Every teenager sooner or later begins to think about admission and testing. However, the question “How to successfully pass the CT in Russian?” remains open. We present to your attention proven ways to prepare for CT and best tips from students and teachers who will help you pass Russian with excellent marks.
Start your path to success before everyone else!
Coming to 10th grade, many people think that they have whole year to rest. But that's not true. By giving yourself a head start, you don’t even realize how difficult you are making it next year, and how much you will regret the lost time after. After all, in 10th grade you are not required to go through the entire program non-stop. When a free minute appears, spend it usefully. Review the rules, take tests, watch video lessons. So, in the first year you can repeat a larger part of the program, leaving a small part for graduating class. And while your classmates are just starting to think about tutors, you are already one step ahead! You are already on your way to your goal!
Rehearsals for the most important event in school life
Have you ever gone to rehearsal testing (RT)? Didn’t go because you’re afraid to find out your results?! Very in vain! The sooner you start your rehearsals, the better. The special atmosphere of RT will help to better transfer the excitement to the DH. If you start taking RT from the beginning of 10th grade, then there is a chance that you will not get confused during the exam itself, and your anxiety may completely fade away.
Ways to pass the test successfully
If we take the question on a large scale, we can single out just two ways to prepare for testing:
- with a tutor;
- without a tutor.
And mostly many choose the first option, but is it justified? For self-preparation you need, first of all, patience and perseverance. If you are a happy owner of these two qualities, then this option is for you!
Anastasia Karatkevich, student of Minsk State Linguistic University:
« I prepared for testing myself, because I think it is very real. You just need self-control and that's it».
Materials for preparation for CT
The most important assistant in preparation is collection of tests from previous years. When preparing, you need to do as many tests as possible. However, you should not solve them at random or, as everyone likes to do at school, in your head. It is necessary to write down each task for better assimilation, so that in the end there are no problems at the main event of the entire school life.
Anna Tikhonovich, student at the Institute of Journalism of BSU:
"To the central heating center I didn’t really prepare much for Russian, because I never had any problems with the language. I bought a collection of assignments for 5 or 6 years and solved everything from start to finish. I later sorted out unclear tasks».
Galina Borodina, teacher of Russian language and literature:
There are few tests from previous years and you want to prepare more? Look on the Internet! On the World Wide Web you can find tests that will immediately show whether you answered correctly and explain everything with rules.“You can find many good Internet portals where you can get advice and work on thematic simulators.”
But what to do if you are an ardent fan? social networks ? The answer is simple - join
Testing Center of the Ministry of Education Russian Federation
Russian language
OPTIONS AND ANSWERS for centralized testing
Test Preparation Guide
BBK 74.202.5 UDC 37L M20
Tests, Russian language and class. Options and answers for centralized testing - M.: Testing Center of the Ministry of Defense of the Russian Federation, 2003.
Collection “Tests” (options and answers from centralized testing in 2003) - the book presents samples of tests used during centralized testing in 2003 in the Russian language and the Russian language of increased complexity. Tests are compiled in accordance with the minimum project content requirements educational standard. Answers for all presented tests are provided. The structure of the tests is given.
The collection is intended for self-preparation of graduates of general education institutions for final certification and entrance exams to universities, as well as to help teachers and methodologists who use the test method of knowledge control in their work.
ISBN 5-94635-129-Х
© Testing Center of the Russian Defense Ministry, 2003
Commissioned on August 28, 2003. Volume 7.75 p.l. Circulation 70,000 copies. Order 1370.
Printed at the State Enterprise "Zagorsk Printing House" 141300, Moscow region, Sergiev Posad, Krasnoy Armii Ave., 212B
Tel. 547-60-60, 4-25-70, fax547-60-60
INTRODUCTION
The most important feature characterizing Russian education recent years, is an attempt to use modern technologies to assess students' educational achievements. For this purpose, the mechanisms of centralized testing and the unified state exam are used.
Objective assessment of educational achievements is carried out, as a rule, by standardized procedures, during which all students are in the same (standard) conditions and use measuring materials (tests) that have approximately the same properties. This standardized procedure for assessing educational achievements is called testing.
