At the production meeting, not only questions were discussed. type, more difficult
The answers to tasks 1–26 are a word, a phrase, a number or a sequence of words, numbers. Write your answer to the right of the task number without spaces, commas or other additional characters.
Read the text and do tasks 1-3.
1
Which of the following sentences correctly conveys the MAIN information contained in the text?
1. Ancient scientists did not separate geography from history and philosophy, therefore their scientific works include information from several areas of knowledge.
2. Ancient scientists did not separate geography from history and philosophy; geography became an independent science only at the turn of the new era.
3. The scientific works of ancient scientists contain information from several areas of knowledge, since in ancient times geography was not separated from history and philosophy.
4. The scientific works of ancient scientists that have survived to this day are complex in nature: they include information from several areas of knowledge.
5. Geography became an independent science only at the turn of the new era, so geographical information was included in the complex scientific works of the ancients.
Show text(1) Ancient scholars did not separate geography from history and philosophy. (2) It became an independent science only at the turn of a new era. (3) _____ scientific works of the ancients that have survived to this day, as they would say now, are complex: they include information from several areas of knowledge.
2
What subordinating conjunction should be in place of the gap in the third (3) sentence of the text? Write down this word (combination of words).
Show text(1) Ancient scholars did not separate geography from history and philosophy. (2) It became an independent science only at the turn of a new era. (3) _____ scientific works of the ancients that have survived to this day, as they would say now, are complex: they include information from several areas of knowledge.
3
Read the fragment of the dictionary entry, which gives the meanings of the word AREA. Determine the meaning in which this word is used in the third (3) sentence of the text. Write down the number corresponding to this value in the given fragment of the dictionary entry.
REGION, -i, pl. -and, -oh, well.
1. Part of the country, state territory (or territories). Southern regions of Russia. Northern regions of Europe.
2. Large administrative-territorial unit. Autonomous about. Moscow Island The authorities from the region (from the regional center; colloquial).
3. what or what. Limits, in which some kind of is common. phenomenon, zone, belt. O. evergreens. Lake Island
4. what or what. A separate part of the body, part of the body. Pain in the region of the liver. In the chest area.
5. trans., what. Branch of activity, circle of occupations, ideas. New about. Sciences. Departed to about. legends (no longer exists; bookish and ironic).
Show text(1) Ancient scholars did not separate geography from history and philosophy. (2) It became an independent science only at the turn of a new era. (3) _____ scientific works of the ancients that have survived to this day, as they would say now, are complex: they include information from several areas of knowledge.
4
In one of the words below, a mistake was made in the formulation of stress: the letter denoting the stressed vowel is highlighted INCORRECTLY. Write out this word.
1. strengthen
2. bent
3. occupied
5
In one of the sentences below, the underlined word is WRONGLY used. Correct the mistake and write the word correctly.
1. RESPONSE from critics who evaluated this novel were extremely negative.
2. For Russian tennis players, the outcome of the match was SUCCESSFUL.
3. Ilya Repin created EFFECTIVE multi-figure portraits "Slavic Composers".
4. In terms of the depth of emotions, flight is an incomparable feeling.
5. RESISTANCE of the body decreases when it is weakened.
6
Edit the sentence: correct the lexical error by replacing the incorrectly used word. Write down the chosen word, observing the norms of the modern Russian literary language.
These calculations do not play a significant role in solving the problem.
7
In one of the words highlighted below, a mistake was made in the formation of the word form. Correct the mistake and write the word correctly.
kitchen furniture
came running from the disco
SMARTER than everyone
FASHION couturier
profitable CONTRACTS
8
Establish a correspondence between the sentences and the grammatical errors made in them: for each position of the first column, select the corresponding position from the second column.
| GRAMMATICAL ERRORS | SUGGESTIONS |
| A) violation in the construction of a sentence with participial turnover | 1) At the production meeting, not only issues of labor discipline were discussed, but also the new system of remuneration. |
| B) an error in the construction of a complex sentence | 2) We argued for a long time over books written by a famous TV presenter. |
| C) violation in the construction of a sentence with an inconsistent application | 3) In the story "The Foundation Pit" A. Platonov reveals to us the tragic fate of various people who have been deprived of faith, hope, the purpose of life, and the very desire to live. |
| D) violation of the connection between the subject and the predicate | 4) Following A.S. Pushkin, F.M. Dostoevsky shows that how great a small person can be with his soul, his feelings, and develops the theme of “humiliated and offended” in the story “Poor People”, in the novel “Crime and Punishment”. |
| E) violation of the species-temporal correlation of verb forms | 5) Upon arrival in Paris, I immediately visited the Louvre. |
| 6) Reading historical novels, the events of past years seem to come to life in memory. | |
| 7) In his novel "The Hero of Our Time" M.Yu. Lermontov revealed Pechorin's individualism and considers not only his psychology, but also the ideological foundations of his life. | |
| 8) Everyone who has studied the process of language development knows about various historical changes at the level of phonetics, grammar. | |
| 9) Condemning his contemporaries, M.Yu. Lermontov writes that "I look sadly at our generation." |
Write your answer in numbers without spaces or other characters.
9
Indicate the answer options in which the unstressed checked vowel of the root is missing in all the words of one row.
1) floor .. thief, vyr.
2) enrich .. accompaniment .. ment, augment ..
3) stretch..heed (beard), m..kat (pen), b..dminton
4) indelible..dim, other..press, without setting.
5) copy ..menator, parade ..ksalny, floor ..skat (cat)
10
Indicate the answer options in which the same letter is missing in all the words of one row.
1) ra .. disturb, in .. call, and .. know
2) pr.foot, pr..mknut (to movement), pr..nasty situation
3) pre..reason, by..false, by..collect
4) pre..yulsky, pre..infarction, s..zmala
5) z..pirate, pr..delki, pr..grandmother
11
1) bulge .. to, arrogant .. out
2) enamel ..vy, honor ..be
3) sleepless .. tsa, compliant .. out
4) chronicle..c, biological..sky
5) adapt .. to be, blue .. wadded
12
Indicate the answer options in which the same letter is missing in both words of the same row. Write down the answer numbers.
1) dozed .. sh, familiarized .. who
2) bounce..sh, seen..ny
3) stop .. you listen ..
4) calm down .. shush, wait .. my
5) spread ..sh, frozen ..ny
13
Identify the sentence in which NOT with the word is spelled CONTINUOUSLY. Open the brackets and write out this word.
1. The lilac bush under the window is (NOT) LESS than ten years old.
2. The air, still (NOT) BECOME sultry, pleasantly refreshes.
3. (DO NOT) SULI a crane in the sky, give a titmouse in your hands.
4. (IN) CORRECT, but pleasant facial features gave Nastya a resemblance to her mother.
5. Ambition is a (NOT) DESIRE to be honest, but a thirst for power.
14
Determine the sentence in which both underlined words are spelled ONE. Open the brackets and write out these two words.
1. TO (WOULD) enjoy the spectacle of the festive fireworks, we climbed (TO) THE TOP of the hill.
2. Make sure that children do not run out onto the roadway.
3. (IN) CONSEQUENCE we had to (NOT) ONCE regret our frivolity.
4. TO (WOULD) avoid misunderstandings, I decided to talk to the parents (ON) DIRECTLY.
5. (B) FOR an hour we walked along a dirt road (B)DOWN a small river.
