Independent work on literature for elementary grades “Semantic reading. Independent work on the literature with methodological recommendations
USE. Literature. Full course. Independent preparation for the exam. Aristova M.A.
M.: 2016. - 288 p.
The manual is intended for self-preparation of schoolchildren for the exam in literature. It includes material for preparing for tasks with a detailed answer in the amount of 5-10 sentences based on the submitted text, as well as for an essay on a given topic, formulated in the form of a problem question. The manual reveals the technology for writing these types of written works, gives the tasks "Test yourself" (with answers) on all topics of the literature course that are part of the Unified State Examination, as well as reference material, including the terms necessary for both short answers to questions, and when performing tasks with a detailed answer. In addition, the manual contains a codifier of the elements of the content of the exam in literature; the criteria for checking and evaluating the performance of tasks are given. The publication is intended for teachers, methodologists and high school students who are preparing to pass the exam in literature.
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CONTENT
Introduction 4
Preparation for the exam in literature: strategy and tactics 7
What knowledge is tested at the exam in literature 15
What is a Content Element Codifier 15
How to repeat literary-theoretical concepts 17
Check yourself 33
How to repeat literary works 46
Check yourself 63
Preparation for tasks with a detailed answer 85
Evaluation criteria: for which points are reduced 85
Preparation for assignments 8-9 and 15-16 91
Check yourself software
Preparation for tasks 17.1, 17.2, 17.3 121
Classification of speech errors 133
Tasks 140
Check yourself 210
General tasks 210
Option 1 210
Option 2 218
Brief Dictionary of Literary Terms 226
Answers 258
Applications 267
Annex 1 267
Codifier of elements of content and requirements for the level of training of graduates of educational institutions
for conducting a unified state exam in literature 267
Annex 2 282
Criteria for checking and evaluating the performance of tasks with a detailed answer 282
"It's hard to learn - easy to fight." Who is not familiar with this catchphrase of the legendary Russian commander Alexander Vasilyevich Suvorov? We often use it in a variety of life circumstances, when we need to prepare ourselves for some serious trials, tune in to hard but necessary work, which should ensure future success. The “golden words” of the great military strategist are quite suitable not only for the “novice fighter course”, but also for those who are preparing to “join the battle” with such an unfamiliar enemy as the Unified State Examination.
Maybe the metaphor I used will seem incorrect to someone: after all, the Unified State Examination is just a new form of the exam, which means that there is no need to plan some kind of “military actions”, but you just need to prepare well for it and calmly go to take it. All this is true, but it is no coincidence that protests against the introduction of the Unified State Examination are often heard in society, many people talk about the difficulty or ill-conceivedness of tasks, and graduates and their parents sometimes actually believe that, going to the Unified State Examination, they enter into an unequal battle with an insidious and dangerous enemy. . The only question is, who is this terrible adversary that some of you are so afraid of? Let's try to figure it out.
1. Define the concepts: tradition, innovation
1) A.S. Pushkin 2) U. Shakespeare 3) D.I. Fonvizin 4) N.M. Karamzin 5) M.Yu. Lermontov 6) N.V. Gogol 7) I.S. Turgenev 8) N.S. Leskov 9) M. Gorky 10) A .I.Kuprin 11) A. Saint-Exupery 12) A.P.Platonov 13) A.T.Tvardovsky 14) V.M.Shukshin 15) A.S.Green
A) Scarlet Sails b) Uncle Yermolai c) Makar Chudra d) Sonnet e) Undergrowth f) In a Beautiful and Furious World g) Mtsyri h) Stationmaster i) Vasily Terkin j) Biryuk l) The Man on the Clock m) Portrait n) Poor Liza o) Gambrinus o) The Little Prince
3. What work are these characters from?
1) Igor 2) Mitrofan 3) Thomas 4) Sasha 5) pilot 6) Saltan 7) usurer 8) Postnikov 9) Loiko Zobar 10) Maltsev 11) Erasmus 12) knight on a golden horse 13) robbers
4. Match the definitions of literary movements and trends
1) Classicism 2) romanticism c) realism d) sentimentalism
A) the literary movement of the 18th and early 19th centuries, which is characterized by high themes, strict observance of certain creative norms and rules, reflection of life in ideal images, unity of time, place, action, division of heroes into positive and negative, division of literature into strictly defined genres works
a) high - ode, heroic poem, tragedy
b) low genres - comedy, satire, fables, the world of the poem, the novel.
B) (from the French "feeling") - a trend in literature and art of the second half of the 18th century, characterized by an increased interest in human feelings and a heightened emotional attitude to the world around. The landscape is not a passionless background for the development of events, but a recreation of living nature, deeply perceived and felt. Main genres: 1. Letters 2. Travels 3. Memoirs 4. Tales 5. Elegy 6. Novels
IN) true depiction of reality.
D) the literary direction of the late 18th - early 19th century, characterized by two worlds, the hero is lonely, dreams of escaping from this world, but fate often ends tragically.
5. What hero are we talking about?
1) Affected by a natural phenomenon.
2) Showed his talent by playing any musical instrument
3) Was killed by the father of the girl he was in love with
4) A man of art who suffered from envy.
5) A boy dreaming of his homeland.
6) A person living according to the rules adopted during the reign of Peter 1.
7) A sentry who abandoned his post in order to save a person's life.
8) The hero who escaped from captivity, destroyed the army, but was greeted with joy
9) A young man who deprived a poor girl of happiness and life.
6. In what works does the action take place in these places?
1) in St. Petersburg 2) in the Tolubeevsky depot 3) on different planets 4) in Eastern Lebanon (desert) 5) in the port 6) on the seashore 7) in the Caucasus 8) in the Prostakovs' estate 9) in Moscow
7. Determine the genre of the work, find a match
1) an epic work that depicts one event in the life of a hero.
2) One of the species of the lyroepic genus. A large verse poem with a lyrical or epic plot.
3) The average genre of the epic, shows the history of human life over a short period.
4) A poem consisting of 14 lines.
5 ) A small work created according to the laws of poetic speech, having rhythm and rhyme.
