my real exam test I found the missing mark during self-test.
I was very surprised watching my colleagues who were taking the CT test: almost everyone who left before me did not re-read their work at all. Why? After all, correct corrections here are guaranteed to increase your score! - Audience Strategies
They ask you to arrive for testing half an hour in advance, but the envelopes with tests are opened exactly at 11. The meaning of sitting at a desk for half an hour is not very clear. There is enough time for the test even under exam stress, and most of the test takers left long before the final bell. Phones really need to be handed over to the cloakroom, all handbags, papers and even glasses cases are collected and generally kept on guard at all times. Can't be written off.
But you can write comments on the questions. I wrote to two of my fourth version of the test at once. There was a grammatical error in the wording of one of the questions, the second (based on text analysis) was, in my opinion, incorrectly formulated. But whether my last remark was taken into account or my guesses in the test form simply coincided with what the authors had in mind remained a mystery to me. One thing is clear: it is safe to write comments on tests; this does not affect the assigned score. Most likely, these comments do not correlate with the authorship of the form, because they asked to write out their thoughts “shortly in order to include them in the protocol” and did not require a signature. - After testing
I didn’t want to “take the test and forget” and after a few days I realized the need for regular repetition. Well-chosen cells on a testing form do not yet mean perfect literacy or expert knowledge of even a school course.
I firmly remember the rules that are used in almost every text: punctuation for homogeneous parts of a sentence, endings of verbs and nouns, writing frequently used dictionary words. For the rest, you have to periodically refer to dictionaries and reference books. I got into the habit of clarifying doubtful spelling points after completing work on each article, and installed an application for spaced repetition on my smartphone - so I still don’t have to flip through dictionaries too often.
The differences between conjunctions and allied words, types of circumstances and categories of pronouns are gradually forgotten. But my “rule cards” are in a safe place, so that the material in my memory can now be renewed not in a month and a half, but in a day. And this makes me happy: my experience may be useful to others more than once.
How self-organization andlearningskills?
In high school in American schools and in the first years of universities and colleges, many students take courses in learning skills and study skills. We don’t have such practice, so I studied this subject on my own. These are general planning and time management skills, as well as the ability to extract the main thing from a text (by the way, helps in text analysis tasks), take notes, work in a group and individually, and remember different types of information. Before the experiment on myself, I had already conducted several motivational groups on self-organization in everyday life, and one on managing personal projects in any area: some self-organization skills relate to studying in the same way as to regular menu planning.
So here are the study skills that were used in preparation.
- Time planning, scheduling
All the preparation was not left until the last day, and that’s good. It is possible to remember a large amount of information in a day with developed RAM, but learning to apply the rules is unlikely. - Work Sequence Planning
The sections in the textbooks are not in the most convenient order. But if you’ve already created Gantt charts a couple of times to properly renovate a room or fill out a website, then it’s easier to figure out the sequence of topics you personally need to repeat. - Critical thinking
This is also one of the learning skills that needs to be applied specifically to the selection of information sources. The Internet has both reliable resources specifically for self-study, and pages that look quite convincing, but only partially reflect the necessary data. If you do not distinguish the first from the second, you may miss important points. - Correct self-learning procedures
On any specialized resource for preparing for the CT, you will find a lot of advice, the meaning of which is obvious. Write down the main thing on paper, use different senses, read more... The devil is in the details: how exactly to write down this “important” so that it remains not only on paper, what is worth mentioning, and what is better to practice once again on tests, which texts are useful “read more”, in solving what problems this reading can help. It is for these procedures that Americans take learning skills courses. - Periodic Maintenance Processes
Standard procedures that should be followed so as not to lose, in this case, the acquired knowledge. These procedures are also necessary during the study process, especially over a long period of time. Well, now they still need to be adapted to the situation of real use of knowledge.
Is it possible to learn from my experience in preparing for the CT?
I think it's possible. And I personally find it more interesting that it is useful not so much for filling out test forms, but for improving practical literacy. After all, this is a skill that will be needed throughout your life. And along with it, you can naturally learn general study skills, those very learning skills with which no exam is scary.
This idea formed the basis of a practical literacy course, which today I suggest that any high school student or adult take individually. The general route is similar: determine what you don’t know, choose from the entire body of knowledge exactly what you need - and consistently study, using the tools of effective self-education. Get to know the program and come!
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How to pass the Russian language test with 100 points? Personal experience