15
Indicate all the numbers in the place of which one letter H is written.
Meshchersky boats are hollow (1) from one piece of wood, only on the bow and stern they are crypt (2) with forged (3) nails with large hats.
16
Set up punctuation marks. Indicate the numbers of sentences in which you need to put ONE comma.
1. In the forests, I love rivers with black water and yellow flowers on the banks.
2. He wanted to go with me to meet you, but for some reason changed his mind.
3. In the living and oscillating lace of leaves, the blue of the autumn sky tangles and trembles.
4. Obadiah tried to imagine the former oriental bazaars in India, Afghanistan or Turkey.
5. Rain streams swirl underfoot with a dull noise and fall on heads and shoulders from rocks and trees.
17
He stopped, listened (1) raising his head (2) and quickly walked in the direction of the sounds (3) louder and closer flying (4) towards him.
18
Place punctuation marks: indicate all the numbers in the place of which commas should be in the sentences.
I am (1) fortunately (2) assisted by a painter, or (3) as he calls himself (4) a painting contractor.
19
Place punctuation marks: indicate all the numbers in the place of which commas should be in the sentence.
We arrived long before the start of the show (1) and (2) to pass the time (3) we went to the nearest cafe (4) where we could drink coffee and talk calmly.
20
Place punctuation marks: indicate all the numbers in the place of which commas should be in the sentence.
She saw the whole catastrophe in the form of a thunderstorm (1) but (2) that lightning would strike her (3) at first she did not think and felt behind Sasha (4) calmly and confidently.
21
Find the sentences where the dash is placed according to the same punctuation rule. Write down the numbers of these sentences.
(1) Codrus was buried as a hero at the gates of Athens he had saved. (2) A high mound was poured over his grave and sowed with wheat - as a sign that he gave his life for the happiness and prosperity of his adopted fatherland. 3 And the elders, on reflection, decided: after Codrus, no one in Athens is worthy to bear the name "king" - henceforth the head of state will be elected and will be called simply the ruler, in Greek - archon. (4) The first archons in Athens were chosen for life and only from among the descendants of Codrus; then only for ten years; then only for one year - and already from any noble families. (5) The first archons ruled unanimously; then, to help such an archon, three more began to get out, dividing among themselves the three main royal concerns - the archon-priest, the archon-voivode and the archon-judge; then one archon-judge was not enough, and they began to choose as many as six. 6 Thus was formed the college of nine archons who ruled Athens during the year; and after serving their term, they became members of the council of elders, which sat on the hill of the god Ares - the Areopagus. (7) So in Athens the power of the king was replaced by the power of the nobility - the monarchy was replaced by the aristocracy.
Read the text and complete tasks 22-27.
(According to Yu. Arakcheev *)
*
22
Which of the statements do not match the content of the text?
1. The dragonfly took Karik and Valya to dense thickets on the bank of the stream.
2. Children's enthusiasm, attentiveness, liveliness prevented adults from doing their own business.
3. The desire for purely materiality has led some of us to the most terrible disease of the twentieth century - materialism.
4. Many of the greatest scientists, writers, artists, travelers were not distinguished by enthusiasm and attentiveness.
5. My fervent imagination followed some ant along a narrow path among thick grass trunks.
Show snippet(1) Once I read an amazing book. (2) It told how a boy and a girl, Karik and Valya, climbed into the laboratory of a professor they knew and drank some delicious pink liquid that smelled of peaches. (З) Then the boy and the girl sat on the windowsill, dangling their legs, and then ... (4) Everything around them began to grow uncontrollably, and Karik and Valya themselves became so small that they easily fit on the back of a dragonfly, which just sank on windowsill. (5) The dragonfly took them to dense thickets on the bank of the stream. (6) And the journey of two men began in a green country inhabited by amazing "animals" - ants, wasps, butterflies, beetles. (7) The book was called "The Adventures of Karik and Vali." (8) It was written by the wonderful writer Ian Larry.
(9) I later remember my fascinating mental wanderings somewhere in a forest clearing. (10) I was lying on my stomach right in the thicket of green grasses - blades of grass pricked, ants climbed under my T-shirt, desperately tickled, bit, itching in my nose from the pungent aroma of flowers, herbs, earth, and my ardent imagination followed some ant along a narrow path among thick grass trunks, similar to tropical bamboo.
(11) I climbed the thick curved vines of the stems, trying to get to these seductive fruits, hung on the cool pinkish lobes of the sepals, and finally sank into the delicious, fragrant pulp of the berries, getting dirty in the scarlet sticky juice ...
(12) Then, having washed himself with a drop of dew, he jumped on the back of a ground beetle and, holding on to the sharp edges of his ribbed, dully shiny shell, raced along the unknown roads of the dense jungle faster than the fastest car ...
(13) I lived in the wilds of some bush or in a flower, like Thumbelina, I flew on the back of a tamed dragonfly over an endless ocean of grasses, like Karik and Valya ...
(14) Oh, what a pity that all this is only in the imagination, what a pity!
(15) "Happy, irretrievable time - childhood!" (16) Why does it pass so quickly? (17) Why do we ourselves so easily and as if even willingly part with him? (18) 3 why? (19) Would children's enthusiasm, attentiveness, liveliness prevent us from doing our “adult” affairs? (20) Is it not the childish enthusiasm, attentiveness, ability to see and be surprised that distinguished many of the greatest scientists, writers, artists, travelers? (21) They were above the depressing, monotonous routine of the so-called adult life - this helped them to make discoveries, create works of art, and go to explore new lands. (22) The desire for purely materiality, the constant assessment of everything in the world from the point of view of utilitarian, momentary, and often only economic benefits, have not some of us led to the most, perhaps, terrible disease of the twentieth century - materialism? (23) Materialism, with all the consequences that follow from this sad phenomenon: coldness in relations with each other, insincerity, insensitivity, selfishness, oblivion of the necessary truth that people are still brothers, that man is part of nature and that we treat each other, Yes, and with nature, it is necessary humanly ...
(According to Yu. Arakcheev *)
* Yuri Sergeevich Arakcheev (born in 1939) is a member of the Union of Writers and the Union of Photographers of Russia. His articles, stories, essays and photographs have been published in many newspapers, magazines and books. The most famous of them are: "Moon over the desert", "Jungle in the yard", "In the Land of Blue Swallowtails", "Journey to a wonderful world". Yu. Arakcheev is also the author of about a dozen books for the youngest in the Malysh publishing house: Hours, Miracles from Clay, Blue-eyed Eye, etc.
23
Which of the following statements are false?
1. Sentences 10-11 contain elements of description.
2. Sentences 1-6 present the narrative.
3. Sentence 9 contains a conclusion from the content of sentences 1-8.
4. Proposition 23 contains the answer to the question formulated in proposal 22.
5. Sentences 15-20 present reasoning.
Show snippet1. (10) I was lying on my stomach right in a thicket of green grasses - blades of grass pricked, ants climbed under a T-shirt, desperately tickled, bit, itching in my nose from the pungent aroma of flowers, herbs, earth, and my ardent imagination followed some ant along a narrow path among thick grass trunks that look like tropical bamboo. (11) I climbed the thick curved vines of the stems, trying to get to these seductive fruits, hung on the cool pinkish lobes of the sepals, and finally sank into the delicious, fragrant pulp of the berries, getting dirty in the scarlet sticky juice ...