A correctly composed test is a set of balanced test items. Number of tasks in the test according to various sections should be such as to proportionally reflect the main content of the subject. The use of test items of different difficulties should ensure equal difficulty various options tests.
The development of modern pedagogical tests is only possible if there is a large number of test items, the properties of which are determined before the grades are assigned (scaling of results).
Centralized testing assesses the level of preparedness of students on a 100-point scale, taking into account the difficulty and differentiating power of correctly and incorrectly completed tasks.
When assessing educational achievements, the Testing Center uses quite complex mathematical models. You can familiarize yourself with them in the special literature of the Testing Center.
The student being tested must know that the number of tasks he completes correctly does not determine his test score. The difficulties of correctly and incorrectly completed tasks can significantly affect the assessment of test results.
The correspondence between the number of correctly completed tasks and the test score is presented in the diagram at the end of the collection, which was obtained as a result of statistical processing of the results of centralized testing in 2003. Average score in Russia it is taken equal to 50.
The test materials and results presented in the collection can be used as some guidelines for preparing for centralized testing in 2004.
The practical use of modern tests of educational achievements gives students the opportunity to objectively assess the level of their knowledge, as well as determine their place (rating) among the many Russian students who have undergone centralized testing. This service is in increasing demand. In 2003, about one and a half million graduates participated in centralized testing. Over half of Russian state universities accept the results of centralized testing as assessments of entrance examinations. Tens of thousands of applicants who submitted to admissions committees certificates of centralized testing are annually enrolled in state universities in Russia.
Technology and methods of centralized testing are widely used when conducting the unified state exam in Russia.
Structure of the Russian language test Developers: Issers O.S., KuzminaNA., Llybina A.T.
Editor: methodologist of the Russian Language Testing Center of the Russian Ministry of Defense Antonova O.Yu.
I. Spelling
1. Spelling of unstressed vowels in roots (checked and alternating).
2. Spelling of unchecked vowels in the root of a word.
3. Vowels -О-/-Ё- after sibilants and -Ц- in roots, suffixes and endings,
4. Vowels -E-/-I- in suffixes and endings of adjectives and verbs.
5. Spelling unstressed case endings nouns
6. Spelling of prefixes pre-/pri-.
7. Spelling -Y- after consonant prefixes and after hissing i-Ts-
8. -Н- and -НН- in full forms of adjectives, participles and derived nouns.
9. Differentiation of spelling-Н- and -НН- in full and short forms of adjectives, participles, adverbs.
10. Unpronounceable consonants.
11. Spelling of voiced and voiceless consonants.
12. Double consonants.
13. Spelling of participle suffixes.
14. Spelling -NOT-with various parts of speech.
15. Spelling -NOT- and -NOR-based on semantic differentiation.
16. Hyphenation of nouns, adjectives and adverbs.
17. Merged and separate writing adjectives and adverbs.
18. Spelling of derivative prepositions.
19. Dividing -b- and -b-.
20. -b-after hissing ones.
II. Punctuation
1. Dash in a simple sentence.
2. Punctuation marks for the conjunction I in simple and complex sentences.
3. Punctuation marks for homogeneous parts of a sentence.
4. Punctuation when isolating minor members of a sentence.
5. Distinguishing between introductory words and sentence members. Punctuation marks when isolating introductory words and introductory constructions.
6. Punctuation marks for the conjunction HOW.
7. Punctuation marks in complex and complex sentences.
8. Dash and colon in non-union and complex sentences and with homogeneous members with a generalizing word.
9. Punctuation marks in all types complex sentences.
10. Standards for formatting someone else's speech. Punctuation marks for direct speech and quotations.
III. Speech culture and stylistics
1. Orthoepic norms.
2. Norms of lexical compatibility.
3. The meaning of the word.
4. Grammar rules.
1. Russian literary language and its styles. Language indicators of styles.
2. Types of texts.
V. General information about the language. Russian language system
1. Basic concepts of morphology.
2. Basic concepts of syntax.
Ministry of Education of the Russian Federation Testing Center
Russian language test No. 1
Instructions for students
The test consists of parts A and B. It takes 100 minutes to complete. We recommend completing the tasks in order. If the task cannot be completed immediately, move on to the next one. If you have time, go back to the tasks you missed.