6) Genre artwork , characterized byhumorous or satirical approach, as well asdrama.
7) A genre of folklore that tells an incredible but instructive story.
A) folk tale B) short story C) sonnet D) comedy E) Poem
E) story G) poem
8. Name the writer based on his characteristics.
1) The writer, who has a pseudonym, real name Peshkov, was born in Nizhny Novgorod, on the banks of the Volga.
2) He began to write poetry early, still not knowing all the letters of the alphabet, he went through the whole war, was a special correspondent for a military newspaper.
3) I had to go through a lot: from the age of 14 I had to go to work, see loved ones dying of hunger, bury my beloved son, go to war ...
4) His profession is a pilot, although he was very fond of drawing, from childhood he dreamed of conquering the world, he was in difficult situations more than once, but he got out of them, and once he failed to return.
5) He was an adventurer, traveler, poet, warrior, scribe, aristocrat, most of all he liked to visit Africa.
6) He wrote the collection "Evenings on a farm near Dikanka"
7) The heroes of his works were almost always peasants, whom he showed from different angles: some resigned themselves to their position, others fought injustice.
8) He is called "the sun of Russian poetry"
9. Define the name of the literary concept.
1 . Types of Literature. 2. The most important thing is the personality of a literary hero. 3. Sequence of events. 4. The hero of a lyrical work. 5. Construction of the work. 6. Description of nature. 7. Type of work. 8. He talks about characters and events. 9. A story about the life of a holy man. 10. Hidden comparison. 11. The speech of one person. 12. A visual tool that helps an inanimate object to be seen alive. 13. Excessive exaggeration. 14. A kind of literature intended to be staged.
10. Answer the questions:
1). Who were called undergrowths in the 18th century?
a) illiterate, half-educated nobles
b) noble children under the age of 15, i.e., the age appointed by Peter I for entry into the service
c) generally ignorant people from different classes
d) teenagers
A) people b) Nikon c) Nestor d) Prince Vladimir
3). What genre does the work "Mtsyri" belong to?
A) ballad B) parable C) poem - confession D) story
4) . What is the repeated word "crossing" in A.T. Tvardovsky's poem "Vasily Terkin"
A) comparison B) refrain C) anaphora D) metaphor
5). Mark the theme of the poem by A.T. Tvardovsky "Vasily Terkin":
A. Funny and heroic cases from the front-line life of Vasily Terkin.
B. The tragic essence of war and the steadfastness of the Russian soldier.
V. Difficulties of front-line life.
6). Who Invented Literacy?
7). The idea of "The Tale of Igor's Campaign"
8). To what great Russian commander did G.R. Derzhavin dedicate the poem "Bullfinch"?
9) . What does the concept of "little man" mean? Give examples of heroes who can be called that.
10). What does spiritual literature mean?
11. Who owns these items?
1) caftan 2) lilies of the valley 3) accordion 4) violin 5) portrait 6) pictures of the prodigal son
Answers:
- Tradition - historically established, passed down from generation to generation customs, practices, rules of conduct; established order in behavior, in everyday life.
Innovation is the creative development of tradition
2. 1z, 2d, 3d, 4n, 5g, 6m, 7k, 8l, 9c, 10o, 11p, 12e, 13i, 14b, 15a
3. 1 “The word about the regiment ...” 2) Undergrowth 3) biryuk 4) Gambrinus 5) The Little Prince 6) The Tale of Tsar Saltan 7) Portrait 8) The man on the clock 9) Makar Chudra 10) In the beautiful and ... 11) Poor Liza 12) Golden Knight 13) Robber Brothers
4. 1)a, 2d, 3c, 4b
5. 1) Maltsev 2) Sasha 3) Zobar 4) Chartkov 5) Mtsyri 6) Starodum 7) Postnikov 8) Igor 9) Erast
6. 1) The man on the clock, Portrait 2) In the beautiful and ... 3) The Little Prince 4) The Golden Knight 5) Gambrinus 6) Makar Chudra 7) Mtsyri 8) Undergrowth 9) Poor Liza
7. 1b, 2g, 3f, 4c, 5e, 6d, 7a
8. 1) Gorky 2) Tvardovsky 3) Kuprin 4) Exupery 5) Gumilyov 6) Gogol 7) Turgenev 8) Pushkin
9. 1) epic, lyrics, drama 2) character 3) plot 4) lyrical hero 5) composition 6) landscape 7) genre 8) narrator 9) life 10) metaphor 11) monologue 12) personification 13) hyperbole 14) drama
10. 1) 2) b 3) c 4) b 5) b 6) Cyril and Methodius 7) Association 8) Suvorov 9) low social status, illegal oppression by those who are higher; poverty; tragic fate; tender, loving, compassionate soul; the ability to make a timid and weak protest; dream of human happiness 10) books about God, man, the world
11. 1) Mitrofan 2) Liza 3) Terkin 4) Sasha 5) Chartkov 6) Samson Vyrin
List of independent works on literature for the 1st course.
1. Abstract on the topic: "The history of the development of the literary language."
2. Expressive reading by heart of a poem by Pushkin A.S., Lermontov M.Yu. (optional)
3. Essays on the topic: "The life and work of F.I. Tyutchev",
4. "The life and work of A.A. Fet."
5. Expressive recitation of a poem by heart (optional)
6. Reading the novel "Oblomov".
7. Abstract on the topic: “Roman Goncharova I.A. "Oblomov" as a social ─ psychological and philosophical novel".
8. Compilation of a chronological table "Biography of Ostrovsky A.N."
9. Essay on the topic: "The creative history of the drama" Storm ".
10. Reading the play "Thunderstorm".
11. Compilation of a comparative description of the images of Wild and Kabanova.
12. Drawing up the image of Katerina.
13. Preparation for an essay on topics:
“Who is to blame for the death of Katerina?”, “Representatives of the “dark kingdom”, “The image of Katerina in the drama”, “Life and customs of the city of Kalinov”, “Katerina and the “dark kingdom”.
14. Watching the film "Thunderstorm".
15. Compilation of a chronological table "Biography of Chernyshevsky N.G."
16. Reading the novel "What to do?".
17. Essay on the topic: "The novel" What to do? Chernyshevsky N.G., its socio-political and philosophical characteristics, problems and ideological content.