2. (1) I once read an amazing book. (2) It told how a boy and a girl, Karik and Valya, climbed into the laboratory of a professor they knew and drank some delicious pink liquid that smelled of peaches. (З) Then the boy and the girl sat on the windowsill, dangling their legs, and then ... (4) Everything around them began to grow uncontrollably, and Karik and Valya themselves became so small that they easily fit on the back of a dragonfly, which just sank on windowsill. (5) The dragonfly took them to dense thickets on the bank of the stream. (6) And the journey of two men began in a green country inhabited by amazing "animals" - ants, wasps, butterflies, beetles.
3. (1) I once read an amazing book. (2) It told how a boy and a girl, Karik and Valya, climbed into the laboratory of a professor they knew and drank some delicious pink liquid that smelled of peaches. (З) Then the boy and the girl sat on the windowsill, dangling their legs, and then ... (4) Everything around them began to grow uncontrollably, and Karik and Valya themselves became so small that they easily fit on the back of a dragonfly, which just sank on windowsill. (5) The dragonfly took them to dense thickets on the bank of the stream. (6) And the journey of two men began in a green country inhabited by amazing "animals" - ants, wasps, butterflies, beetles. (7) The book was called "The Adventures of Karik and Vali." (8) It was written by the wonderful writer Ian Larry.
(9) I later remember my fascinating mental wanderings somewhere in a forest clearing. (10) I was lying on my stomach right in the thicket of green grasses - blades of grass pricked, ants climbed under my T-shirt, desperately tickled, bit, itching in my nose from the pungent aroma of flowers, herbs, earth, and my ardent imagination followed some ant along a narrow path among thick grass trunks, similar to tropical bamboo.
4. (22) The striving for purely materiality, the constant evaluation of everything in the world from the point of view of utilitarian, momentary, and often only economic benefits have not led some of us to the most, perhaps, terrible disease of the twentieth century - materialism? (23) Materialism, with all the consequences that follow from this sad phenomenon: coldness in relations with each other, insincerity, insensitivity, selfishness, oblivion of the necessary truth that people are still brothers, that man is part of nature and that we treat each other, Yes, and with nature, it is necessary humanly ...
5. (15) "Happy, irretrievable time - childhood!" (16) Why does it pass so quickly? (17) Why do we ourselves so easily and as if even willingly part with him? (18) 3 why? (19) Would children's enthusiasm, attentiveness, liveliness prevent us from doing our “adult” affairs? (20) Is it not the childish enthusiasm, attentiveness, ability to see and be surprised that distinguished many of the greatest scientists, writers, artists, travelers?
26
“A happy time is childhood. How many discoveries it gives to a person! And how wonderful it would be to keep children's enthusiasm, attentiveness, liveliness longer. The text of Y. Arakcheev is devoted to this problem. Talking about his childhood impressions received after reading the book by Ian Larry "The Adventures of Karik and Vali", the author widely uses such a trope as (A) _____ (dense thickets, amazing "animals", fascinating mental wanderings, into delicious, odorous pulp, etc. .), sentences in this part of the text abound (B) _____ (sentences 10, 11, 12). Reasoning about what gives the preservation of "childishness" in adulthood, begins with (C) _____ (sentences 14, 15) and a whole series of (D) _____ (sentences 16, 17, 18, 19, 20) ".
List of terms:
1) epithets
2) comparison
3) rhetorical questions
4) parceling
5) exclamatory sentences
6) rows of homogeneous members
7) hyperbole
8) syntactic parallelism
9) colloquial vocabulary and phraseology
Show snippetB. (10) I was lying on my stomach right in the thicket of green grasses - blades of grass pricked, ants climbed under my T-shirt, desperately tickled, bit, my nose ached from the pungent aroma of flowers, herbs, earth, and my ardent imagination followed some ant along a narrow path among thick grass trunks that look like tropical bamboo.
(11) I climbed the thick curved vines of the stems, trying to get to these seductive fruits, hung on the cool pinkish lobes of the sepals, and finally sank into the delicious, fragrant pulp of the berries, getting dirty in the scarlet sticky juice ...
(12) Then, having washed himself with a drop of dew, he jumped on the back of a ground beetle and, holding on to the sharp edges of his ribbed, dully shiny shell, raced along the unknown roads of the dense jungle faster than the fastest car ...
V. (14) Oh, what a pity that all this is only in the imagination, what a pity! (15) "Happy, irretrievable time - childhood!"
G. (16) Why does it pass so quickly? (17) Why do we ourselves so easily and as if even willingly part with him? (18) 3 why? (19) Would children's enthusiasm, attentiveness, liveliness prevent us from doing our “adult” affairs? (20) Is it not the childish enthusiasm, attentiveness, ability to see and be surprised that distinguished many of the greatest scientists, writers, artists, travelers?
(1) The sweat pores of a person secrete up to half a liter of sweat during his night's sleep, but we sweat especially strongly in the heat and in cases where the muscles have to do hard work. (2) Then the sweat evaporates from the skin, the evaporation takes heat from the body, due to which the whole body cools. (3) (...) sweat protects us from overheating.
1. Which of the following sentences correctly conveys the MAIN information contained in the text?
1. During a night's sleep, a person's sweat pores secrete up to half a liter of sweat, but we sweat especially strongly in the heat and when doing hard work.
2. Sweat pores secrete up to half a liter of sweat during a person's night sleep, which protects us from overheating.
3. Standing out especially intensively in the heat or during hard work, sweat protects a person from overheating, evaporating from the skin.
4. A person sweats especially intensely in the heat or during hard work, but after a while his body cools down.
5. Sweat protects the human body from overheating, so people often sweat in the heat or when doing hard work.
2. Which of the following words (combinations of words) should be in place of the gap in the first (1) sentence of the text? Write down this word (combination of words).
3. Read the fragment of the dictionary entry, which gives the meaning of the word TIME. Determine the meaning in which this word is used in the first (1) sentence of the text. Write down the number corresponding to this value in the given fragment of the dictionary entry.
TIME, -meni, pl. -mena, -myeon, -menam, cf.
1. In philosophy: one of the main objective forms (along with space) of the existence of infinitely developing matter. Outside of time and space, the movement of matter is impossible.
2. Duration, the duration of something, measured in seconds, minutes, hours. Average daily time.
3. An interval of one or another duration in which something happens, a successive change of hours, days, years. Time interval. Have a good time. Long time. Win some time.
4. A certain moment at which something happens. Set a meeting time. Lunch time.
5. Period, era. Season (spring, summer, autumn, winter). During the time of Peter I. Severe time.
6. Time of day, year. Evening time. Rainy time.
7. Suitable, convenient time, auspicious moment. Everything has its time. Time for lunch.
8. Same as leisure. There is no time for walking.
9. In grammar: a form of a verb referring an action or state to the past, present or future tense.
4. In one of the words below, a mistake was made in setting the stress: the letter denoting the stressed vowel was highlighted INCORRECTLY. Write out this word.
deepen mosaic locked white bent
5. In one of the sentences below, the underlined word is WRONGLY used. Correct the mistake and write the word correctly.
1. The answer was made in DIPLOMATIC terms.
2. The PERSONAL beginning of the writer is not clearly expressed in the essay.
3. I have a DUAL opinion on this issue.
4. He took part in the discussion of this problem with a BUSINESS look.
5. After the storm, there was a COMPARATIVE calm on the sea.
6. In one of the words highlighted below, a mistake was made in the formation of the form of the word. Fix it
mistake and write the word correctly.