Each task may have 1,2 or more correct answers. Mark the numbers of the selected answers in the answer form under the number of the task you completed.
A1. -O- is written | |||
1) tanned | |||
3) absorb | |||
A2. -A- is written | |||
1) charm | 4) size |
||
sullen | 5) engraving |
||
put together | |||
A3. -Yo- is written | |||
lit a fire |
|||
ts_cat (hooves) | |||
A4. -I- is written | |||
1) jump up | dozing cat |
||
2) if you send... | |||
3) glued | |||
A5. -E- is written in both cases
1) in the thorny network of branches
2) in a garden blooming in spring; for her mother_
3) in front of a blooming rose; in the flickering light
4) roll; shine in white_
5) he will hold out; bushes wine_
A7. -ы- is written
1) notorious
2) super_intuition
3) pre-jule
4) Tsgansky
A8. -N- is written in both cases
1) karmay; laden
2) windy; vareik
3) diffuse; ice cream
4) traditional; be friends ik
A9. -NN- is written in both cases
1) A gilded bow and a large, bronze-forged three-piece guitar appeared.
2) The not-yet-cowed grass spreads from the half-hearted heat, unbearable for a living creature.
3) The aspirations of the best representatives of modern youth are always pure and lofty.
4) The girl went down to the Volga to get some water, but when she looked at the unusually transparent patterned ice, she was enchanted by this beauty: in front of her a frozen garden shimmered with sparkles of the sun
flowers and trees. | ||
A10. Consonant missing | ||
publicity | 4) honor |
|
viceroy | 5) Ren_Genovsky |
|
dermatine | ||
All. The letter denoting a voiceless consonant is written |
||
1) delicious party | 4) woodworking |
|
refined sugar_ | 5) high presti_ |
|
small fish | ||
A12. The double consonant is written | ||
Hypothesis | 4) cavalry |
|
ventilate | 5) symmetrically |
|
passive | ||
A13. -U(-Yu) - written | ||
rumbling | 4) self-adhesive (wallpaper) |
|
2) (dogs) la t | 5) unabating |
|
3) struggling | ||
For the first time in my life, I took the Russian language test on June 15, 2014. Higher education I have had this for a long time: when I entered, there were regular exams, not CT exams. At the university, at the Faculty of Journalism, I also studied the rules of Russian grammar and stylistics. But since during my work in the media my mistakes were corrected by proofreaders, the knowledge was completely erased from my memory.
IN last years, when I started fulfilling copywriting orders, and then teaching copywriting, the forgotten began to be missed. Innate literacy, i.e. Nature has not blessed me with good visual memory, so when checking my own and other people’s texts, I have to remember the rules from the textbook. A copywriter is his own proofreader, and students sometimes put commas anywhere and wait for reasonable comments. That’s why I decided to repeat the subject using the CT as a stimulus. And in addition to improving my writing skills, it was important for me to get the results of another experiment on independently organizing the educational process.
During my first attempts to fill out tests from previous years, I made from 5 to 10 errors: a typical figure for a high school student who did not specifically prepare for testing. But, unlike the average school student, I was sure that it was quite possible to prepare well for the exam in a short time. The experiment was a success: I passed with 100 points.
What is a “short period” for preparing for the Russian CT?
The manual I used to prepare for the CT I decided that I would take the CT, and for the first time I opened the test preparation guide on April 26, 2014. Last days April and all of May I studied no more than 4 hours a week. It took a little more than a month to read, without stopping at the exercises, “Manual for preparing for mandatory centralized testing” by O. Gorbatsevich, T. Ratko and T. Bodarenko and perform several tests for the previous year. At the end of May, I bought an additional collection of tests for 2008-2012 and from June 1 to June 14 I studied for 3 hours a day, dealing in detail with the most difficult topics and solving tests for different years.
Thus, the total number of hours devoted exclusively to preparation for the DT was about 60; in addition, travel time in transport was sometimes used. All this time I continued to work and fulfill my household duties.
In what ways was it easier for me than for applicants?
