(1) There is an old Ukrainian legend. (2) The mother had an only son. (3) Zhenya…. V.A. Sukhomlinsky. The Birth of Good Legend Test of Humanity Sukhomlinsky

There is an old Ukrainian legend. The mother had an only son. He married a girl of unprecedented beauty and brought her to his home. The daughter-in-law did not like the mother-in-law and told her husband: “Let the mother not come into the room, put her in the hallway.” The son settled his mother in the entryway. The mother was afraid to show herself to her evil daughter-in-law. As soon as the daughter-in-law walked through the hallway, the mother hid under the bed.

But this was not enough for my daughter-in-law. She says to her husband: “So that the spirit of the mother does not smell in the house! They moved her to the barn." The son moved his mother into the barn. Only at night did she leave her hiding place.

One night a young beauty was resting under a blooming apple tree and saw her mother come out of the barn. The wife became furious and ran to her husband: “If you want me to live with you, kill my mother, take the heart out of her chest and bring it to me.”

The son did not flinch; he was bewitched by the unprecedented beauty of his wife. He says to his mother: “Come on, mom, let’s swim in the river.” They go to the river along a rocky bank. The mother tripped over a stone. The son got angry: “Why are you, mom, stumbling? Why don't you look at your feet? So we will go until evening.”

They came, undressed, and swam. The son killed his mother, took the heart out of her chest, put it on a maple leaf, and carried it. The little mother's heart trembles. The son tripped over a stone, fell, hit his knee, his hot heart fell on a sharp cliff, bled, shook and whispered: “My dear son, aren’t you hurt?”

The son began to sob, grabbed his mother’s hot heart, returned to the river, put the heart into his torn chest, and poured it with hot tears. He realized that no one had ever loved him as ardently, devotedly and unselfishly as his own mother.

And so enormous and inexhaustible was the mother’s love, so deep and omnipotent was the desire of the mother’s heart to see her son joyful and carefree, that the heart came to life, the torn chest closed, the mother stood up and pressed her son’s curly head to her chest. After this, the son could not return to his beautiful wife; she became hateful to him. The mother did not return home either. The two of them walked through the steppes and valleys, came out into a wide open space and became two high mounds.

This is the legend created by folk wisdom.

Filial gratitude... How many bitter thoughts and sorrowful minutes does a mother's and father's heart experience, feeling that a son or daughter is indifferent, heartless, that they have forgotten about all the good that their mother and father have done for them. And there is no higher joy for a person who feels the approaching twilight of his life than the joy whose source is the love and gratitude of children...

Every day begins for me with childish joy. I see in children's eyes admiration for the beauty of an opening rose, amazement at something unusual in the world around them - an amazingly shaped cloud in the blue sky, a colorful butterfly among the leaves - pleasure from a gift received from parental hands, pleasure from a fun game.

We do everything to make the children happy. And at the sight of joyful, serene children's faces, my heart is filled with satisfaction. But for some reason anxiety creeps in along with it.

I am worried about the question: does our torch of love for children light reciprocal sparks of gratitude in their hearts? Does the child feel that the blessings of his life are the result of the great work of his parents, the care of many “non-relatives”, but people who love him? After all, without them, without their work and worries, he simply could not live in the world. But how often it doesn’t even occur to him!

There is a great danger here - raising a selfish person who believes that everyone should work for him, that the main thing is his personal needs, and everything else is secondary. To prevent such a danger, it is important to awaken and develop in the child a sense of appreciation and gratitude.

How to achieve this? I see only one way: to teach children to do good for us - parents, educators, and people of older generations in general. A child must pay for good with good!

Children's happiness is selfish in nature: he perceives the benefits created for the child by his elders as something self-evident. It seems to him that his mother and father exist to bring him joy and pleasure.

We are often faced with a fact that seems paradoxical at first glance: in a good working family, where parents dote on their children and give them all the strength of their hearts, children sometimes grow up indifferent and heartless. But there is no paradox here: this happens because the child knows only the joys of consumption. But they cannot develop a moral sense on their own. It arises only when we introduce children to the highest human joy - the joy of doing good for other people. Only this truly unselfish and therefore truly human experience is the force that ennobles the young heart.

The most important thing, in my opinion, is to teach a child to see and feel, understand and experience with all his heart that he lives among people and that the deepest human joy is to live for people.

I would call education at a young age - from 6 to 10 years old - a school of warmth. Our teachers strive to instill in every child of this age a heartfelt sensitivity to the environment, to everything that a person creates, that serves him, and, of course, above all, to the person himself. It starts with children's concern for the creation of beauty. Everything beautiful carries within itself a miraculous educational power. And it is important that the creation of beauty and the creation of good merge in children into a single act.

The children crossed the threshold of the school and became first graders. From the first days of school life, we attach exceptional importance to communication with parents. Every week we, primary school teachers and the school principal, talk with mothers and fathers, advise and listen to people who are wise with life experience. Together we think about what a child should do so that his heart becomes sensitive to his surroundings, so that he learns to live for people. We agree with the parents of first-graders about the autumn Rose Festival (pupils in grades 2-4 already know about it). This is both a family and at the same time a school holiday. But it has a feature that is typical for many of our children's parties: they are not held at school.

There is no excessive pomp in them, behind which, unfortunately, sometimes there are few sincere children's feelings and a lot of artificiality. Our children's parties are held mainly in the family, but we prepare children for them at school.

The Autumn Rose Festival is the day when every first grader plants a rose bush in their garden at home. We give a child a rose seedling - take it, plant it, take care of it, create beauty, bring joy to mother, father, grandfather, grandmother.

This work is generally not difficult: in two years you need to bring several buckets of water, move several shovels of earth from one place to another. But the main thing is memory, constant care, perseverance in achieving a good, beautiful goal. And all this needs to be taught.