COACHES of children's sports schools FOR TWO Hundreds of visitors LIE on their backs
THE INVENTOR of this model is a pair of STOCKINGS
7. Establish a correspondence between the sentences and the grammatical errors made in them: for each position of the first column, select the corresponding position from the second column.
GRAMMATICAL ERRORS
A) violation in the construction of a sentence with participial turnover
B) an error in the construction of a complex sentence
C) violation in the construction of a sentence with an inconsistent application
D) violation of the connection between the subject and the predicate
E) violation of the species-temporal correlation of verb forms
SUGGESTIONS
1) At the production meeting, not only issues of labor discipline were discussed, but also the new system of remuneration.
2) We argued for a long time over books written by a famous TV presenter.
3) In the story "The Foundation Pit" A. Platonov reveals to us the tragic fate of various people who have been deprived of faith, hope, the purpose of life, and the very desire to live.
4) Following A.S. Pushkin, F.M. Dostoevsky shows that how great a small person can be with his soul, his feelings, and develops the theme of “humiliated and offended” in the story “Poor People”, in the novel “Crime and Punishment”.
5) Upon arrival in Paris, I immediately visited the Louvre.
6) Reading historical novels, the events of past years seem to come to life in memory.
7) In his novel "The Hero of Our Time" M.Yu. Lermontov revealed Pechorin's individualism and considers not only his psychology, but also the ideological foundations of his life.
8) Everyone who has studied the process of language development knows about various historical changes at the level of phonetics, grammar.
9) Condemning his contemporaries, M.Yu. Lermontov writes that "I look sadly at our generation."
| BUT | B | AT | G | D |
8. Determine the word in which the unstressed alternating vowel of the root is missing. Write out this word by inserting the missing letter.
abbreviation ... reduction ... exposing ... living (vices) exercising ... protecting ... protecting
9. Determine the row in which the same letter is missing in both words. Write out these
words by inserting the missing letter.
(nothing is visible) ... gee, ... to the side of ... interchangeable (adjective), take ... mother pr ... refuge, pr ... managed
ad... yutant, s... natural look... rocks, super... gra
10. Write down the word in which the letter I is written at the place of the gap.
sieve ... how to prolong ... vermicelli ... red ... wadded festive ...
11. Write down the word in which the letter I is written at the place of the gap.
melted .. you covered .. you pasted .. the delay .. you sword .. you
12. Define a sentence in which NOT with the word is written CLEARLY. open the brackets and
write out this word.
1. If there are no flowers in the middle of winter, it is (NOT) NECESSARY to be sad about them.
2. Prince Andrey was irritated by Speransky's cold (NOT) LETTING into the soul look.
3. (NOT) EVERYONE can accurately formulate his thought.
4. Ivan began to think about the fact that the surgical department has a very (NOT) BAD team.
5. Limes in the old garden (NOT) CUT DOWN, they managed to defend.
13. Define a sentence in which both highlighted words are spelled ONE. Reveal
brackets and write out these two words.
1. The meaning of a polysemantic word is concretized in the text, (WHEREVER) some words only in this text can denote the same (SAME) concept.
2. (B) FOLLOWING the bad weather came the cold, and (FOR) THEN the first frosts.
3. It was especially difficult (FOR) BECAUSE I was the only specialist at the plant working (FOR) THIS profile, and I assumed all responsibility.
4. It was necessary (DURING) TIME to collect raspberries and (AT) EARLY August cut dry bushes.
5. They looked condescendingly at me, as well as at my brother: WHAT (WHATEVER) I did, everything was forgiven me (SAME).
14. Indicate all the numbers in the place of which HH is written.
At the (1) evening of unexpected (2) o-negada (3) o, there were tales (4) o many warm words addressed to the (5) hero of the day, who touched (6) o thanked all the invites (7) s.
15. Arrange punctuation marks. Indicate the numbers of sentences in which you need to put ONE comma.
1. Suddenly he jumps up for no reason.
2. For a whole life, if he didn’t tell, then he remembered this story.
3. One jump and a lion on the back of a buffalo
4. Watery tea and bread and butter seemed especially tasty to Peter that evening.
5. This year the sea is cold and almost all the beaches are deserted.
16. Place punctuation marks: indicate all the numbers in the place of which in the sentence should
stand commas.
Reflecting with living silver (1), the water extended to the other bank, and (2) the wind (4) infused with field grasses (3) weakly blowing (5) barely perceptibly shakes the young growth (6) creeping along the eaves of the other bank.
17. Place punctuation marks: indicate all the numbers in the place of which in the sentences should
stand commas.
In addition (1) the absence of struggle-intrigue in Chekhov's plays (2) really (3) led to an unusual organization of the speech of the characters, devoid of (4) it would seem (5) any purposefulness, which (6) happened (7) was bewildering spectators.
18. Place punctuation marks: indicate all the numbers in the place of which in the sentence should
stand commas.
At early dawn (1) the apple orchard (2) through the trees (3) of which (4) the morning sun shines here and there (5) is filled with purple fog.
19. Place punctuation marks: indicate all the numbers in the place of which in the sentence should
stand commas.
The last meters of the path seemed to Konstantin especially difficult (1) but (2) when they were
passed (3) and the mountain peak appeared (4), then it became very good at heart.
The answers to tasks 1–24 are a word, a phrase, a number or a sequence of words, numbers. Write your answer to the right of the task number without spaces, commas or other additional characters.
Read the text and do tasks 1-3.
(1) Ancient scholars did not separate geography from history and philosophy. (2) It became an independent science only at the turn of a new era. (3) _____ scientific works of the ancients that have survived to this day, as they would say now, are complex: they include information from several areas of knowledge.
1
Which of the following sentences correctly conveys the MAIN information contained in the text?
1. Ancient scientists did not separate geography from history and philosophy, therefore their scientific works include information from several areas of knowledge.
2. Ancient scientists did not separate geography from history and philosophy; geography became an independent science only at the turn of the new era.
3. The scientific works of ancient scientists contain information from several areas of knowledge, since in ancient times geography was not separated from history and philosophy.
4. The scientific works of ancient scientists that have survived to this day are complex in nature: they include information from several areas of knowledge.
5. Geography became an independent science only at the turn of the new era, so geographical information was included in the complex scientific works of the ancients.
2
Which of the following words should be in place of the gap in the third (3) sentence of the text? Write out this word.
1. Probably
2. Therefore
3. Hardly
5. Of course
3
Read the fragment of the dictionary entry, which gives the meanings of the word AREA. Determine the meaning in which this word is used in the third (3) sentence of the text. Write down the number corresponding to this value in the given fragment of the dictionary entry.
REGION, -i, pl. -and, -oh, well.
1. Part of the country, state territory (or territories). Southern regions of Russia. Northern regions of Europe.
2. Large administrative-territorial unit. Autonomous about. Moscow Island The authorities from the region (from the regional center; colloquial).
3. what or what. Limits, in which some kind of is common. phenomenon, zone, belt. O. evergreens. Lake Island
4. what or what. A separate part of the body, part of the body. Pain in the region of the liver. In the chest area.