If you compare me with a school graduate, then I benefited from the fact that I was not burdened with final exams. During the same period, schoolchildren had only 2-3 days to escape from exam subjects and focus all their attention on the DT. Compared to the average “adult” applicant, I benefited from the fact that I had a free work schedule and an equal division of household chores with my husband: this meant that I could choose the most productive time to prepare for tests. In addition, I took one test, not three.
Others must adapt to their circumstances. This means it will most likely take longer to repeat calendar days. On the other hand, if you start preparing in advance, then your knowledge will be more durable. Then the final repetition before testing may take only a few hours.
In what ways was it more difficult for me than for applicants?
They say that with age, the tenacity of memory weakens, and I partly believe this. In addition, I did not have Russian language lessons at school and preparation for the school exam in the same subject. The latter circumstance has both pros and cons. Because school assignments in the subject also allow you to consolidate in your memory the topics presented at the CT.
I had no consulting teachers, no electives, no tutors, and no courses for applicants. Nobody organized mine educational process. Although the latter circumstance did not bother me, because it was the technologies of self-organization that I tested on myself.
What can you use from my experience of preparing for the CT?
These are the things that seem to me to be commonly used.
- Maximum program and optimal program
For a test whose results are assessed in points, it is easy to define your tasks in the same units. I had two planks. I wanted to take the maximum: precisely so that I could talk about this result in confirmation of the possibilities of rational self-education. But I consider the goal “100 points and no less” to be counterproductive. In any business there is an element of chance, so, I decided, it was up to me to pass the test with no less than 90 points. In this case, I will be able to share my experience. If it is less, then testing will remain my personal experiment. The maximum program, perhaps, can be the same for everyone: if someone passes the CT with a 100, then you can too. The problem with the optimum. Applicants do not know it as a pragmatically valuable value, because the competition for admission to a specific university cannot be predicted in advance. I think there is no point in practicing forecasts. The optimum is the score that you yourself will consider an achievement: it simply must be higher than your “usual level.” - Motivation
I was motivated by the desire to write this text and then invite those interested to a course on self-organization in their studies. After all, I allowed myself to do this only when successful completion test. But beyond this purpose of repetition school curriculum only indirectly, there was a simple everyday benefit from preparing for the DT. I write custom texts all the time, as well as correct the mistakes of novice copywriters. And constantly checking textbooks while working is a waste of time. As I assume, applicants want to enroll very strongly, and this desire can motivate efforts to prepare for the CT. But it’s impossible to predict in advance exactly what score will be enough for admission, and this is discouraging. Maybe if we more clearly link preparation for tests with acquiring practical literacy, the desire to understand the rules will be greater? True, I don’t know what everyday problems a test in mathematics or chemistry can be associated with, but I assume that if you find out in advance how a specific science is used in a specific future profession, then in compiling chemical equations you can find meaning. Among the factors of motivation, scientists highlight procedural and content ones, emphasizing their importance. In other words, to work with enthusiasm, you need to be inspired not only by future results, but also by the work process itself. I didn’t have any problems with this: I find it interesting to understand how the language works. If there is no such curiosity, and there is still enough time for preparation, you can try to awaken a keen interest in linguistics. If it didn’t work out, well, increase external incentives, come up with additional rewards for studying. - Continuous superficial repetition and in-depth study difficult sections
As I already said, at first I just slowly read the manual for preparing for the CT. And while reading, I noted which sections seemed confusing and unclear to me. While doing tests at the same time, I noticed questions that I couldn’t answer confidently. Prime candidates for second repetition and study additional sources There were topics that were touched upon as difficult both when answering questions and while reading the manual. In second place is something that was not easy to understand when reading. But the “phonetics” section was enough to re-read (and write down the number of letters and sounds) once. It is somehow self-sufficient, and schoolchildren make the fewest mistakes in it. - Repetition sequence
Russian (and Belarusian for those who use it regularly) are perhaps the most practical subjects in the school curriculum. After all, we all write some texts, and writing them correctly is a simple rule of decency. Therefore, all conscious applicants see the value of the “spelling” and “punctuation” sections. But the sections “morphology”, “word formation” and “syntax” at first glance are far from the tasks of everyday life. But the composition of the word and the part of speech it belongs to directly determine its spelling, and the placement of punctuation marks directly depends on the structure of the sentence. Therefore, it’s worth starting with the “impractical” sections and understanding them as thoroughly as possible. And spelling will grow on the basis of this knowledge almost without effort. - Sources for review