18. Learn by heart a poem in prose "Russian language".
19. Reading the novel "Fathers and Sons".
20. Watching the film "Fathers and Sons".
21. Preparation for an essay on the topics: “The Image of Bazarov”, “The Theme of “Fathers” and “Children” in the novel “Fathers and Sons”, “Bazarov and Arkady in the Novel”, etc.
22. Reading the novel "On the Eve".
23. Reading the novel "The Nest of Nobles".
24. Abstract on the topic: “The originality of the genre of the novel“ Crime and Punishment ”.
25. Reading the novel "Crime and Punishment".
26. Reading the novel "The Idiot".
27. Abstract on the topic: "Raskolnikov's theory and its collapse."
28. Watching the film "Crime and Punishment".
29. Preparation for an essay on the topic: "Raskolnikov's theory and its collapse."
30. Abstract on the topic: "The history of the creation of the novel" War and Peace ".
31. Essay on the topic: "The image of Andrei Bolkonsky."
32. Abstract on the topic: "The image of Pierre Bezukhov."
33. Abstract on the topic: "The image of Natasha Rostova."
34. Preparation for an essay on the topics: "The path of searching for Andrei Bolkonsky", "Women's images in the novel", etc.
35. Watching the film "War and Peace".
36. Abstract on the topic: "The life and work of Saltykov-Shchedrin."
37. Reading the fairy tales of Saltykov-Shchedrin.
38. Reading the novel "The History of a City".
39. Preparation for an essay on the topics: “Funny and sad in the fairy tales of Saltykov - Shchedrin M.E.”, “Temporary and eternal in the fairy tales of Saltykov - Shchedrin M.E.”, “Heroes and plots of satirical fairy tales by Saltykov - Shchedrin M.E. ." etc.
40. Reading the poem "To whom in Rus' it is good to live."
41. Abstract on the topic: "The life and work of N.A. Nekrasov."
42. Reading the story "Ionych".
43. Reading the play "The Cherry Orchard".
44. Abstract on the topic: "The life and work of A.P. Chekhov."
45. Preparation for an essay on the topic: "Past, present and future in the play",
46. "The path from Startsev to Ionych."
List of independent works on literature for the 2nd course.
1. Abstract "Literature of the twentieth century."
2. Expressive reading by heart of a poem (optional).
3. Essay on the topic: "Silver Age".
4. Essay on the topic: "Acmeism".
5. Abstract "Symbolism".
6. Abstract "Futurism".
7. Abstract on the topic "The work of N.S. Gumilyov."
8. Essay on the topic "The work of V. Khlebnikov."
9. Expressive recitation of a poem by heart (optional).
10. Reading the poem "The Twelve".
11. Abstract on the topic: "The theme of the Motherland in the poetry of Blok."
12. Reading the works of A.I. Kuprin "Olesya", "Duel", "Garnet Bracelet".
13. Essay on the topic: "Creativity of Kuprin A.I."
14. Abstract on the topic "The life and work of Bunin I.A."
15. Reading the works "Antonov apples", "Easy breathing", "Dark alleys".
16. Reading the works "Old Woman Izergil", "At the Bottom".
17. Preparation for an essay on the topic: “The fate of the inhabitants of the“ bottom ”.
18. Essay on the topic: “Romantic stories of M. Gorky”, “Life and work of M. Gorky”.
19. Reading the works of Averchenko A.
20. Essay on the topic: "Literature of the 20s."
21. Expressive recitation of a poem by heart (optional).
22. Preparation for an essay on the topic: "The theme of the Motherland in the lyrics of Mayakovsky."
23. Essay on the topic: Mayakovsky's love lyrics.
24. Expressive recitation of a poem by heart (optional).
25. Abstract on the topic: "The theme of the Motherland in Yesenin's poetry."
26. Preparation for composition.
27. Reading the works "Quiet Flows the Don", "Virgin Soil Upturned", "The Fate of Man".
28. Watching the films "Quiet Flows the Don", "Virgin Soil Upturned", "The Fate of a Man".
29. Abstract on the topic "Creativity of Sholokhov M.A."
DEPARTMENT OF EDUCATION OF THE VOLOGDA REGION
BUDGET PROFESSIONAL EDUCATIONAL INSTITUTION OF THE VOLOGDA REGION
"VOLOGDA BUILDING COLLEGE"
organizing independent work
on the subject OUD.oB.O1 Russian language and literature. Part 1 literature
35.02.03. Woodworking technology
43.02.08. Household and communal services
Considered at the meeting of the subject cyclic commission of general professional, special disciplines and diploma design in specialties 35.02.03. Woodworking technology 43.02.08. Household and communal services
Minutes No. 7 dated March 31, 2016
The volume of independent work in the discipline / OUD.oB.O1 Russian language and literature. Part 1 Literature is 27 hours (as in the curriculum).
The list of independent works corresponds to the content of the program. Independent work of students increases the intellectual level of students, forms the ability to independently find the necessary information, systematize, generalize, which is necessary for the professional training of a future specialist. Research skills will help senior students in the implementation and execution of term papers and diploma projects.
Smirnova Lyudmila Viktorovna teacher of BPOU HE "Vologda Construction College"
Korneva Elena Borisovna teacher of BPOU HE "Vologda Construction College"
Reviewer: Candidate of Philosophical Sciences, Associate Professor of the Department of Russian Language, Journalism and Communication Theory of VSU Rubleva Natalya Ivanovna
INTRODUCTION 4
RULES FOR PERFORMING INDEPENDENT WORK 5
CRITERIA FOR ASSESSING THE PERFORMANCE OF INDEPENDENT WORK 6
LIST OF FORMS OF STUDENTS' INDEPENDENT WORK 7
Description of independent work 20
Appendix 1 27
Appendix 2 28
INTRODUCTION
Guidelines for organizing independent work on OUD.oB.O1 Russian language and literature. Part 1 Literature for students of the specialty 35.02.03. Woodworking technology, 43.02.08. Household and communal services, providing methodological assistance in the preparation and execution of independent work.