5. trans., what. Branch of activity, circle of occupations, ideas. New about. Sciences. Departed to about. legends (no longer exists; bookish and ironic).
4
In one of the words below, a mistake was made in the formulation of stress: the letter denoting the stressed vowel is highlighted INCORRECTLY. Write out this word.
1. strengthen
2. bent
3. occupied
5
In one of the sentences below, the underlined word is WRONGLY used. Correct the mistake and write the word correctly.
1. RESPONSE from critics who evaluated this novel were extremely negative.
2. For Russian tennis players, the outcome of the match was SUCCESSFUL.
3. Ilya Repin created EFFECTIVE multi-figure portraits "Slavic Composers".
4. In terms of the depth of emotions, flight is an incomparable feeling.
5. RESISTANCE of the body decreases when it is weakened.
6
In one of the words highlighted below, a mistake was made in the formation of the word form. Correct the mistake and write the word correctly.
kitchen furniture
came running from the disco
SMARTER than everyone
FASHION couturier
profitable CONTRACTS
7
Establish a correspondence between the sentences and the grammatical errors made in them: for each position of the first column, select the corresponding position from the second column.
| GRAMMATICAL ERRORS | SUGGESTIONS |
| A) violation in the construction of a sentence with participial turnover | 1) At the production meeting, not only issues of labor discipline were discussed, but also the new system of remuneration. |
| B) an error in the construction of a complex sentence | 2) We argued for a long time over books written by a famous TV presenter. |
| C) violation in the construction of a sentence with an inconsistent application | 3) In the story "The Foundation Pit" A. Platonov reveals to us the tragic fate of various people who have been deprived of faith, hope, the purpose of life, and the very desire to live. |
| D) violation of the connection between the subject and the predicate | 4) Following A.S. Pushkin, F.M. Dostoevsky shows that how great a small person can be with his soul, his feelings, and develops the theme of “humiliated and offended” in the story “Poor People”, in the novel “Crime and Punishment”. |
| E) violation of the species-temporal correlation of verb forms | 5) Upon arrival in Paris, I immediately visited the Louvre. |
| 6) Reading historical novels, the events of past years seem to come to life in memory. | |
| 7) In his novel "The Hero of Our Time" M.Yu. Lermontov revealed Pechorin's individualism and considers not only his psychology, but also the ideological foundations of his life. | |
| 8) Everyone who has studied the process of language development knows about various historical changes at the level of phonetics, grammar. | |
| 9) Condemning his contemporaries, M.Yu. Lermontov writes that "I look sadly at our generation." |
Write your answer in numbers without spaces or other characters.
8
Determine the word in which the unstressed checked vowel of the root is missing. Write out this word by inserting the missing letter
to ... mpromise
... lights up
h ... hundredth
zabl...stet
9
Determine the row in which the same letter is missing in both words in the prefix. Write these words out with the missing letter.
to...lead, o...share
pr ... cover, pr ... cut
pr ... save, pr ... sit down
take ... mother, under ... say
d...believe, n...grow
10
endured...in
armchair...
dance...
magnesium...
11
Write down the word in which the letter I is written in place of the gap.
extract...my
hear... my
12
Identify the sentence in which NOT with the word is spelled CONTINUOUSLY. Open the brackets and write out this word.
1. The lilac bush under the window is (NOT) LESS than ten years old.
2. The air, still (NOT) BECOME sultry, pleasantly refreshes.
3. (DO NOT) SULI a crane in the sky, give a titmouse in your hands.
4. (IN) CORRECT, but pleasant facial features gave Nastya a resemblance to her mother.
5. Ambition is a (NOT) DESIRE to be honest, but a thirst for power.
13
Determine the sentence in which both underlined words are spelled ONE. Open the brackets and write out these two words.
1. TO (WOULD) enjoy the spectacle of the festive fireworks, we climbed (TO) THE TOP of the hill.
2. Make sure that children do not run out onto the roadway.
3. (IN) CONSEQUENCE we had to (NOT) ONCE regret our frivolity.
4. TO (WOULD) avoid misunderstandings, I decided to talk to the parents (ON) DIRECTLY.
5. (B) FOR an hour we walked along a dirt road (B)DOWN a small river.
14
Indicate all the numbers in the place of which one letter H is written.
Meshchersky boats are hollow (1) from one piece of wood, only on the bow and stern they are crypt (2) with forged (3) nails with large hats.
15
Set up punctuation marks. Indicate the numbers of sentences in which you need to put ONE comma.
1. In the forests, I love rivers with black water and yellow flowers on the banks.
2. He wanted to go with me to meet you, but for some reason changed his mind.
3. In the living and oscillating lace of leaves, the blue of the autumn sky tangles and trembles.
4. Obadiah tried to imagine the former oriental bazaars in India, Afghanistan or Turkey.
5. Rain streams swirl underfoot with a dull noise and fall on heads and shoulders from rocks and trees.
16
He stopped, listened (1) raising his head (2) and quickly walked in the direction of the sounds (3) louder and closer flying (4) towards him.
17
Place punctuation marks: indicate all the numbers in the place of which commas should be in the sentences.
I am (1) fortunately (2) assisted by a painter, or (3) as he calls himself (4) a painting contractor.
18
Place punctuation marks: indicate all the numbers in the place of which commas should be in the sentence.
We arrived long before the start of the show (1) and (2) to pass the time (3) we went to the nearest cafe (4) where we could drink coffee and talk calmly.
19
Place punctuation marks: indicate all the numbers in the place of which commas should be in the sentence.
She saw the whole catastrophe in the form of a thunderstorm (1) but (2) that lightning would strike her (3) at first she did not think and felt behind Sasha (4) calmly and confidently.
20
Edit the sentence: correct the lexical error by replacing the incorrectly used word. Write down the chosen word, observing the norms of the modern Russian literary language.
The title character of The 12 Chairs never lost his sense of humor.
Read the text and complete tasks 21-26.
(1) Nikolai Nikolaevich has not been in the town for more than thirty years. (2) He only recently buried his wife, and after that he himself fell seriously ill.
(Z) Nikolai Nikolayevich was not afraid of death and treated it naturally and simply, but he wanted to get to his home without fail. (4) He dreamed of being surrounded by old walls, where, on long sleepless nights, strings of long-forgotten and ever-memorable faces would flash before him.
(5) For a whole year before his arrival, the house stood boarded up. (6) It was raining, there was snow on the roof, and no one cleaned it off, so the roof, which had not been painted for a long time, was leaky and rusted in many places. (7) And the steps of the main porch are completely rotten.
(8) When Nikolai Nikolaevich saw his street and his house, his heart pounded so hard that he was afraid that he would not reach. (9) He stood for several minutes, caught his breath, crossed the street with a firm military step, decisively tore the cross from the gate, entered the courtyard, found an ax in the shed and began to tear off the boards from the boarded up windows.
(10) Furiously working with an ax, forgetting for the first time about a sick heart, he thought: the main thing is to chop off the boards, open the doors, open the windows so that the house begins to live its permanent life.
(11) From memory, the house always seemed to him large, spacious, smelling of warm air from stoves, hot bread, fresh milk and freshly washed floors. (12) And even when Nikolai Nikolaevich was a little boy, he always thought that not only “living people” live in their house, not only grandmother, grandfather, father, mother, brothers and sisters, countless uncles and aunts coming and leaving , as well as those that were in the paintings hanging on the walls in all five rooms.