A first grader plants a rose bush. I often have to remind him: plant the fields, cover him from the cold, loosen the soil... Monotonous work is not very pleasing, and the result - a fragrant flower - is unimaginably distant in a child's imagination. The child does not yet know how to wait patiently, persistently preparing and paving the way to solving the task at hand.

But then the first green leaves appeared on the bush - lights of joy lit up in the children's eyes. A long period of new monotonous work begins. Again and again we have to water and loosen the soil and collect fertilizers.

Finally, unexpectedly for the child, the first bud appears. Then the second, third... They open, scarlet, pink, blue, blue petals shine in the sun. The lights of joy in children's eyes flare up even more. And it is incomparable to anything. This is not the joy that comes from a parental gift, fun leisure time, or anticipation of the pleasures of an upcoming excursion.

This is the joy of doing good for the most dear people - mother, father, grandmother, grandfather. And such goodness is especially touching because it is also beauty. The child can't wait for the bud to bloom. And if it happens that someone picks a flower, there is no greater grief for a child’s heart. But he is not a real person who has never experienced such grief...

For me, the greatest happiness is to see children's eyes shining in those moments when the baby cuts a rose and carries it to his mother. The child's gaze is illuminated by the pure radiance of humanity.

Children acquire a new vision of the world. In the flowering branches of an apple tree, in ripening bunches of grapes, in the thoughtful flowers of chrysanthemums, they see the embodiment of human labor, care, a sense of goodness and beauty. They will not raise their hand to break a branch or pick a flower, simply in vain.

Two years of school life have passed. The bush, planted in the first school year, blossomed luxuriantly. Several more bushes have been planted. A good tradition has been born in the family - on the birthday of mother, father, grandmother, grandfather, children present them with flowers. It’s good if your birthday falls in spring, summer or early autumn. And if it’s for the winter, then you have to grow a flower in a school greenhouse or make a greenhouse at home near the stove. How much worry does a child have to go through until the bud appears, until it opens its petals? . .

Teachers strive to ensure that children are captivated by caring for what is alive and beautiful, about what is blooming and blossoming. Let the child think about the little apple tree, which is cold under the gusts of the autumn wind. Let him worry: isn’t a gray hare creeping up to the apple tree on a cold winter night and gnawing on the bark? At dawn he will go into the garden, touch the thin trunk of the apple tree, and wrap it in straw. He will be worried that the spring frost damaged the flowers of the peach trees, that the storm broke a branch on the apple tree.

In such care there is a living source of human sensitivity, responsiveness, and compassion. We strive to ensure that each child has their own beauty corner at home. In summer, spring, autumn - in the garden, in winter - in the room. Parents first work together with their children, helping them create their own corner, and then gradually, as it were, step aside, only the children work.

Ivan Ivanovich, a worker at a repair and technical station, has three children, students in grades 5-8. Mother and father advised them to create a corner of beauty in the orchard. A small plot was planted with wild grapes. Its thickets formed a shady gazebo. Asters and chrysanthemums bloom nearby. There is a lilac alley around the gazebo. All summer long everything is in bloom in this corner of beauty. The children are happy to welcome their parents returning from work in their corner. This is a wonderful vacation spot for them. And the children are proud: they created the conditions for relaxation.

One or two years after the start of education, the student starts a gratitude garden. Plants apple trees for mother, father, grandparents; grape bushes - to mother, father, grandmother, grandfather. Seedlings for the garden are received at the school - several thousand seedlings are grown here every year. It is not easy to encourage children to care for fruit trees. The success of the business depends on the perseverance and life wisdom of parents, on the unity of efforts of the school and family. Two or three years pass, and the trees, planted, as it seems to the child, a very, very long time ago, begin to bear the first fruits. He knew that there would be fruits someday, but their appearance is always a joyful surprise. Now neither teachers nor parents have to remind the student that he needs to water and feed the plants - he himself does not forget about it. He looks forward to the day when the apples and grapes ripen, when he can pick the fruits and carry them to his happily excited mother.

For us, teachers, it is a great joy to see how children develop the awareness that a mother and father who are tired at work need rest. That silence, peace, cleanliness and beauty in the house are what gives the necessary rest and the experience of good joy. Children, not only with their minds, but also with their hearts, feel that their bad behavior and poor academic performance cause pain to their mother and father, and this is tantamount to an evil, heartless act.

“I need to do well in all subjects,” said Kolya B., a 4th grade student, “my mother has a heart condition.” The child wants his mother to be calm. He knows that with his work he will help protect his mother’s heart.

The desire of children to study well (especially young children) often has its source in the desire to bring joy to their mother and father. And it awakens only when the child has already experienced the joy of doing good for his parents in something else.

How important it is for children to learn to feel the state of mind of a friend, recognize someone else’s grief, and experience it as their own. This heartfelt sensitivity depends on the same thing: on the good done by the child for a friend. We teach young children to do good to their comrades. First-grader Seryozha did not come to school today. The teacher knows that Serezha’s grandmother is seriously ill, and tells the students about it. Sympathy and pity awaken in children's hearts. His comrades go to his house, help him complete the task, and go to the pharmacy to buy medicine for his grandmother. Every child receives dozens of such lessons in sensitivity, responsiveness, and compassion.

Childhood should become a natural school of warmth for a child. This is one of the most difficult and subtle educational tasks of family and school. We are called upon to ennoble the heart of the new citizen, to spiritualize his impulses and desires with the highest human beauty - sensitivity, responsiveness, compassion. From the first steps of a little person’s conscious life, one must remember that he will become not only a producer of material and spiritual values, but also the son of elderly parents, a husband, and a father.