These methodological recommendations provide a methodology for organizing independent work with textbooks, abstracts, abstracts, reports, messages, and also indicate the types of independent work on the topics of the section, forms of control of independent work and recommended literature.
RULES FOR PERFORMING INDEPENDENT WORK
Extracurricular independent work is carried out on the instructions of the teacher, but without his direct participation.
When presenting types of tasks for extracurricular independent work, the teacher uses a differentiated approach at the individual level to students. Independent work can be carried out individually by groups of students, depending on the purpose, volume, specific topics, level of complexity, skill level of students.
Before a student performs extracurricular independent work, the teacher conducts a briefing on the assignment, which includes: the purpose of the assignment, its content, deadlines, approximate amount of work, basic requirements for the results of the work, evaluation criteria. During the briefing process, the teacher warns students about possible typical mistakes that may occur during the assignment.
As forms and methods of control of extracurricular independent work of students, the following were used: evaluation of the results of verification work, defense of the abstract, oral questioning, written verification.
In order to obtain high results, the following types of tasks were used, which will give a full-fledged result: independent work with a book, magazine, newspaper; preparation of messages, reports, abstracts.
When performing work, the student must independently study the methodological recommendations for performing independent work; prepare answers to control questions. All tasks are completed in writing, answers to theoretical questions are given orally (poorly successful students can be given written answers to control questions in order to better remember the theoretical material).
Studying the theoretical justification, the student should know that the main purpose of studying the theory is the ability to apply it when performing written assignments.
After completing the work, the student must submit a report on the work done with the results obtained and defend it orally.
In the absence of a student for an unexcused reason, he performs work independently during extracurricular time and defends at consultations.
CRITERIA FOR ASSESSING STUDENT PERFORMANCE OF INDEPENDENT WORK
Grade "5" is given: independent work was completed in full, in accordance with the task, in compliance with the sequence of execution, completed without errors, independently; neatly framed.
The grade "4" is given: the independent work was completed in full, in accordance with the task, in compliance with the sequence of execution, partially with the help of the teacher, there are minor errors; work is done neatly.
Grade "3" is given: independent work is completed in full, in accordance with the task, partially with the help of a teacher, there are errors; There are comments on the design of the work.
Grade "2" is given: the student was not prepared for independent work, made gross mistakes, there are multiple comments on the design of the work.
LIST OF STUDENTS' INDEPENDENT WORK FORMS
| Program theme | Task Form | Number of hours |
|
| Abstract | |||
| I.A. Goncharov "Oblomov | Written message | ||
| Essay | |||
| Report | |||
| Reading by heart | |||
| Written report | |||
| Section 2. Literature of the 20th century | |||
| Reading and retelling texts | |||
| Essay | |||
| Reading and retelling texts | |||
| Essay | |||
| Report | |||
| Message | |||
| V. Nabokov "Mashenka" | Reading and retelling texts | ||
| W. Eco. "The Name of the Rose" | Review | ||
Arkhangelsky A.N. etc. Russian language and literature. Literature (advanced level). Grade 10. - M., 2014.
Belokurova S. P., Dorofeeva M. G., Ezhova I. V. and others. Russian language and literature. Literature (basic level). Grade 11. Workshop / ed. I. N. Sukhikh. - M., 2014.
Belokurova S. P., Dorofeeva M. G., Ezhova I. V. and others. Russian language and literature. Literature in grade 11 (basic level). A book for the teacher / ed. I. N. Sukhikh. - M., 2014.
Belokurova S.P., Sukhikh I.N. Russian language and literature. Literature (basic level). Grade 10. Workshop / ed. I. N. Sukhikh. - M., 2014.
Lebedev Yu. V. Russian language and literature. Literature (basic level). Grade 10: at 2 o'clock - M., 2014.
Mikhailov O. N., Shaitanov I. O., Chalmaev V. A. and others. Russian language and literature. Literature (basic level). Grade 11: at 2 pm / ed. V. P. Zhuravleva. - M., 2014.
Obernikhina G. A., Antonova A. G., Volnova I. L. et al. Literature: a textbook for institutions of the environment. prof. education: in 2 hours / ed. G. A. Obernikhina. - M., 2015.
Obernikhina G. A., Antonova A. G., Volnova I. L. and others. Literature. workshop: textbook / ed. G. A. Obernikhina. - M., 2014.
designed to provide methodological assistance to students in the preparation and execution of independent work after school hours.
Teaching and methodological guidelines provide for the following types of work: abstracts, written and oral reports, reports, reviews, reading and retelling of literary texts, writing summaries.
Report- a public message, which is a detailed presentation of a specific topic.
Stages of report preparation:
1. Determination of the purpose of the report.
2. Selection of the necessary material that determines the content of the report.
3. Drawing up a report plan, distribution of the collected material in the required logical sequence.
4. General acquaintance with the literature and selection of the main source among the sources.
5. Refinement of the plan, selection of material for each item of the plan.
6. Compositional design of the report.
7. Memorization, memorization of the text of the report, preparation of abstracts.
8. Presentation of a report.
9. Discussion of the report.
10. Evaluation of the report
Compositional design of the report- this is his real speech external structure, it reflects the ratio of the parts of the speech according to their purpose, stylistic features, volume, combination of rational and emotional moments, as a rule, the elements of the composition of the report are: introduction, definition of the subject of the speech, presentation (refutation), conclusion .
Introduction helps to ensure the success of the speech on any topic.
The introduction should contain:
Title of the report;
communication of the main idea;
modern assessment of the subject of presentation;
a brief listing of the issues under consideration;
an interesting form of presentation for listeners;
emphasizing the originality of the approach.
The presentation consists of the following parts:
Main part, in which the speaker must reveal the essence of the topic, is usually built on the principle of a report. The purpose of the main part is to present enough data to make the audience interested in the topic and want to get acquainted with the materials.
Conclusion- This is a clear generalization and brief conclusions on the topic being presented.
The written report is drawn up in accordance with the requirements for the abstract.
The time limit for oral public speaking is no more than 10 minutes.