(13) And this feeling that the "people from the pictures" actually live in their house never left him, even when he became an adult, although this may be strange.
(14) It is difficult to explain why this happened, but, being in the most difficult alterations, in death agony, on the hard bloody work of the war, he, remembering the house, thought not only about his relatives who inhabited it, but also about “people with pictures" that he never knew.
(15) Nikolai Nikolaevich opened the door with some apprehension.
(16) The house smelled of dampness and mustiness. (17) There were cobwebs on the ceiling and in the corners. (18) Numerous spiders and spiders, not paying attention to him, continued their painstaking skillful work. (19) The field mouse, having found shelter in an abandoned house, like a circus tightrope walker, several times merrily ran along the wire that remained on the window from the curtains.
(20) The furniture was moved from its usual places and covered with old covers. (21) The paintings, carefully wrapped by the sister in burlap, lay on the mezzanine in the driest room.
(22) First of all, Nikolai Nikolaevich flooded the stoves, and when the window glass fogged up, he opened them wide open so that dampness came out of the house. (23) And he himself put everything and put firewood in the stove, enchanted by the flame and the rumble of fire. (24) Then he washed the walls, brought a ladder, got to the ceilings, and, finally, changing the water several times, carefully scraped the floors, floorboard after floorboard.
(25) Gradually, with all his being, Nikolai Nikolaevich felt the warmth of his native stoves and the familiar smell of his home - he joyfully turned his head.
(26) For the first time in recent years, Nikolai Nikolaevich sighed liberated and blissfully. (27) It was then that he removed the covers from the furniture and arranged it. (28) And, finally, he hung out the pictures ... (29) Each in its place.
The generally accepted ways of communicating with subordinates and at the same time forms of organizing the work of a manager are production meetings and meetings.
Meetings and conferences are a way for the collective exchange of business information under the leadership of the boss with the adoption of specific decisions.
According to the goals, the following types of meetings and meetings are distinguished:
Introductory (presentation of new projects, advanced training);
Informational (generalization of information, study of points of view);
Explanatory (convincing employees of something);
Problematic (collective search for a solution to the issue);
Instructive (bringing to the attention of the necessary information and explaining the course of action);
Operational ("RAM") (obtaining current information about the state of affairs and identifying "bottlenecks");
Planning meeting (setting tasks and plans for the next short period of time)
Coordinating (ensuring the interaction of departments);
Final (summarizing the results for a period of time or a production cycle);
Ceremonial (ceremonial summing up of important dates or events for the enterprise, awarding the best employees);
“meeting of the labor collective” (the labor collective is also assembled for all other meetings, but this name emphasizes that some important issues are discussed at the meeting, more for the labor collective than for the management, issues - working conditions, preparation for the holidays, some other informal topics not directly related to production; from the same series - a trade union meeting).
The terms "meeting" and "meeting" are often taken as synonymous. However, strictly speaking, an assembly and a meeting differ both in purpose and in the way it is conducted.
A meeting is a way of collective exchange of business information with the adoption (bringing) of specific decisions. The meeting is usually organized by management to inform the workforce.
A meeting is a way of collective exchange of business information, in which the management invites the necessary specialists and listens to their opinion (organizes a discussion) to make decisions. Usually meetings are held with the participation of the head, heads of departments, leading experts - that is, those whose opinion is significant and can influence the decision.
So, the task of the meeting is to inform the labor collective, the task of the meeting is to develop a joint solution in a narrower circle of specialists involved in the problem. The difference between these formats of business communication is easy to understand by analyzing the etymology (origin) of their names: they gather for a meeting for any purpose, they gather for a meeting to confer. Every meeting is a meeting, but not every meeting is a meeting. A meeting usually involves a narrower format, so we'll look at the basic principles of organizing and holding a meeting below to cover a wider range of aspects.
Meeting preparation begins with setting a goal, defining a topic, agenda and composition of participants. The effectiveness of the meeting is largely determined by the time and place of its holding, as well as the composition of its participants. The minimum number of people should be invited to the meeting - only those without whom it will be ineffective. (Sometimes it makes sense to let go before the meeting is over of those workers whose presence is no longer necessary.)
The basis for the success of the meeting is the right agenda. Usually it is brought to the meeting participants in advance so that they already know what issues will be discussed at the meeting and can prepare. In any case, the agenda must be announced at the very beginning of the meeting.
The agenda is often executed as a separate document. This document is both an announcement of the meeting and an order ordering a meeting on such and such a topic with such and such questions and such and such participants. Therefore, it makes sense to post it on the board of orders.
The meeting agenda must contain:
Title (topic) of the meeting;
Information about the place, time and duration of the meeting;
Information about the participants of the meeting (whom to appear);
List of issues for discussion (if necessary - with the names of speakers);
Rules - allocation of time on agenda items.
If the status of the meeting is insignificant, it is enough to indicate in the agenda the topic, time-place, list of issues, and the list of categories of employees (or personal list) that should participate in the meeting.
Some meetings do not require a detailed agenda. For example, to hold a small meeting, it is sometimes enough to verbally announce the place, time, participants and topic. The list of issues to be discussed will be developed at the meeting itself.
Beginning of the meeting. The meeting is always led by one person - the chairman, most often the leader himself. In the very first, initial phase of the meeting, the chairman, first of all, brings to the attention of the main procedural issues: the topic and purpose of the meeting, the content of the agenda, the regulations.
Leading the meeting for the manager, it is always divided into two parallel lines: maintaining the procedure and maintaining the content.
|
Management of the meeting procedure |
Meeting content management |
|
opening of the meeting |
keynote speech |
|
meeting the agenda |
comments on other posts |
|
compliance with the regulations |
adherence to the theme of the meeting |
|
order of speaking |
leading the discussion |
|
keeping order in the room |
decision making |
|
control over record keeping, fixing decisions |
ensuring adequate understanding in the hall |
|
closing meeting |
announcement of conclusions and decisions |
The conduct of the meeting, in terms of procedure, basically comes down to giving the floor to the speakers in accordance with the agenda of the meeting. In terms of content, the manager also inserts his comments, makes presentations, organizes an exchange of opinions, sums up the meeting, announces its results and formulates decisions.
It is important not to go to extremes. If you obey too much procedure, then you can miss the lines of interest for discussion, which require deviation from the regulations, but may be useful for business. If you obey the content too much, then you can peddle on all fascinating topics, forgetting about the rules and the need to develop formal solutions. Therefore, the management of the procedure must be harmoniously balanced with the management of the content. And both processes must obey common sense.
To form a businesslike mood at a meeting, a meeting, one should immediately state that during the meeting ideas are discussed and criticized, and not the people who expressed them.
Democracy is good as a social mechanism; in the production process, it can be destructive. Therefore, the limitations associated with the right to make a decision should also be clearly defined. There are issues on which the meeting can decide. But most often, the meeting is a way of making decisions, an advisory body. The decision is made by the leader or specific managers.
At the same time, the initiative of employees cannot be suppressed by the authority of managers. A meeting, and especially a meeting, will not make sense if only a top manager speaks at it, and specialists and employees listen reverently. It is necessary to stimulate their initiative, offer them the floor, encourage them, celebrate good ideas and just dedication.