The manual I used is considered by tutors to be one of the best, but it cannot be the only one. To fully understand complex topics, you need alternative sources. There are many of them on the Internet, it is important to be able to choose reliable ones. And if you don’t know how, learn. - Mnemonics
On the VKontakte network there is a popular group “Memories of the Russian Language”. One or two such didactic works have been firmly etched in my memory since school: we will classify them as the second conjugation without a doubt... By the way, do you remember that in this rhyme there are not all verbs not in -it that belong to the second conjugation? It does not include verbs with stressed endings. plural third person, for example, “burn.” What I mean is that you should not replace understanding of the issue with mnemonics. Although there are things that really just need to be remembered, and here mnemonics help us. For the most confusing rules, I drew “rule cards” (according to the method outlined in the book by Vasilyeva E.E. and Vasilyev V.Yu. “Supermemory, or how to remember in order to remember”), to memorize lists (for example, the ranks of pronouns by meaning ) used the “Loki” technique (binding a word to a familiar place). I wrote out vocabulary words with double consonants on several sheets of paper and hung them on the door; those difficult to pronounce, I recorded them on a tape recorder and listened to them in transport. To test my memorization, I recruited my daughter several times to give me a vocabulary dictation. That seems to be all. - Self-test
When filling out the “training” tests, I, of course, checked the results of the completion. Moreover, I didn’t check the answers with the answers during the first check. And almost every time I myself found 1-2 mistakes “due to inattention.”
For some reason I think that most people make such mistakes. If I had more time to prepare, I would definitely include separate exercises for training attention in the program. But a simple self-test is quite effective. By the way, in my real exam test I found the missing mark during self-test.
I was very surprised watching my colleagues who were taking the CT test: almost everyone who left before me did not re-read their work at all. Why? After all, correct corrections here are guaranteed to increase your score! - Audience Strategies
They ask you to arrive for testing half an hour in advance, but the envelopes with tests are opened exactly at 11. The meaning of sitting at a desk for half an hour is not very clear. There is enough time for the test even under exam stress, and most of the test takers left long before the final bell. Phones really need to be handed over to the cloakroom, all handbags, papers and even glasses cases are collected and generally kept on guard at all times. Can't be written off.
But you can write comments on the questions. I wrote to two of my fourth version of the test at once. One of the questions was worded grammar mistake, the second (based on text analysis) was, in my opinion, incorrectly formulated. But whether my last remark was taken into account or my guesses in the test form simply coincided with what the authors had in mind remained a mystery to me. One thing is clear: it is safe to write comments on tests; this does not affect the assigned score. Most likely, these comments do not correlate with the authorship of the form, because they asked to write out their thoughts “shortly in order to include them in the protocol” and did not require a signature. - After testing
I didn’t want to “take the test and forget” and after a few days I realized the need for regular repetition. Well-chosen cells on a testing form do not yet mean perfect literacy or expert knowledge of even a school course.
I firmly remember the rules that are used in almost every text: punctuation for homogeneous parts of a sentence, endings of verbs and nouns, writing frequently used dictionary words. For the rest, you have to periodically refer to dictionaries and reference books. I got into the habit of clarifying doubtful spelling points after completing work on each article, and installed an application for spaced repetition on my smartphone - so I still don’t have to flip through dictionaries too often.
The differences between conjunctions and allied words, types of circumstances and categories of pronouns are gradually forgotten. But my “rule cards” are in a safe place, so that the material in my memory can now be renewed not in a month and a half, but in a day. And this makes me happy: my experience may be useful to others more than once.
How self-organization andlearningskills?
In high school in American schools and in the first years of universities and colleges, many students take courses in learning skills and study skills. We don’t have such practice, so I studied this subject on my own. These are general planning and time management skills, as well as the ability to extract the main thing from a text (by the way, helps in text analysis tasks), take notes, work in a group and individually, and remember different types of information. Before the experiment on myself, I had already conducted several motivational groups on self-organization in everyday life, and one on managing personal projects in any area: some self-organization skills relate to studying in the same way as to regular menu planning.