The art of oral presentation consists not only in an excellent knowledge of the subject of speech, but also in the ability to present one's thoughts and beliefs correctly and in an orderly manner, eloquently and captivatingly.
Any oral presentation must satisfy three main criteria, which ultimately lead to success: this is the criterion of correctness, i.e. compliance with language norms, the criterion of semantic adequacy, i.e. compliance of the content of the speech with reality, and the criterion of effectiveness, i.e. compliance of the achieved results with the set goal.
The work of preparing an oral presentation can be divided into two main stages: the pre-communicative stage (preparation of a speech) and the communicative stage (interaction with the audience).
Work on preparing an oral presentation begins with the formulation of the topic. It is best to formulate the topic in such a way that its first word denotes the name of the scientific result obtained during the implementation (for example, “The role of past tense verbs in the works of A.P. Chekhov ...”, etc.). The topic of the speech should not be overloaded, it is impossible to "embrace the immensity", covering a large number of issues will lead to their cursory listing, to declarativeness instead of in-depth analysis. Unsuccessful wording - too long or too short and general, very banal and boring, not containing problems, divorced from further text, etc.
The presentation itself should consist of three parts - introduction (10-15% of the total time), main part (60-70%) and conclusion (20-25%).
The introduction includes the presentation of the authors (last name, first name, patronymic, if necessary, place of study / work, status), title of the report, decoding of the subtitle in order to accurately determine the content of the speech, a clear definition of the core idea. The core idea is understood as the main thesis, the key position. The core idea makes it possible to set a certain tone for the performance. Formulate
the main thesis means to answer the question why to speak (goal) and what to talk about (means to achieve the goal).
Requirements for the main thesis of the speech:
the phrase should state the main idea and correspond to the purpose of the speech;
the judgment should be short, clear, easily retained in short-term memory;
thought must be understood unambiguously, not to contain contradictions.
There can be several core ideas in a speech, but no more than three.
The most common mistake at the beginning of a speech is either to apologize or to declare one's inexperience. The result of the introduction should be the interest of the audience, attention and disposition to the presenter and the future topic.
Photo, video clips, audio recordings, factual material can be used to argue in favor of the core idea. For ease of perception, it is better to demonstrate numerical data through tables and graphs, and not to abuse them by reading them. Best of all, when the amount of digital material in an oral presentation is limited, it is better to refer to it, rather than give it in full, since the abundance of numbers rather tires the listeners than arouses interest.
The plan for the development of the main part should be clear. The optimal number of facts and necessary examples should be selected.
In a scientific speech, the following use of word forms is accepted: present tense verbs in the “timeless” meaning are more often used, reflexive and impersonal verbs, the predominance of 3rd person forms of the verb, imperfective forms, indefinite personal sentences are used.
If the use of special terms and words that some of the audience may not understand is necessary, then try to give a brief description of each of them when you use them for the first time.
The most common mistakes in the main part of the report are going beyond the issues under consideration, overlapping points of the plan, complicating certain points of speech, as well as overloading the text with theoretical reasoning, an abundance of issues raised (declarative, lack of evidence), lack of connection between the parts of the speech, disproportionate parts of the speech (long introduction, crumpled main provisions, conclusions).
In conclusion, it is necessary to formulate the conclusions that follow from the main idea (ideas) of the speech. A well-structured conclusion contributes to a good impression of the speech as a whole. In conclusion, it makes sense to repeat the core idea and, in addition, again (in a brief form) return to those moments of the main part that aroused the interest of the audience. You can end your speech with a decisive statement. Introduction and conclusion require mandatory preparation, they are the most difficult to create on the go. Psychologists have proven that what is best remembered is what was said at the beginning and at the end of the message ("the law of the region"), so the introduction should attract the attention of listeners, interest them, prepare for the perception of the topic, introduce it (it is not the introduction that is important in itself, but its correlation with the remaining parts), and the conclusion should summarize in a compressed form everything that has been said, strengthen and thicken the main idea, it should be such that the listeners feel that there is nothing more to say.
In key statements, you should use phrases that program interest. Here are some turns that help increase interest:
- "It will allow you..."
- "Thanks to this you will get..."
"This will avoid..."
- "It boosts your..."
- "It gives you an extra..."
- "It makes you..."
- "Due to this, you can ..."
After preparing the text / speech plan, it is useful to check yourself with questions:
Does my presentation generate interest?
Do I know enough about the subject and do I have enough data?
Will I be able to finish my presentation within the allotted time?
Is my presentation appropriate to my level of knowledge and experience?
When preparing for a presentation, it is necessary to choose the way of speaking: oral presentation based on the abstract (prepared slides can also serve as a support) or reading the prepared text. Note, however, that reading a pre-written text significantly reduces the impact of the speech on the audience. Memorizing the written text noticeably fetters the speaker and binds him to a pre-planned plan, making it impossible to respond to the reaction of the audience.
It is well known that a dispassionate and languid speech does not evoke a response from the listeners, no matter how interesting and important the topic is. Conversely, sometimes even a speech that is not entirely coherent can affect the audience if the speaker is talking about a topical issue, if the audience feels the competence of the speaker. Bright, energetic speech, reflecting the speaker's enthusiasm, his confidence, has a significant inspiring power.
In addition, it has been established that short phrases easier to hear than long ones. Only half of adults are able to understand a phrase containing more than thirteen words. And a third of all people, listening to the fourteenth and subsequent words of one sentence, generally forget its beginning. It is necessary to avoid complex sentences, participles and participles. When presenting a complex question, one should try to convey information in parts.
A pause in oral speech performs the same role as punctuation marks in writing. After complex conclusions or long sentences, a pause should be made so that the listeners can think about what was said or correctly understand the conclusions drawn. If the speaker wants to be understood, then one should not speak without a pause for more than five and a half seconds.
A special place is occupied by the appeal to the audience. It is known that addressing the interlocutor by name creates a more trusting context of a business conversation. In public speaking, you can also use similar techniques. So, such expressions as “As you know”, “I am sure that this will not leave you indifferent” can serve as indirect appeals. Such arguments to the audience are a kind of statements that subconsciously affect the will and interests of the listeners. The speaker shows that the audience is interesting to him, and this is the easiest way to achieve mutual understanding.