There are two main ways to organize an exchange of views at a meeting or meeting.
1. Start from downstream. Most often, it is more convenient to first give the floor to specialists and employees lower in the hierarchy. After all, if the boss speaks first, then some employees may be afraid to express a point of view that is different from the boss. And then the meaning of their participation in the meeting will disappear. Therefore, we must first let the experts speak, let them inform and express their opinion on how to solve the problem. However, having thanked and encouraged them, it is necessary to keep in mind that they do not make the decision - so that grass-roots employees do not have the false illusion that they are in control of the process.
Grassroots employees often do not see the general goals of the meeting and therefore, heated up, encouraged by attention, they can get carried away with their theses. One must be able to keep them in check so that, having expressed their opinion, they do not turn the meeting into a “recital” or a squabble. At the same time, it is important to encourage their initiative and interest.
2. Exchange of views in a circle. At the stage of discussion, when the time has not yet come to make a decision, this democratic form is very convenient and productive: it formally grants all participants an equal right to speak. In addition, this form is an additional disciplinary and organizing framework - it is easier for people to adhere to the obvious order, each speaker understands why and when his turn comes, and understands that after him there are also speakers and they also need to be given the floor. Naturally, this form of exchange of views is convenient for small meetings (up to 8-10 people), as it assumes that all participants will speak.
If the exchange of views does not work out in any way, you should specifically ask the question to the most active, most temperamental employee. It doesn't matter if he is an expert on the topic. Each team has the most active and chatty employees. Just ask him - he will easily start a discussion and warm up the others. It is important only then to limit his monologue in time and grow a discussion. This technique helps to avoid awkward silence at the beginning of the discussion, when the leader offers to speak out, but no one decides.
The manager acts both as a leader and as a moderator who gives people the opportunity to speak. Watch how you participate in the discussion, make sure that you do not suppress experts whose opinion is important. Specially give the opportunity to speak indecisive and timid, if their opinion can be valuable. It is important that even timid specialists feel their involvement and the significance of their opinion.
It is convenient to take notes on the board, it is useful to write down suggestions made. This will help not to move too far away from the key issues on the agenda, as well as to use the achievements of the meeting in future activities.
During the meeting in the format of the so-called brainstorming any ideas are accepted and discussed. The methodology of brainstorming is simple: any and all ideas on the topic are thrown without any criticism. "Brainstorming" has received wide recognition, mainly because it allows the participants in the discussion to express any, the most improbable at first glance, proposals, criticism of which is prohibited until the "storming" is completed.
In order for the meeting not to go astray from the topic, it is necessary to sum up the intermediate results in a timely manner, using the agenda and ideas written on the board.
The results of the meeting will be more productive if the chair during the discussion takes a neutral position, does not enter into disputes with other participants in the discussion, and does not prefer any proposal until a decision is made. In disputable situations, use the position not of a disputant, but of an arbiter - it is the most authoritative and expedient. Having announced the decision, it is worth thanking those whose opinion is not reflected in this decision, pointing out the significance of their opinion so that they do not lose the desire to express their opinion in the future.
Two tendencies are most often observed in the course of the meeting. In one case, the opinions of the participants merge with the position of a leader, a “strong personality”. As a result, a strong-willed approach to the implementation of tasks begins to prevail over an analytical one. At the same time, there is a danger that the participants in the meeting, without knowing it, will become dependent on authority and lose their independence of judgment. Therefore, it is wise for the presiding officer to restrain the energy of those who are accustomed to having the initiative because of their ability, leaving the less active participants to speak earlier.
In the second case, the chairman tries to achieve the unity of all participants in the meeting, tries with all his might to ensure their involvement in the process. However, striving for unity at any cost is not an end in itself. What is important is not a compromise, but an effective solution, which is not necessarily the fruit of a compromise. And the purpose of the meeting is not the education of civic activity, but the solution of production issues. And the participation of all, the unity of all employees should be required only insofar as it can be useful for solving production problems and building a team spirit.
Various unpleasant situations may arise at the meeting, which must be extinguished by the leader leading the meeting. For example, the appearance of latecomers. The response depends on the leader's style. The range of reactions is wide: from a brief remark to expulsion from the meeting and issuance of a disciplinary remark. But under no circumstances should you drop it. The meeting is a sacred ritual, and the employee should think a hundred times before the next time he intends to be late for no good reason.
Employees don't always behave well in meetings. There are also buzzers or talkers. There are jokers or wits who make caustic remarks about the case and not the case at the address of colleagues. Any unauthorized speech activity at the meeting must be controlled and stopped. If extraneous conversations and whisperings have exceeded a certain limit, it is worth making a remark, at first in a moderate form, asking them to stop whispering. The leader must control the situation and ensure the attention of all participants in the meeting. One way is to give the gallery critics and commentators the floor. In any case, it is necessary to make comments, otherwise permissiveness will turn into noise and disrupt the meeting. Methods of pacification should be applied progressively - from tapping a pen on the table and a stern look to remarks and reprimands.
At the end of the discussion of each item on the agenda, it is necessary to officially draw a line under the discussion. It should be asked who else has questions on the topic discussed. Participants of the meeting must clearly understand the moment of transition from one agenda item to another. This maintains the rhythm and order of the meeting.
Meetings and meetings are group forms of business communication. And, as in any group, conflicts can arise during the meeting.
Conflict is understood as a clash of different points of view in business and interpersonal relationships.
Conflict can destroy both the assembly and the authority of the leader. In this case, a conflict can occur both between the meeting participants and between the meeting participant and the leader. In any case, managing the conflict, neutralizing it is the task of the leader and no one else. If the boss avoids intervening in the conflict and lets the conflict take its course, he shows his weakness.
Conflicts can be personal or industrial. A production conflict can be productive if the manager promptly turns it into a discussion, extracts sound judgments from conflict positions. It is worse if there is an open conflict that turns into personalities. It must be stopped both by calls for order and ethical behavior, and simply by volitional intervention. In other words, it is necessary to manage the industrial conflict and prevent it from developing into a personal conflict.
There are three main ways to resolve the conflict: suppression, delay, turning the conflict into a business conversation.
suppression is a direct order to stop bickering. This method can be used only if the leader is sure that he has unquestioned authority and is able to extinguish any situation. It is worth remembering that in a conflict people are heated, they can take desperate actions that can become a test of the leader's authority for strength. Sometimes the lion gives way to the boar, wisely postponing the "trial" for another time, when the boar has less courage. But everyone else will be witnesses to a situation in which "the lion gave in." We must soberly assess our authority. On the other hand, the authority of the leader who was able to grind through the hottest situation and extinguish the most ardent troublemaker will become truly indisputable. To extinguish the conflict gently, to divert the topic to the side, or to break the troublemakers "head on", with metal in your voice - it depends on the style and charisma of a particular leader.
Postponement conflict is a good way to avoid a head-on collision and at the same time maintain control of the situation. To do this, you need to tell the initiator of the conflict that his question requires a separate conversation, which will definitely take place later at a special meeting. In the meantime, we must respect the time of the other participants and return to the topic of the meeting. And then it is necessary to switch the attention of those present to another issue on the agenda. Then the problem with the troublemaker can be resolved without witnesses (the very presence of which often inflames the bully), without the risk of a direct public brawl.