Speech development lesson in 7th grade.

Detailed presentation. (2 hours)

"Mate's Heart"

Goals:

Educational : teach, using the author’s language means, to convey the source text in detail; pay attention to the word.

Developmental : develop the ability to determine the topic, main idea, work on drawing up a plan.

Educational : promote the formation of a sense of responsibility towards the mother, love for the mother.

There is the most beautiful creature in the world,

to whom we are in debt is mother.

A. N. Ostrovsky

During the classes:

Organizing time.

Explanation of the goals and objectives of the lesson. Design of notebooks.

Teacher's opening speech.

Reading a poem about mother (any).

Teacher's story of the legend:

“Once upon a time, there lived a beauty in the world named Cornelia Grak. And she was very beautiful and rich. Many admired her beauty. The most famous artists fought for the right to paint her portraits. Everyone respected and revered her, but no one had ever seen her wealth.

And then one day, admirers of her beauty asked to show them her main jewels. Then Cornelia Grak came out to the people in her most ordinary dress, and she led her three children by the hand. And then everyone realized that Cornelie Grac’s jewels were her children.”

Teacher: How do you understand the meaning of the legend? Why are children a mother's wealth? What is the most important thing for a mother?

Listening to a song about mother.

Working with an epigraph for the lesson.

Teacher: Why are we always in debt to our mothers?

The whole meaning of a mother's life is her children. And how are you

How do you feel about your mothers? Is it always fair?

Let's listen to S. Plotov's poem about his mother.

Reading a poem

The easiest thing is to offend your mother,

She will not respond with offense.

And he will only repeat:

“Don’t catch a cold, it’s windy today.”

The easiest thing to do is to offend your mother.

Years will pass, we will become taller

And someone, lips compressed, again

He will take a piece of paper and write:

“The easiest thing is to offend your mother.”

And maybe they will hear him

S. Plotov.

Teacher: Which lines express the main idea of the poem?

Reading text.

A wonderful teacher, Vasily Aleksandrovich Sukhomlinsky, in one of his letters to his son, told him an old legend.

“The mother had an only son. He married a girl of amazing, unprecedented beauty. But the girl’s heart was black and unkind.

The son brought his young wife to his home. She didn’t like her mother-in-law and told her husband: “Let mother not go into the hut, put her in the hallway.” The son put his mother in the hallway and forbade her to enter the hut. The mother was afraid to appear in front of her evil daughter-in-law.

But even this was not enough for the daughter-in-law. She says to her husband: “Move your mother into the barn.” The son moved his mother into the barn. One evening a young beauty was resting under a blooming apple tree and saw her mother come out of the barn. The wife became furious and ran to her husband: “If you want me to live with you, kill your mother, take her heart out of her chest and bring it to me!”

The filial heart did not tremble; he was bewitched by the beauty of his wife. He killed his mother, took her heart out of her chest, put it on a maple leaf, and carried it. A mother's heart trembles. The son tripped over a stone, fell, and hit his knee; the hot mother’s heart fell on the stone, bled, perked up and whispered: “My dear son, didn’t you hurt your knee? Sit down, rest, rub the bruised area with your palm.”

The son began to sob, grabbed his mother’s hot heart with his palms, pressed it to his chest, put the heart into his torn chest, and poured it with hot tears. He realized that no one had ever loved him as devotedly and selflessly as his own mother. And so enormous and inexhaustible was the mother’s love, so deep was the desire of the mother’s heart to see her son joyful and carefree, that the heart came to life, the mother stood up and pressed her son’s curly head to her chest.”

Text analysis.

Teacher: What is the topic of this text? (The power of mother's love).

The main idea? (No one ever loves so sincerely

and selflessly, like a mother).

What is the legend about?

Why is the legend called this? (Test on human

ity). Who survived the test? My son managed to get through this

trial?

How is the son's wife described?

What is humanity?

What style does the text belong to? (fiction)

Determine the type of speech (narration).

Conclusions are drawn from the text.

Dividing text into parts. Planning.

Plan.

A legend told by V. A. Sukhomlinsky.

A beautiful wife with a black soul.

Wife's demands.

Inhuman act of a son.

A mother's selfless love.

Elements of linguistic text analysis.

1. Explain the lexical meaning of the word legend?

Legend is a narrative, a story with elements of the miraculous, fantastic and unusual heroes or images.

In folklore - a story about the miraculous that has become part of the tradition of the people, perceived by the narrator and the listener as reliable.

2. Name what epithets are used to create images of the hero of the legend?

The only one (son), amazing, unprecedented (beauty), black, unkind (heart), hot, maternal (heart), huge, inexhaustible, maternal (love), etc.

3. In what meaning is the word “unkind” used? Find synonyms for it. (evil, callous, rude, cruel).

4. Pay attention to the epithet “single”; why is it important to keep this word in the presentation?

5. How did the hearts of two loved ones “behave” differently in relation to each other? Find in the text words that describe the “behavior of hearts”: “did not flinch” - filial and “trembled, quivered, bled, whispered” - maternal.

7. Why is a mother’s heart “hot” and her son’s tears of repentance also “hot”?

Choose synonyms. (loving, sincere, sensual, emotional).

8. What does “selfless” mean?

VII. Retelling the text in parts using supporting words and plan points.

VIII. work on spelling and punctograms.

On the board: Disliked, furious, old, only, black, bewitched, no one, never, wife - daughter-in-law - daughter-in-law, told, beautiful wife, inhuman, selfless love, etc. (depending on the class).

Repeating the placement of punctuation marks in sentences with homogeneous members, in sentences before conjunctions “what, so, like, etc.”