During the performance, it is important to constantly monitor the reaction of the audience. Attentiveness and observation, combined with experience, allow the speaker to capture the mood of the audience. It is possible that consideration of some issues will have to be reduced or completely abandoned. Often a good joke can lighten the mood.
After the presentation, you need to be ready to answer the questions that the audience has.
A written communication is drawn up in accordance with the requirements for the abstract.
Extracurricular independent work in the form of an abstract is an individual independently completed work of a student.
The abstract, as a rule, should contain the following structural elements:
title page (Appendix 1);
introduction;
main part;
conclusion;
list of sources used (Appendix 2);
applications (if necessary).
The approximate volume of the abstract is presented in the table.
| Name of parts of the abstract | Number of pages |
| Title page | |
| Introduction | |
| Main part | |
| Conclusion | |
| List of sources used | |
| Applications | No limits |
The introduction gives a general description of the abstract:
justifies the relevance of the chosen topic;
the purpose of the work and the tasks to be solved to achieve it are determined;
describes the object and subject of the study, the information base of the study;
the structure of the abstract by chapters is briefly characterized.
The main part should contain the material necessary to achieve the goal and tasks to be solved in the process of completing the abstract. It includes 2-3 chapters, each of which, in turn, is divided into 2-3 paragraphs. The content of the main part should exactly correspond to the topic and fully disclose it. Chapters and paragraphs of the abstract should disclose the description of the solution of the tasks set in the introduction. Therefore, the headings of chapters and paragraphs, as a rule, should correspond in their essence to the wording of the tasks of the abstract. The heading "MAIN PART" in the content of the abstract should not be.
The chapters of the main part of the abstract can be theoretical, methodological and analytical.
Mandatory for the abstract is the logical connection between the chapters and the consistent development of the main topic throughout the work, independent presentation of the material, reasoned conclusions. It is also obligatory to have references to the sources used in the main part of the abstract.
The presentation must be conducted in a third person (“The author believes ...”) or use impersonal constructions and indefinite personal sentences (“At the second stage, the following approaches are explored ...”, “The study made it possible to prove ...”, etc.)
In the conclusion, the conclusions that the student came to as a result of the essay are logically sequentially stated. The conclusion should briefly characterize the solution of all the tasks set in the introduction and the achievement of the goal of the abstract.
The list of sources used is an integral part of the work and reflects the degree of study of the problem under consideration. The number of sources in the list is determined by the student independently, for the abstract their recommended number is from 10 to 20. At the same time, the list must contain sources published in the last 3 years.
Annexes should include auxiliary material that, when included in the main part of the work, clutters up the text (tables of auxiliary data, instructions, methods, forms of documents, etc.).
Making an abstract
When performing extracurricular independent work in the form of an abstract, the following requirements must be observed:
on one side of a sheet of A-4 white paper;
font-size-12; Times New Roman, color - black;
line spacing - single;
margins on the page - the size of the left margin is 2 cm, the right margin is 1 cm, the top margin is 2 cm,
bottom-2cm;
formatted to the width of the sheet;
on the first page it is necessary to state the plan (content) of the work;
at the end of the work, it is necessary to indicate the sources of the literature used;
pagination of the text is at the bottom of the page in the middle.
The list of sources used should be formed in alphabetical order by the names of the authors. Literature is usually grouped in the list in the following order:
legislative and normative-methodological documents and materials;
special scientific domestic and foreign literature (monographs, textbooks, scientific articles, etc.);
periodicals;
internet sources.
The literature included in the list is numbered in continuous order from the first to the last title.
For each literary source, the following is indicated: the author (or a group of authors), the full title of the book or article, the place and name of the publisher (for books and brochures), the year of publication; for journal articles, the name of the journal, year of issue and number are indicated. According to collections of works (articles), the author of the article, its title and then the name of the book (collection) and its imprint are indicated.
Applications should be designed as a continuation of the abstract on its subsequent pages.
Each application must start on a new page. At the top of the page on the right is the word "Appendix" and its number. The application must have a title that is centered on the page on a separate line and printed in capital letters.
Applications should be numbered sequentially with Arabic numerals.
All applications in the text of the work should be referenced. Appendices should be arranged in the order in which references to them appear in the text.
Abstract Evaluation Criteria
The deadline for submitting the finished abstract is determined by the approved schedule.
In case of a negative conclusion of the teacher, the student is obliged to finalize or rework the abstract. The term for finalizing the abstract is set by the head, taking into account the nature of the comments and the amount of necessary revision.
The abstract is evaluated according to the system:
The grade "excellent" is given for an abstract that is of a research nature, contains well-written material, with appropriate substantiated conclusions.
The grade "good" is set for a well-executed abstract in all respects in the presence of minor flaws in its content or design.
The grade "satisfactory" is set for an abstract that meets all the requirements, but is superficial, it shows inconsistency in the presentation of the material, and presents unreasonable conclusions.
The grade "unsatisfactory" is given for an abstract that is not of a research nature, does not contain an analysis of sources and approaches on the chosen topic, the conclusions are declarative.
A student who has not submitted a finished essay on a discipline of the curriculum within the established time limit or who has submitted an essay that was rated as “unsatisfactory” is considered to have an academic debt and is not allowed to interim certification in this discipline.
Algorithm for compiling an outline:
Determine the purpose of the abstract.
Reading the studied material, divide it into main semantic parts, highlight the main thoughts, conclusions.
· If an outline plan is being drawn up, formulate its points and determine what exactly should be included in the outline plan to disclose each of them.
· The most significant provisions of the studied material (abstracts) should be stated consistently and briefly in your own words or in the form of quotations.
· The abstract includes not only the main provisions, but also the conclusions substantiating them, specific facts and examples (without a detailed description).
· When compiling a summary, you can write individual words and whole sentences in abbreviated form, write out only key words, instead of quoting, make only links to the pages of the work being summarized, use symbols.