Turning Conflict into a Business Conversation comes down to the fact that the leader finds at least some sound ideas in the positions of the conflicting parties, extracts them and focuses on them the attention of the disputants themselves and the entire assembly. For example, quarreling with the heads of adjacent departments can be reduced to finding out exactly what resources they did not have enough to solve their tasks. And then the swearing will turn into constructive.
End of the meeting. The meeting is not champagne to end on its own. It must be closed by the leader or leader. Otherwise, anarchy rules in the organization. It is necessary to briefly sum up the results, recall the decisions on the main issues. If some decisions are made at the meeting, then it is necessary to remind who is responsible for the implementation of these decisions and fix the deadlines.
Be sure to ask if anyone has questions about the topic of the meeting. If the questions are small, then they must be answered quickly in order to satisfy the thirst for attention from employees. If the questions are serious, then there is no need to go into them - people have already tuned in to the end of the meeting and will be inattentive, the meeting will fall apart. If there are serious questions, it is necessary to promise their authors to resolve these issues individually or at the next meeting. And officially draw a line under the discussion.
A rather good solution to end the meeting is to congratulate the birthday man or announce some informal but important events in the life of the company. Employees will appreciate that they share information that is interesting to them. This ending, among other things, creates a positive mood when leaving the meeting. In many cases, this is useful, as it sets people up in a positive way, helps them work in a good mood.
1. Diversity of parts of a complex sentence manifests itself in various forms:
a) a subordinate clause and a member of a simple sentence are used as homogeneous constructions, for example: "At the production meeting, issues of further improving the quality of products were discussed and whether there is an opportunity to reduce the cost"(should: …the issues of further improving the quality of products and the possibility of reducing their cost were discussed); “Practitioners came to the institute who have proven themselves well in the labor process, and the nature of their work corresponds to the chosen specialty”(should: Practitioners came to the institute, the nature of their work corresponds to the chosen specialty. They have proven themselves well in the labor process.). In fiction, such constructions can be used to make an utterance colloquial; compare: What would happen to her in the event of my illness, death, or, simply, if we fell out of love with each other! (Chekhov);
b) with a common subordinating part, a two-part sentence and a one-part impersonal sentence act as homogeneous syntactic elements, for example: “The speaker put forward two propositions: 1) the accelerated privatization of state property is becoming increasingly important; 2) it is necessary to increase the role of labor collectives in this process”;
c) without proper reason, a different word order is used in subordinate subordinate clauses, for example: “The shortcomings of the teaching staff of the school include the fact that educational work is not carried out in it enough, extracurricular work is carried out poorly, student performance is declining”(in the second and third subordinate clauses one should also use reverse word order).
2. Structural displacement can find its own expression in the fact that the main clause is “interrupted” by the subordinate clause inside it, for example: “The main thing that needs to be paid attention to is the genre side of the work” (should: The main thing that needs to be paid attention to is the genre side of the work. ); “The last thing to dwell on is the composition of the book” (should: The last thing to dwell on is the composition of the book. ). The interruption of the construction in these cases lies in the fact that the nominal predicate of the main clause, torn from its subject, is placed in the case that the predicate of the subordinate clause requires. Such sentences are conversational. Wed also: By this time all, who could and wanted to leave from Krasnodon and nearby areas, left or left to the East(Fadeev) (with the subject of the main clause all expected plural predicate - gone or left , but under the influence of the subject clause who and by analogy with the predicates with it could and wanted to leave in the main sentence, the predicates also turned out to be in the singular form - left or left ).
A construction shift can occur if the subordinate clause " is interrupted» main (in the normative sense, the main clause may be in front of the subordinate clause, after it, or include the subordinate clause, but not be included in the latter), for example: “But these quotes are unknown where the author borrowed them from” (instead of: It is not known where the author borrowed these quotes from. ). Such constructions are colloquial in nature. Wed their use in the language of works of art: However, both ladies cannot be said to have in their nature the need to cause trouble… (Gogol); But these words make me uncomfortable for you to say (Herzen); She married a non-nobleman and behaved, one cannot say, very benevolently. (Chekhov).
3. Incorrect use of unions and allied words manifests itself in various cases:
a) the choice of a union or allied word that is not suitable for a given context, for example: “It was possible to agree only with those provisions of the report, where there were no internal contradictions."(instead of adverb where with an abstract noun provisions should have used a conjunction in which ); "There was a situation when did little to stabilize(word when with its inherent meaning of time is not suitable for the context; one could say: The situation was created which not conducive to stabilization);
b) pleonastic use of unions (setting a number of unambiguous unions), for example: “Conditions for radical economic reforms were created, however, nevertheless there hasn't been a break yet.";
c) an extra union after the introductory word, which is mistaken for part of the main sentence, for example: “The speaker presented new data that seems to what some have already been partially published.;
d) an extra correlative word (demonstrative pronoun in the main clause), for example: "Indicate then the shortest distance that separates the two points(there can be only one shortest distance),
e) particle repetition would in subordinate clauses in which the predicate is expressed by the verb in the form of a conditional subjunctive mood (combinations are obtained to... would, if... to ), For example: "Wish was expressed to contacts established between Russian and American entrepreneurs have received would its further development"; " If Western proposals were would accepted, the situation could change". Such constructions give the statement a colloquial character. Wed: I need, to every word, every phrase fell would in tune, in place(Korolenko);
f) cluttering up a complex sentence with the same unions or allied words with the sequential subordination of subordinate clauses, for example: “Doctors believe that the disease is so dangerous that one has to fear for the life of the patient” (should: Doctors consider the disease so dangerous that one has to fear for the life of the patient ); “The commission refused to accept a number of facilities, for the construction of which the necessary funds were allocated, which, however, were largely misused”(should: The commission refused to accept a number of objects. The necessary funds allocated for their construction were largely misused).
4. Wrong word order in a complex sentence with an attributive clause generates ambiguity or distorts the meaning of the sentence. For example, in a sentence “Students had an internship in one of the workshops of the plant, which recently refurbished"- allied word which may have a twofold correlation (was one of the workshops or the plant as a whole reconstructed?), although according to the rule of the word which, which, than replace the nearest noun to them in the form of the same gender and number.
Editing in some cases is achieved by replacing the subordinate clause with participial turnover. Compare: 1) …in one of the workshops of the plant, recently reconstructed; 2) in one of the workshops of the factory, recently reconstructed .
In other cases, a demonstrative pronoun is introduced into the main clause. that
or such
, correlative to the allied word which
or which
, For example: Visitors to the exhibition lingered for a long time at those paintings by young artists, which reflect a direct connection with modernity.
Finally, it is possible to repeat a noun defined by a subordinate clause, for example: many readers of our "thick" magazines in the first place interested theoretical articles by economists and sociologists, articles that highlight current scientific issues.
5. Mixing direct and indirect speech finds its expression in the fact that the subordinate clause forming indirect speech retains elements of direct speech (forms of personal pronouns and verbs), for example: The author rashly remarked to the reviewer that how can you not notice what is new in the book; Not recognizing criticism addressed to him, he always answered that it would be better not to interfere in his affairs. Such sentences are colloquial in nature, and in artistic speech they can be used as a stylistic device. Wed: Now the innkeeper said he won't let you eat until you pay for the old (Gogol); An important gentleman from the capital came and bought a vest from Gross, and now he saw yours and shouts that you must give him exactly the same as yours!(Bunin).