So here are the study skills that were used in preparation.
- Time planning, scheduling
All the preparation was not left until the last day, and that’s good. Remember a large amount of information per day with developed random access memory It’s possible, but learning to apply the rules is unlikely. - Work Sequence Planning
The sections in the textbooks are not in the most convenient order. But if you’ve already created Gantt charts a couple of times to properly renovate a room or fill out a website, then it’s easier to figure out the sequence of topics you personally need to repeat. - Critical thinking
This is also one of the learning skills that needs to be applied specifically to the selection of information sources. The Internet has both reliable resources specifically for self-study, and pages that look quite convincing, but only partially reflect the necessary data. If you do not distinguish the first from the second, you may miss important points. - Correct self-learning procedures
On any specialized resource for preparing for the CT, you will find a lot of advice, the meaning of which is obvious. Write down the main thing on paper, use different senses, read more... The devil is in the details: how exactly to write down this “important” so that it remains not only on paper, what is worth mentioning, and what is better to practice once again on tests, which texts are useful “read more”, in solving what problems this reading can help. It is for these procedures that Americans take learning skills courses. - Periodic Maintenance Processes
Standard procedures that should be followed in order not to get lost in in this case, acquired knowledge. These procedures are also necessary during the study process, especially over a long period of time. Well, now they still need to be adapted to the situation of real use of knowledge.
Is it possible to learn from my experience in preparing for the CT?
I think it's possible. And I personally find it more interesting that it is useful not so much for filling out test forms, but for improving practical literacy. The route is similar: find out what you don’t know, choose required material for repetition - and study consistently. And along with spelling rules, you also need to master learning skills, with which no exam is scary.
On February 7, 2019, I’m hosting a free webinar where I’ll tell you in detail how to build your path to perfect spelling. !
How to pass the Russian language test with 100 points? Personal experience
___________________________________________________________________________________
1. Familiarize yourself with the test program and make a general preparation plan.
The first thing you need to do is make a plan to prepare for classes. Your plan should cover all the topics covered in the DH. You can get acquainted with them in the document from RIKZ “Test specification in the academic subject “Russian language” for centralized testing”. All topics and sections that are mentioned there are used when compiling tests. There is also helpful information about the structure of the test: what percentage of the total is this or that section of the Russian language. So, spelling takes up as much as 32.5%! And this is already more than the threshold score. Therefore, she will need to pay more attention. Look through the collections of CTs from past years. Pay attention to how the tasks change from year to year: in most cases, according to my observations, it’s just the wording, the configuration of the test. Of course, you will not be able to predict what exactly you will come across during the testing itself, but this way you will understand what types of tasks you may encounter on a particular topic.
Determine for yourself how many hours/days a week you will devote specifically to the Russian language. It is advisable that this, of course, not be an hour a week. But don’t push yourself too hard. Adequately assess your capabilities. It’s unlikely that your enthusiasm and motivation will be enough, and there won’t be enough time for daily classes. Provided you work with concentration (you can ask your family to ensure that no one distracts you during these hours of study, as if you were studying with a tutor), I think 1.5-2 hours / three times a week will be enough for you. On the eve of delivery (in April-May) you can increase the volume. But, no matter how much you strive for results, set aside at least one day a week for proper rest.
2. Hang out in a bookstore for an hour or two. Get good benefits.
Nowadays there are a great many manuals for preparing for the CT in Russian. How can you choose from all this variety what will really be useful? I would recommend purchasing the following manuals:
- Russian language. CT for 60 lessons. They already bring together theory and tests in the form of lessons. The language is easy to understand, so this is exactly what you need for independent work. Examples of test tasks are given, but often they are not enough.
In order to study a particular topic well, use...
- Thematic simulator. There, test tasks are grouped by topic. I would recommend immediately, when going through/repeating a topic, to consolidate what you have learned on these test tasks. Don’t rush to decide on all the options right away. Later, when you work with full-fledged options, you will probably make mistakes. You can also work out these mistakes with the help of a thematic simulator.
- Russian language. Complete collection of tests. There are as many as 50 options there. You will need it in the last months of preparation, when you have already completed everything according to schedule. Then the time will come for “deciding”, that is, you will get better at it. After this, you will really be able to perform many simple tasks “automatically”. This is good because it will give you time to tinker and think hard about something more complex.