· In order for the form of the abstract to reflect its content as clearly as possible, arrange the paragraphs in "steps" like paragraphs and subparagraphs of the plan, use a variety of underlining methods, use pencils and pens of different colors.
· Use an abstract method of presentation (for example: "The author believes ...", "reveals ...").
· Place your own comments, questions, thoughts in the margins.
Note-taking rules:
To write a good abstract, you need:
1. Write down the name of the outlined work (or part of it) and its imprint.
2. Comprehend the main content of the text by reading it twice.
3. Make a plan - the basis of the abstract.
4. When taking notes, leave space (wide margins) for additions, notes, writing unfamiliar terms and names that require clarification.
5. Remember that in the abstract, individual phrases and even individual words are more important than in a detailed presentation.
6. Write down in your own words, this contributes to a better understanding of the text.
7. Apply a certain system of underlining, abbreviations, symbols.
8. Follow the citation rules - enclose the quotation in quotation marks, give a link to the source indicating the page.
9. Learn to use color to highlight certain informative nodes in the text. Each color should have a strictly unambiguous, predetermined purpose. For example, if you use blue ink to write notes, then: in red - underline the titles of topics, write the most important formulas; black - underline headings of subtopics, paragraphs, etc.; green - make extracts of quotations, number formulas, etc. Underlining is used to emphasize a large part of the text.
10. Learn to classify knowledge, i.e. distribute them into groups, paragraphs, chapters, etc. For distribution, you can use letters, Russian or Latin, as well as numbers, or you can combine them.
When taking notes, you need to use design tools:
1. Make underlining in the text of the abstract.
2. On the margins of the notebook, cross out, for example, vertical.
3. Conclude basic concepts, laws, rules, etc. in a framework.
4. Use different colors when recording.
5. Write in different fonts.
6. The pages of the notebook for abstracts can be numbered and made a table of contents.
1. Think carefully, what is the main theme of the work, what historical era and events are described in the book? Are events and historical figures depicted correctly, from a historical point of view?
2. Try to answer these questions yourself using your knowledge, history textbook and popular science literature.
3. If you cannot do this, carefully read the preface to the book or the review of it and find the answer.
5. What is your personal opinion about the book? Did she like it? What is special? What are its artistic merit?
Section 1. Russian literature of the 19th century
Topic 1.1. The development of Russian literature and culture in the first half of the 19th century
An excursion into the historical and cultural process of the 18th-19th centuries
Target- work on the generalizing material of articles of an encyclopedic nature (at the student's choice) and compiling an abstract based on it.
The student should know: the content of the article.
Should be able to: make a summary.
Work algorithm:
1. Study the selected article.
2. Make a summary.
Methodical instructions:
1) You need to carefully read the recommendations for outlining the text.
2) The task is performed in the workbook for the discipline.
Questions for self-control:
What is the article about?
What period in the development of literature is called the "Golden Age"?
Which poets of the Golden Age do you know?
Form of control:
Checking notebooks.
Section 1. Russian literature of the 19th century
Topic 1.2. Features of the development of Russian literature in the second half of the 19th century
I.A. Goncharov "Oblomov"
Target: Get acquainted with the novel by I.A. Goncharov "Oblomov".
The student should know:
Should be able to: give a written description of the characters.
Work algorithm:
Prepare a message in the notebook "Comparative characteristics of the heroes."
Questions for self-control:
2. What qualities unite the heroes?
Form of control:
Checking written messages in notebooks.
Section 1. Russian literature of the 19th century
Topic 1.2. Features of the development of Russian literature in the second half of the 19th century
N.G. Chernyshevsky. "What to do?"
Target: Get acquainted with the novel by N.G. Chernyshevsky "What to do?".
The student should know: the content of the novel, the main characters of the novel.
Must be able to: answer a problematic question in writing.
Work algorithm:
Prepare an essay on one of the proposed topics.
Questions for self-control:
1. Name all the characters in the novel.
2. What political events are reflected in the novel?
Form of control:
Checking abstracts
Section 1. Russian literature of the 19th century
Topic 1.2. Features of the development of Russian literature in the second half of the 19th century
The artistic world of the works of N.S. Leskova
Target: Get acquainted with the main themes in the work of N.S. Leskov, to answer a problematic question.
The student should know: the content of the novel, the main themes of the work.
Should be able to: give an answer to a problematic question (each student has a question individually).
Concepts: problem question.
Work algorithm:
To prepare a report.
Questions for self-control:
How does the writer reveal the main themes?
Form of control:
Verification of oral reports.
Section 1. Russian literature of the 19th century
Topic 1.3. Poetry of the second half of the 19th century
ON THE. Nekrasov "Who should live well in Rus'"
Target: reading by heart.
The student must know
Should be able to:
Concepts: theme, idea, stanza, rhyme.
Work algorithm:
2. Learn a passage from the poem by heart.
Questions for self-control:
Form of control:
Verification of reading by heart.
Section 1. Russian literature of the 19th century
Topic 1.3. Poetry of the second half of the 19th century
The life of poetry by A.K. Tolstoy in the art of music
Target: reading by heart, playing and listening to music.
The student must know: general expressive means of music and poetry.
Should be able to:
Concepts: theme, idea, stanza, rhyme.
Work algorithm:
1. Pick up poems by A.K. Tolstoy set to music
4. Prepare a report on one of the proposed topics.
Questions for self-control:
1. Explain the concept of the idea of a lyrical work.
2. List the main points of the analysis of the poem.
Form of control:
Checking reports.
Section 2. Literature of the 20th century
Topic 2.1. Features of the development of literature and other arts at the beginning of the 20th century
Foreign Literature: M. Maeterlinck, C. Baudelaire, A. Rambo
Target
The student must know: the content of M. Maeterlinck "The Blue Bird", S. Baudelaire "Poems in Prose", the symbolism of A. Rambo's poetry.
Should be able to: determine the theme of a lyrical work, the idea, construction, language of poetry.
Concepts: theme, idea, stanza, rhyme.