IX. Full retelling of the text.

X. Repeated reading.

XI. Writing a presentation.

on a girl of amazing, unprecedented beauty. (4) But the girl’s heart was black and unkind. (5) The son brought his young wife to his home. (6) The daughter-in-law did not like the mother-in-law and said to her husband: (7) “Let the mother not come into the hut, put her in the entryway.” (8) The son settled his mother in the hallway and forbade her to enter the hut. (9) The mother was afraid to appear in front of her evil daughter-in-law. (10) As soon as the daughter-in-law walked through the hallway, the mother hid under the bed.

Essay based on the text by Sukhomlinsky

Mother's love... How much has been said, written, sung about it... What could be stronger in the world than this feeling? She, like maternal prayer, helps children in the most difficult moments of life. But are children always grateful to their mothers? What is the attitude of children towards their mother? Do adult children always show gratitude to their mother? These questions have always worried poets, writers, teachers, and psychologists. The problem of filial gratitude is very relevant in modern society. Often mothers live out their days alone in an empty apartment or in a nursing home.
The author of the text, Vasily Aleksandrovich Sukhomlinsky, reflects on this eternal problem. He cites an old Ukrainian legend about a mother’s heart, which even after the mother’s death trembled and sank for her son. An ungrateful son, to please his beautiful wife, betrays his mother by killing her, but is it possible to kill a mother’s love? The author speaks with trepidation about the strength and tenderness of maternal feelings and condemns filial heartlessness and ingratitude. This is the most terrible vice condemned in society.
I have often wondered why this happens. Parents love their children, dote on them, give them their last, and children grow up cold, soulless, heartless, forget about their parents or, even worse, take away their last, beat them and even kill them. The problem of relationships between parents and children is an eternal one.
It is no coincidence that one of the biblical commandments says: “Honor your father and your mother, so that it may go well with you and that your days may be long in the land that the Lord your God is giving you.” This fifth commandment teaches us to honor our parents, love them, be respectful to them, not insult them, help in everything, take care of them, especially in old age.
Our Russian literature has always raised this important problem.
In L.N. Tolstoy’s novel “War and Peace” we see Princess Marya Bolkonskaya living on the Bald Mountains estate with her father, Nikolai Andreevich Bolkonsky. The father is old, strict with her, often grumpy and rude. But Princess Marya humbly endures her father’s behavior, his mockery and ridicule of her, because she loves him endlessly and understands that the reason for his unfair attitude towards her is powerlessness in the face of old age. She is an intelligent, romantic and religious girl, an absolutely complete person. Her attitude towards her father is an example of boundless Christian love and devotion.
Sukhomlinsky’s text touched a nerve, made me think that I love my mother very much and will be grateful to her for all the best that she gave me.

4 Control meters for grade 6

Kazakhstan, Kostanay region, Karabalyk district, village. Victory
KSU "Pobedinskaya Basic School"
Teacher of Russian language and literature
Kalambaeva S.S.

I. Standards for tests in the Russian language…………….4 p.

II. Control dictations:

1. Dictation (zero cut) …………………............................5 pp.

2. Dictation for the section “Vocabulary and Phraseology”……………6 pages.

3. Dictation for the section “Noun”…………….6 p.

4. Dictation on the section “Pronoun.” ………….....……….9 pp.

5. Final diktat for the 5th grade course………………………...10 pages.

III. Test papers:

1. Test on the section “Morphemics and word formation”

………………………………………………………………………………… 12 pages.

2. Test on the section “Adjective”....14 p.

3. Test on the “Verb” section…………………17 pages.

IV. Test tasks:

1. Testing “Vocabulary and Phraseology”…………………...21 p.

2. Testing “Noun”…………………….25 p.

3. Testing “Morphology”..……………………………...30 pp.

V. Statements:

1. Selected presentation……………………………………...37 pp.

2. Presentation…………………………………………………….39 p.

3. Presentation…………………………………………………….40 p.

VI. Essays:

1. Essay based on the picture………………………………………..43 pp.

2. Description essay……………………………………..…..45 pp.

3. Essay-reasoning……………………………………..48 pp.

References 53 pages.

I. STANDARDS FOR CONTROL WORKS IN THE RUSSIAN LANGUAGE

FOR 6TH CLASS

102 hours are allocated for studying the course in the 6th grade, of which 20 hours are for speech development.

Written tests, tests:

- 3 presentations(2 in the first half of the year, 1 in the second half of the year);

- 3 essays(1 in the first half of the year, 2 in the second half of the year);

- 3 tests(1 – in the first half of the year, 2 – in the second half of the year);

- 3 tests(2 – in the first half of the year, 1 – in the second half of the year; at the discretion of the teacher, 20-25 minutes of the lesson can be allocated for testing after repetition).

Control vocabulary dictation– 20-25 words.

Volume of control dictations– 110-120-130 words, with a grammar task – 10-20 words less (depending on the complexity and volume of the grammar task).

Volume of text for detailed presentation– 150-200 words, for a concise presentation, summary, control presentations – 30-60 words more.

Volume of class essays– 1.0-1.5 pages.

II. DICTIONS IN RUSSIAN LANGUAGE

1. Control dictation (zero cut)

Target: check the general level of theoretical and practical mastery of educational material for the 5th grade course in accordance with the requirements of the state standard: syntax and punctuation, complex sentences, spelling.

- combination of CC, CHN;

- combinations zhi, shi;

- prepositions with words;

- separating b;

- spelling of prefixes;

- spelling of endings;

placement of punctuation marks:

- in complex sentences;

- at the end of the sentence.

- parse a simple sentence;

- perform phonetic analysis of words;

- perform morphemic analysis.

Dictation.

Who sows in the forest?

Moles worked at night in the forest in a clearing and dug it all up. They piled up mounds of earth and plowed furrows. It became difficult for a person to move around this arable land. The rain wetted the mole field, the sun heated it. When will sowing begin?