- Collections of tests from recent years.
3. If you turn to the Internet, use reputable sources.
More than once I heard children give incorrect answers in class. When asked why they made this mistake, they answered: “I looked on the Internet, it was written there.” I don't want to say that everything is completely wrong there. But there are sites that you should trust, and there are some answers to mail.ru, where any poor student can register under the nickname of an excellent student and give advice. It’s a dubious idea to rely on such opinions, isn’t it? Here are some sources that I would advise you to use: gramata.ru; "Handbook of Spelling, Pronunciation and Literary Editing" Rosenthal D.E. and etc.
4. Start your repetition with the basics. Move from simple to complex.
Perhaps when you first open standard version CT, you'll be shaking. You may feel scared because of how much you have forgotten and don’t remember. But don't be afraid of it. Yes, the CT version contains everything that you learned over the course of eleven whole years of schooling. But this is more than possible to repeat in a short time. One of my students and I prepared for testing for only 3 months. And he received a result of as much as 85 points! He worked hard for this result. It's not easy, you'll have to work hard. But if you put in enough effort and diligence, everything will work out! Start with simple rules, "warm up your brain." Slowly increase the pace. Move from simple to complex, gradually. Over time, you will reach the point where you will be able to solve the entire option. By the way, remember this same advice during the testing itself: do not stay too long on a task that causes difficulty. Remember, your time is very limited. First, do everything you know for sure, and then move on to what you need to think about.
5. Immediately practice the theory on practical tasks.
"Learned and practiced. Theory-test. Learned and practiced. Theory-test." This should be your mantra. There's no point in memorizing a rule if you don't know how to use it in practice. Here the thematic simulator, which I already mentioned above, will come to your aid, as well as collections in which tests are grouped by topic. There's nothing new here, but it's the most effective method assimilation, and this is what we use in preparation courses for the DT at the Educational Center "Knowledge Factory".
6. Once you practice the rule once, don’t forget it. Repetition is the mother of learning.
It is good to follow the previous point, but this is not quite enough. Memory has the ability to forget information that for a long time not used. Therefore, when you work on new topic, allocate at least 10-15 minutes in class to solve a couple of tasks of the material already covered. Always work on your mistakes! Errors are kind of bells that signal to you that you know a little worse. Make sure that next time you complete a similar task correctly.
7. Feel the atmosphere. Go to rehearsal testing. Preferably all 3 times.
Rehearsal testing at universities is carried out three times a year. There you will be able to feel the whole atmosphere, as well as identify gaps in knowledge, because there will be no reference materials or tips at hand. After RT you will be able to adjust the course of your preparation. On the RIKZ website in the “RT” section you can find the dates for the RT in 2016/2017 academic years. Put it in your calendar and go see them. It's a really good workout. And nerves too.
8. Follow the release of demo versions of tests and consultations from RIKZ.
These tasks are from the holy of holies, from where all exam versions of the CT are compiled. It definitely wouldn’t hurt to take them apart. Each test is accompanied by a detailed commentary from the compilers.
9. Get a couple of lessons from a professional the day before.
It may also be that some tasks, when self-training will still remain misunderstood. Some material is really very difficult for self-analysis. Under no circumstances should you leave it unprocessed. In this case, you can turn to a tutor for help for a couple of lessons. Clearly formulate the questions, write down examples of tasks that cause you the most difficulty, and first voice them to the teacher. This way, he will be able to prepare in advance to explain exactly what you need, and if you want, he will be able to diagnose your general readiness for DT and give advice on what you should pay attention to first.
10. Concentrate on the goal and don't let laziness win. Keep to the schedule.
Yes, a whole year of diligent preparation can exhaust anyone. But don't forget why you're doing it. Don’t let your preparation take its course, otherwise everything you did before will be in vain. But you don’t want that, do you?
P.S. Believe in yourself, but adequately assess your capabilities.