Work algorithm:
1. Pick up poems by A. Rambo and C. Baudelaire
2. Analyze the poems.
3. Prepare a retelling of excerpts from M. Maeterlinck's play "The Blue Bird".
Questions for self-control:
1. Explain the concept of French symbolism.
2. List the main points of the analysis of the poem.
Form of control:
Testing knowledge of texts.
Section 2. Literature of the 20th century
Topic 2.3. Features of the development of literature in the 1930s-1940s
Attention to the historical theme in the works of: A.N. Tolstoy, M. Sholokhov, I. Babel
Target: Familiarize yourself with the theme of war in the works, answer problematic questions .
The student should know:
Should be able to
Concepts: problematic issue.
Work algorithm:
2. Prepare an abstract.
Methodical instructions:
Questions for self-control:
1. How do writers reveal the theme of war?
2. What is the significance of this theme in the works?
Form of control:
Checking abstracts.
Section 2. Literature of the 20th century
Topic 2.3. Features of the development of literature in the 1930s-1940s
Satirical denunciation of the new way of life: M. Zoshchenko, I. Ilf, E. Petrov
Target: expressive reading and retelling of passages.
The student must know: content M. Zoshchenko "Zoyka's apartment", "Aristocrat", "Glass", etc., I. Ilf and E. Petrov "Golden calf", "12 chairs" (optional)
Should be able to: determine the genre and problems of a satirical work
Concepts: theme, satire, humor, parody.
Work algorithm:
Questions for self-control:
1. Explain the concept of satire.
Form of control:
Testing knowledge of texts.
Section 2. Literature of the 20th century
Topic 2.4. Features of the development of literature during the Great Patriotic War and the first post-war years
Prose of the Great Patriotic War
Target: To get acquainted with the theme of war in the works of the period of the Great Patriotic War and the first years after its end (K. Simonov, M. Sholokhov, V. Nekrasova), answer problematic questions .
The student should know: the content of the works, the main themes of the works.
Should be able to: Answer problematic questions.
Concepts: problematic issue.
Work algorithm:
1. To study the material of the works and the historical era on the topic.
2. Prepare an abstract.
Methodical instructions:
Questions for self-control:
2. What is the significance of these themes in the works?
Form of control:
Checking abstracts.
Section 2. Literature of the 20th century
Topic 2.5. Features of the Development of Literature in the 1950s-1980s
A. Tvardovsky "Poetry as a service and a gift"
Target: reading by heart.
The student must know: a scheme for analyzing a poem.
Should be able to: determine the theme of the lyrical work, the idea, construction, language of poetry, expressive means.
Concepts: theme, idea, stanza, rhyme.
Work algorithm:
1. Repeat the analysis scheme of the poem.
2. Learn by heart.
3. pick up information about the biography of the poet.
4. Systematize knowledge about poetry and the poet
6. Compose a report.
Questions for self-control:
1. Explain the concept of the idea of a lyrical work.
2. List the main points of the analysis of the poem.
Form of control:
Checking reports.
Section 2. Literature of the 20th century
Topic 2.5. Features of the Development of Literature in the 1950s-1980s
Reflection of the conflicts of history in the fate of literary heroes
Target: reading and retelling of texts by E. Hemingway "The Old Man and the Sea", Y. Dombrovsky "Faculty of Useless Things", Y. Grossman "Life and Fate".
The student must know: general trends in the literature of the period.
Should be able to: determine the theme of the work and the author's method.
Concepts: artistic method, artistic direction.
Work algorithm:
2. Get acquainted with the historical era, political moods and literary trends of this period.
4. Prepare a message on one of the proposed topics.
Questions for self-control:
1. Explain the concept of artistic method.
2. What can be called avant-garde in the literature of the period.
Form of control:
Checking messages.
Section 2. Literature of the 20th century
Topic 2.6. Russian Literary Abroad in the 1920s-1990s
V. Nabokov "Mashenka"
Target: expressive reading and retelling of passages.
The student must know: content V. Nabokov "Mashenka", historical events that affect the creative process
Should be able to: determine the genre and theme of the work
Concepts: epic, lyric.
Work algorithm:
2. Analyze and select passages for retelling.
3. Prepare a retelling of passages.
Questions for self-control:
1. Explain the concept of the second wave of emigration.
Form of control:
Testing knowledge of texts.
Section 2. Literature of the 20th century
Topic 2.7. Features of the development of literature in the late 1980s-2000s
W. Eco. "The Name of the Rose"
Target: Familiarize yourself with the mixture of ideological and aesthetic ideas of the period, read the text and prepare to retell passages .
The student should know: the content of the work, the main themes of the work, the biography of the author and his place in modern world literature.
Should be able to: Answer problematic questions.
Concepts: problematic issue.
Work algorithm:
To study the material of works and the historical era on the topic.
Prepare a review.
Questions for self-control:
1. What topics do writers choose during this period?
2. What kind of literature is W.Eco a representative of?
Form of control:
Checking reviews.
Annex 1
An example of the design of the title page of the report
(abstract, project)
Annex 2
An example of a list of references
at the end of the abstract (report)
Maksimov, N.V. Architecture of computers and computing systems [Text]: textbook. for universities / N. V. Maksimov, T. L. Partyka, I. I. Popov. - M.: Infra, 2005.
World artistic culture [Text]: in 2 volumes / B. A. Erengross [and others]. - M.: Higher school, 2005. - T. 2.
Article from the collection:
Civilization of the West in the 20th century [Text] / N. V. Shishova [and others] // History and cultural studies: textbook. allowance for students. - M, 2000. - Ch. 13. - S. 347-366.
Journal article:
Martyshin, O. V. Moral foundations of the theory of state and law [Text] / O. V. Martyshin // State and law. - 2005. - No. 7. - S. 5-12.
Electronic edition:
Sidiganov, Vladimir Ustinovich. Model of Moscow [Electronic resource]: electronic map of Moscow and Moscow region / Sidiganov V. U., Tolmachev S. Yu., Tsygankov Yu. E. - Version 2.0. - M.: Formoza, 1998.
Internet resource:
A single portal of Internet testing in the field of education. Methodical support. PIM Models [Access Mode] URL: http://fepo.i-exam.ru/node/155 (Accessed 09/30/2014)