Spruce trees settled around the clearing and opened their cones. The wind rose, and light seeds flew silently down on yellow parachutes. Some were carried away by the wind from the clearing, others became entangled in the grass. But many ended up on loose arable land, and fir trees grew here. They stick out with green candles. Now you will enter the forest and will not see any free space on the furrows.

So in the spring moles plow, fir trees and the wind sow, and forest glades are overgrown with trees. (100 words).

Grammar task.

Option I- The rain wetted the mole field...

Option II- They stick out with green candles.

2. Perform phonetic analysis:

Option I- sow;

Option II- ate.

Option I – free, in the spring;

Option II – mole, on grooves.

2. Control dictation

in the section “Vocabulary and phraseology. A culture of speech".

Target: check the level of mastery of educational material in the section “Vocabulary and phraseology. Speech culture" in accordance with the requirements of the state standard.

placement of punctuation marks:

- with homogeneous members of the sentence;

- in complex sentences;

- in direct speech;

- at the end of the sentence.

The grammar task is aimed at identifying the level of development of practical skills: for the section “Vocabulary and Phraseology”:

- direct and figurative meanings;

- antonyms and synonyms;

- archaisms and historicisms.

Dictation.

Legend.

The mother had an only son. He married a girl of dazzling beauty. But the young wife had a callous heart and a difficult character. She says to her husband: “Move your mother into the barn, don’t let her go into the hut.”

The mother was afraid of her daughter-in-law’s cold eyes; she only left the dark barn at night. But this was not enough for the beauty.
So the wife says to her husband: “If you don’t want to lose me, take the heart out of your mother’s chest and bring it to me.” The son’s heart did not tremble; he was bewitched by the beauty of his wife.
The son took his mother to the river and killed her. He went back and put her heart in his caftan. He tripped over a stone, fell, hit himself, and his hot, bloody heart fell onto the cliff and whispered: “Son, didn’t you hurt your knee? Sit down and relax!” (119 words)

Grammar task.

1. Underline the phrases with a figurative meaning in the test.
2. Choose antonyms for the words:
young, dark, hot, beauty, lose
3. Choose synonyms for the words:
Fall, cliff, husband, cold, hurt.
4. Find in the text and write down the archaism.
5. Find and write down historicism in the text.

3. Control dictation

under the section “Nouns”.

Target: check the level of mastery of theoretical and practical material in the section “Noun” in accordance with the requirements of the state standard: know the morphological and syntactic features of nouns; be able to identify the grammatical features of nouns and use them correctly in speech.

- tested unstressed vowels at the root of the word;

- unchecked unstressed vowels at the root of the word;

- voiced and voiceless consonants at the root of the word;

- spelling of proper names;

- spelling of the separating b;

- spelling of prefixes.

placement of punctuation marks:

- with homogeneous members of the sentence;

- in complex sentences.

Grammar tasks are aimed at identifying the level of development of practical skills:

- performing phonetic analysis;

- determination of the dual role of the letters e, e, yu, i;

- determination of the strong and weak positions of consonant sounds.

Dictation.

Robbery in broad daylight.

There is a deep bowl of muddy water in the yard. The housewife throws crusts of bread at it for the chickens.

Puppy Funtik went up to the bowl and,* without wasting time,* pulled out an edible crust from the water. The young fat rooster looked angrily at Funtik. The rooster could not believe this robbery. His eyes become bloodshot. The rooster got angry. He spread his paws, rushed towards Funtik and pecked him on the head. There was a loud knock, and the puppy ran under the house with a terrible cry.

The rooster flapped his wings and crowed so loudly that all the chickens came running. The rooster looked victorious. He had just driven away a thief who could have left everyone without food. The rooster pecked at the crust and threw it away in disgust. He didn't like the smell of the crust. She smelled like Funtik. (113 words)

Grammar task. (two options to choose from teacher)

1. Parse the sentences:

Option I– There is a deep bowl of muddy water in the yard.

Option II“The housewife throws crusts of bread at it for the chickens.”

2. Perform morphological analysis:

Option I- to the bowl;

Option II- of water.

3. Perform morphemic analysis:

Option I– time, winner;

Option II- a thief, with wings.

1. Carry out a phonetic analysis of words:

Option I - blizzard;

Option II – sun.

2. Write out words from the text in which the vowels are e, e, yu, i stand for:

Option I – one sound;

Option II – two sounds.

3. Give examples of words from the text that have a weak position:

Option I – consonants;

Option II – vowels.

Explain graphically which spelling rule is based on this feature.

4. Control dictation

under the “Pronoun” section.

Target: will check the level of theoretical and practical assimilation of the educational material of the section “Pronoun” in accordance with the requirements of the state standard: know the pronoun as a part of speech, personal pronouns, changing the 3rd person pronouns by gender, declension of personal pronouns with and without prepositions; be able to determine the general grammatical meaning, morphological features, syntactic role.

- tested unstressed vowels at the root of the word;

- unchecked unstressed vowels at the root of the word;

- combination zhi, shi;

-spelling not with verbs;

-spelling of prefixes;

- spelling of indefinite pronouns with the suffix that;

The grammar task is aimed at identifying the level of development of skills and abilities:;

- carry out morphological analysis of pronouns;

- perform syntactic analysis of sentences.

Dictation.

(Title.)

One summer night I was sitting in my room at my desk. The night was quiet, only some distant light sounds could be heard from the river. In the complete silence of the night, some quiet voices were suddenly heard under the floor. They were like the whispers of chicks who had awakened in the nest. But what kind of chicks could there be underground? For a long time I could not understand who was talking under my floor. Then I realized that these were hedgehogs.