It will take a lot of willpower to comply with all the points. Some people may simply not be able to organize themselves. And that's okay. Don’t blame yourself, because it seems to you that you are “already”, but I say “only” in the eleventh grade. And there is no need to be ashamed of the fact that you still need help. If your family’s financial situation allows it, still contact a professional. Tutors are also good because they also serve as “kickers”: they won’t let you shirk your classes and will keep your preparation for exams in good shape. For most it is - best option. Believe in yourself, but if you still doubt it, don’t take risks, hire a professional. Ours will help you with this, where there is a convenient filter for finding a tutor in your area at a price that suits your parents.
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Purpose of the course: preparing students for CT in the Russian language. Classes include all topics of the Russian language in a certain sequence: “Phonetics”, “Vocabulary”, “Morphology”, “Composition of words. Word formation", "Spelling", "Syntax and punctuation", "Text. Speech culture and stylistics", " Functional styles speech. Genres of speech", "Norms literary language».
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Program of the preparation course for the CT in the Russian language
Compiled by: Egorova T.V. , teacher of the State Educational Institution “Secondary School No. 170 in Minsk”
Purpose of the course: preparing students for CT in the Russian language. This goal is achieved by performing a series of tasks:
1) providing complete theoretical coverage of the topic being studied;
2) ensuring practical mastery of the topic by students through the sequential implementation of diagnostic, correctional and final tests, compiled and conducted on the basis of the ideas of the “individual correction of the result” method;
3) identifying individual gaps for each student and ensuring their elimination by drawing up a plan for individual work on course topics and monitoring its implementation. Classes include all topics of the Russian language in a certain sequence: “Phonetics”, “Vocabulary”, “Morphology”, “Composition of words. Word formation", "Spelling", "Syntax and punctuation", "Text. Speech culture and stylistics”, “Functional styles of speech. Genres of speech", "Norms of literary language".
Expected result of implementation in educational process developed materials:
- High level of preparedness for exams and CT.
- Changing traditional forms of working with students
- Developed skills to set goals, plan and organize joint educational activities
- The skills of reflective and self-evaluative activities of students are developed
- Students have developed the skills and abilities to analyze their own interests, inclinations, needs and correlate them with available opportunities
No. | Lesson topic | Number of hours |
Sections of the science of language. The concept of literary language. Phonetics | ||
Lexicology. Lexicography | ||
Morphology. Morphological characteristics of parts of speech | ||
Composition of the word. Word formation | ||
Benchmark tests on the topic “Phonetics”, “Morphology”, “Word Formation” and Spelling | ||
Verifiable and unverifiable vowels in the root of a word | ||
Spelling of consonants at the root of a word | ||
Spelling vowels and consonants in prefixes | ||
Spelling suffixes of various parts of speech | ||
Spelling the endings of nouns and verbs | ||
Spelling n and nn in various parts of speech | ||
Integrated, separate and hyphenated spelling nouns, adjectives and adverbs. | ||
Use of e and e. Letters ъ and ь. | ||
Spelling of numerals. Declension of numerals | ||
Repetition by spelling. Tests on the topic “Spelling” | ||
Phrase. Simple sentence | ||
Coordination, control, adjacency. The main members of the proposal. Secondary members of the sentence | ||
Ways of expressing the subject. Predicate. Syntactic role of the infinitive | ||
Ways of expressing inconsistent definitions. Application. Types of one-part sentences | ||
Dash in a simple sentence | ||
Punctuation marks in sentences with homogeneous members. Homogeneous and heterogeneous definitions | ||
Isolated members of a sentence. Separation of definitions, applications | ||
Separation of circumstances, separation of additions. Isolated members with the meaning of clarification, explanation or accession | ||
Introductory words, phrases and sentences. Plug-in structures | ||
Punctuation marks in sentences with comparative phrases | ||
Classification of complex sentences. Punctuation marks in a complex sentence | ||
Punctuation marks in a complex sentence | ||
Punctuation marks in a non-union sentence | ||
Punctuation marks in sentences with different types communications | ||
Alien speech and its types | ||
Repetition. Tests on the topic “Syntax and punctuation” | ||
Text. Types of speech. Means of structural connection of sentences in the text | ||
Functional speech styles. Genres of speech | ||
The concept of the norms of literary language. Pronunciation, speech, morphological, syntactic and punctuation rules | ||
Repetition. Final control tests |