Hedgehogs are quiet and gentle animals. Of course, they don't know how to talk. It was I who heard them fussing. They do not harm anyone and are not afraid of anyone. They sleep during the day and go hunting at night. They destroy harmful insects and fight rats and mice. For the winter, hedgehogs go to sleep. Their small dens are covered with snowdrifts, and they sleep peacefully all winter. (125 words)

Grammar task.

1. Perform a morphological analysis of the word: in mine (1 option); no one (option 2).

2. Parse the sentence and draw a diagram:

In the complete silence of the night, some quiet voices were suddenly heard under the floor. (1 option);

One summer night I was sitting in my room at my desk. (Option 2).

5. Final control diktat (annual) for the 6th grade course.

Target: determine the compliance of students’ knowledge, skills and abilities for the 6th grade course with the requirements of the state standard of the Republic of Kazakhstan.

- verifiable and unverifiable unstressed vowels at the root of the word;

- combination zhi, shi;

-spelling not with verbs, but with adjectives;

- spelling of separator b;

-spelling of prefixes;

- hyphenated spelling and continuous spelling of complex adjectives;

- one and two n in adjective suffixes;

-alternation of vowels in the root of a word;

- spelling of complex nouns;

- spelling of prefixes –pre, -pri.

Placement of punctuation marks:

- with homogeneous members of the sentence;

- in complex sentences.

Dictation

Early summer morning we go fishing. The dawn is barely flaring up, and nature is still quietly dozing. A milky-white fog spreads in the lowlands. We make our way along a narrow path among dark green hazel thickets to a small river. The dew-covered grass touches our feet. Silver dewdrops shimmer in the rays of the sun.
The river is not wide, but quite deep. Every year its banks become more and more overgrown with reeds and bushes. Algae washed up with water lie on the sandy shore. A wave quietly splashes against the sides of a fishing boat.

We climb into the reed thickets and position ourselves there with fishing rods.

The sun begins to get hot, but it does not burn your face and shoulders, which have already been tanned over the summer. Everything around is transformed under its rays. The river sparkled brightly. A light breeze touched the coastal reeds, and they quietly swayed and bent slightly towards the water.

Grammar task.

1) Title the text.

2) Carry out a phonetic analysis of the words:

Option 1 – dawn;

Option 2 – rays.

3) Carry out a morphological analysis:

Option 1 – any noun;

Option 2 – any adjective.

4) Parse

Option 1 – any complex sentence;

Option 2 – any complicated sentence.

III. TESTS IN THE RUSSIAN LANGUAGE

1. Test for the section “Morphemics and word formation. Spelling. A culture of speech".

Target: check the level of theoretical and practical mastery of the educational material in the section “Morphemics and word formation. Spelling. Culture of Speech” in accordance with the requirements of the state standard: know morphemes, their role in word formation and form formation; be able to create words according to given word-formation models.

Two works of the teacher's choice.

1 option

1.What does morphemics study? ________________________________________

2. Name the morphemes.__________________________________________

3.What is the root of a word?________________________________________________

4. Choose words with the same root for the word “draw”.

5. Find the words according to these patterns: ∩, ∩^⁪, ¬∩^⁪

6. Determine the form of the words: jump, winter, window, frost.

7. Make a morphemic analysis of the words: volleyball player, encourage, pinkish, consolidation, secrecy, saleswoman, teapot, window sill, kitten, gray.

8. Perform word-formation analysis of words: bottomless, vase, water.

Option 2

1.Name the morphemes that are used to form new words.

______________________________________________________________

2.What is the ending for?__________________________________________

3.What is the stem of a word?_____________________________________________

4.Choose words with the same root for the word “take”.

5. Select words according to the patterns: ¬∩, ∩^⁪, ¬∩⁪

6. Determine the form of the words: teach, frost, apple, textbook.

7. Make a morphemic analysis of the words: basketball player, jump, greenish, refraction, safety, carrier, armrest, plate, camel, little black.

8. Perform word-formation analysis of words: sleepless, glass, sing.

1 option

1. Form three words: nouns with the suffix –izn-, adjectives with the suffix –teln-, verbs with the suffix -l-.

a) in a suffixal way: magazine, teach, violin;

b) prefixed way: frosty, kind, angry;

c) addition: writes fables, drinks tea, stores vegetables.

3. Make a word-formation chain: distributor.

4. How are these words formed: four-tiered, background, courage, red-hot, sneeze.

Option 2

1. Form three words: nouns with the suffix -nik-, adjectives with the suffix -k- or -sk-, verbs with the suffix -nu-.

2. Form new words from the data:

a) in a suffix way: district, collect, drum;

b) in a prefix way: tasty, to say, to find;

c) addition: health protection, forty legs, six floors.

3. Make up a word-formation chain: presented.

4. How are these words formed: university, unsuccessful, silver, underground, sense.

2. Test work with test elements in the “Adjective” section.

Target: check the level of theoretical and practical mastery of educational material on the topic “Adjective” in accordance with the requirements of the state standard: know the morphological and syntactic features of adjectives; be able to identify the grammatical features of adjectives and use them correctly in speech.

- categories of adjectives;

- degree of comparison of adjectives;

- formation of adjectives;

- NOT with adjectives;

- spelling possessive adjectives;

- Н,НН in adjective suffixes;

- spelling of suffixes SK, K;

- combined and separate spelling of adjectives;

Option 1

A1. Which phrase contains a relative adjective?

□ 1) seaside boulevard

□ 2) pickled cucumber

□ 3) mother’s shawl

□ 4) exact answer

A2. In which sentence is NOT written together with an adjective?

□ 1) The ceiling is (not) wooden.

□ 2) The testicle is (not) simple, but golden.

□ 3) The list of stores is far from (in)complete.

□ 4) This drawing is very (not) bad.

A3. In which word is b written in place of the gap?

□ 1) squirrel..ya

□ 2) line

□ 3) good..

□ 4) creamy

A4. Which adjective contains only one letter N?

□ 1) cranberry

□ 2) geese

□ 3) tin

□ 4) were..th

A5. Which adjective uses the suffix -SK-?

□ 1) Cossack

□ 2) knitting

□ 3) Belarusian

□ 4) German

A6. Which adjective is written together?

□ 1) (medieval)

□ 2) (north)western

□ 3) (pale) yellow

□ 4) (fruit)

Read the text and complete tasks B1-B3 and C1.

(1) The Hermitage is undoubtedly the most significant art museum in Russia. (2) The majestic palaces of the 18th–19th centuries, which house his collections, are located on the left bank of the Neva. (3) They represent a luxurious “box” containing one of the richest collections of fine and decorative arts in the world.

IN 1. From sentence (1), write out the adjective in the compound superlative form.

AT 2. From sentence (3), write down the adjective formed by adding the stems.

AT 3. Write the rank according to the meaning of the adjective “majestic” from sentence (2).

C1. Write a short essay about your visit to a museum.

1) There is an old Ukrainian legend. 2) The mother had an only son. 3) He married a girl of amazing, unprecedented beauty. 4) But the girl’s heart was black and unkind. 5) The son brought his young wife to his home. 6) The daughter-in-law did not like the mother-in-law and said to her husband: “Let the mother not come into the house, put her in the entryway.” 7) The son settled his mother in the hallway and forbade her to enter the house. 8) The mother was afraid to appear in front of her evil daughter-in-law. 9) As soon as the daughter-in-law walked through the hallway, the mother hid under the bed.

10) But even this was not enough for the daughter-in-law. 11) She says to her husband: “So that the spirit of the mother does not smell in the house. 12) Moved her to the barn.” 13) The son moved his mother into the barn. 14) Only at night the mother came out of the dark barn.

15) One evening a young beauty was resting under a blooming apple tree and saw her mother come out of the barn. 16) The wife became furious and ran to her husband: “If you want me to live with you, kill my mother, take the heart out of her chest and bring it to me.” 17) The son’s heart did not tremble; he was bewitched by the unprecedented beauty of his wife. 18) He says to his mother: “Come on, mom, let’s swim in the river.” 19) They go to the river along a rocky bank. 20) Mother tripped over a stone. 21) The son got angry: “Why are you tripping, mom? 22) Why don’t you look at your feet? 23) So we will go to the river until evening.”

24) They came, undressed, and swam. 25) The son killed his mother, took her heart out of her chest, put it in a maple leaf, and carried it. 26) A mother’s heart trembles. 27) The son tripped over a stone, fell, hit his knee, the hot mother’s heart fell on a sharp cliff, bled, started and whispered: “My dear son, didn’t you hurt your knee? 28) Sit down, rest, rub the bruised area with your palm.”

29) The son began to sob, grabbed his mother’s heart with his palms, pressed it to his chest, returned to the river, put the heart into his torn chest, and poured it with bitter tears. 30) He realized that no one had ever loved him as devotedly and selflessly as his own mother.

31) And so enormous and inexhaustible was maternal love, so deep and omnipotent was the desire of the mother’s heart to see her son joyful and carefree, that the heart came to life, the torn chest closed, the mother stood up and pressed her son’s curly head to her chest. 32) After this, the son could not return to his beautiful wife; she became hateful to him. 33) Mother did not return home either. 34) The two of them went across the steppes and became two mounds. 35)And every morning the rising sun illuminates the tops of the mounds with its first rays...

36) This is the legend created by folk wisdom. 37) There is no love stronger than a mother’s, there is no tenderness more tender than a mother’s caress and care, there is no anxiety more alarming than sleepless nights and a mother’s unclosed eyes.

38) Filial gratitude... 39) How many bitter thoughts and sorrowful minutes does a mother’s and father’s heart experience, feeling that a son or daughter is indifferent, heartless, that they have forgotten about the good done for them by their mother and father. 40)And there is no higher joy for a person who feels the approaching twilight of his life than the joy, the source of which is the gratitude of children for the good and blessings created by parents in the name of the goodness and benefit of the children. 41) Ungrateful son, ungrateful daughter - in the treasury of folk morality, this is perhaps the sharpest, most profound condemnation of human vices.

(According to V.A. Sukhomlinsky)

Show full text

In this text, V.A. Sukhomlinsky raises the problem of maternal love.

The author addresses a pressing moral problem. An outstanding teacher tells an old Ukrainian legend. He describes the story of a young man who killed his mother for the love of his beautiful wife. But the son came to his senses only after he dropped his mother’s heart. His mother did not condemn him for his cruel act, but, on the contrary, advised him to sit down and rest. It was then that the son “realized that no one had ever loved him as devotedly and selflessly as his own mother.” V.A. Sukhomlinsky notes that “maternal love was enormous and inexhaustible.” The mother’s great desire to see her son happy helped her return to life and reunite with her son.

I completely share the opinion of V.A. Sukhomlinsky. Our mothers are ready to make any sacrifice for the sake of their children, their love is so pure and sincere that in difficult times they will help without asking for anything in return. A mother will never betray, she will always take care of her children, worry about their failures and be incredibly happy,

Criteria

1 of 1 K1 Formulation of source text problems
1 of 3 K2

This is the legend created by folk wisdom.

We do everything to make the children happy. And at the sight of joyful, serene children's faces, my heart is filled with satisfaction. But for some reason anxiety creeps in along with it.

How to achieve this? I see only one way: to teach children to do good for us - parents, educators, and people of older generations in general. A child must pay for good with good!

Essay based on the text by Sukhomlinsky

An old Ukrainian legend tells about the appearance of the Savior:

“Once in ancient times, the Heavenly Father gave birth to the Cossack people with Mother Earth in the hour of a night thunderstorm, and gave them a great land from North to South, from sea to sea, from sunrise to sunset, from the Danube to the Don and the Kuban. And he gave them a commandment - not to go anywhere from that land and not to give it to anyone. And so that they would be able to cope and be gathered into a heap, he gave them various skills from heaven. Yes, and he commanded them to guard the Light, to fight the darkness, and not to allow lies among themselves.”
This is how different crafts appeared, and with them the Savior. And since then the Cossacks have been bearing the gifts of God. The name itself - Spas - is not a generally accepted self-name for the knowledge and skills that were diffused in the Cossack environment, and which will be discussed below. It was not widespread. At the same time, there was another name - Stos, from a special prayer - a prayer that allows you to enter a “different” state of consciousness. Somewhere this knowledge was called kudyu in the ancient manner. And for the most part, our ancestors generally dispensed with self-names and began to teach students “mind and reason”, or simply “science”. This state of affairs, namely the absence of a generally accepted name, has given modern critics an additional reason to deny the existence of the Savior among our ancestors.

There are no written sources that would allow us to assert that Spas is a complete, structured system. The whole history of our people is such that the knowledge stored among the people about God, the world and man was destroyed more than once. This marked the arrival of Christianity in Rus', when they tried to uproot the entire pagan worldview, but the village found a way to reconcile one with the other, which ultimately led to the merging of pagan and Christian worldviews in the popular consciousness. Isn’t there convincing evidence for this that we still celebrate Maslenitsa with pleasure, and children go around the “gypsy gate” (if you don’t understand, ask the children), which, according to popular belief, is a klyazi (the entrance to the “other”).

The revolution dealt an irreparable blow to the village, trying to erase from the consciousness of the people not only the past foundations, but also God, as such.

But the people survived, and with them the knowledge that was passed on from generation to generation, from mouth to mouth. Of course, all these cataclysms could not pass without a trace, and “science” became more fragmented, and in some places became smaller.

But the Savior is alive as long as its few carriers are alive.

Since the times of paganism, the structure of the World has been considered as the totality and inseparable interaction of three worlds, called Rule, Reality and Nav. Reality is the visible world, the world in which we live. Nav is the world of spirits, which is divided into the world of Slavi and the world of Navi. The World of Slavi is the world of the souls of departed ancestors and the world where serving spirits live. The world of Navi is a world where spirits hostile to humans are located. Rule is the world of the Gods. All these worlds, one way or another, are manifested in man. To protect against malevolent spirits, the protective Spas is used; to protect against illness, which is considered as a living personified being, the healing Spas is used. Fighting Spas protects warriors in battle.

Man, according to the views of our ancestors, is also triune, like the world that surrounded him. In the Christian tradition, these are spirit, soul and body. In Vedism, the concept of “triglav” includes not only the structure of the worlds, but also the structure of our soul. “Our face,” the ancestors taught, “Triglav represents. There are three brothers living in us: the eldest, the middle and the youngest. The elder brother is the Spirit, a particle of God, the middle one is the Soul, and the younger one is the feelings inherent in the body. In everyday life, the older brother sleeps, the middle one leads, and the younger one is a completely gullible fool. There is no harmony between them. Only by uniting the brothers, that is, by mastering the three heads, do you receive powers of various kinds - earth, sky, fire and water.” Unity was called differently - mood. The word “mood” has a deep meaning, indicating the unity of the brothers: “there are three of us” - light and joyful for a person.

The triglav of the soul is also compared with three sisters, whose names are Zhiva, Smaga and Tyama. The life-giving creature creates - it is what moves. Smaga is fiery feelings, and Tyama is the power of the mind, that which makes you move. There is also a bird soul that leaves the body in a dream, its name is Vedogon. The soul stands apart - the trace, which is called the “Image”. When we say “made with soul”, “put in the soul” - we are talking about the soul - the trace, about the Image. It remains in the works of our hands, our creations, in the traces on the damp earth. Evil people can harm a person using objects created by him, earth from a footprint, hair, photography - which is what partial magic is based on.

Along with the trinity, there is also a four-dimensional structure of man. The body was given by the mother, the soul was given by Jiva, the spirit by the father, and the conscience by the Family. Four cardinal directions, four verses - fire, earth, water and air. The human body is divided according to the elements: legs - earth, stomach - water, chest - fire, throat and head - air. This division is not just a theory; many practical works in Spas are based on it.

The basis of the Savior is a mythological worldview that deprives perception of evidence, and gradually pushes towards madness as the only way to rise above logical thinking.

Only in such a state can you come closer to seeing the World as a whole, as well as your path in this World. Indeed, in the minds of our ancestors, human life is a road, and man himself is a walker ascending to the Upper World (remember the expression “life’s path”). Savior is perceived as a “pathless road to the Lord,” that is, direct and short. Returning Home is the highest goal of any person, and until it is fulfilled, we will incarnate on this earth again and again. Therefore, in the Savior, so much attention was paid to the organization of the world in which the soul must fulfill its destiny for this incarnation, collecting all the lessons scattered for it along this path of life.

And as soon as the Soul begins to awaken, special abilities immediately open up, which are just “flowers on the side of the road,” but in no way an end in itself in the tradition of the Savior. However, they also make our lives brighter and restore our childhood ability to believe in fairy tales.

In an effort to return to the Savior (namely, to return, and not to return it to people, as many say), we strive to return miracles and fairy tales to our lives, to make it more rich and complete.

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