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Each era develops its own value guidelines. Valuable landmarks. In which word is the letter denoting the stressed vowel sound correctly highlighted?

Molecular physics
22.10.2020

Tasks A1-A6 check whether you speak Russian standards literary language and your general culture.

A1- task to determine correct and incorrect stress in common words different parts speech. Of the four words or forms of words (sometimes problems with stress occur only in separate forms words) you need to choose, depending on the wording, either the correct or incorrect option for placing the emphasis.

Attention:

in 2013, this task will contain wording that requires you to find an error, i.e., an incorrectly marked accent.

  • read the question carefully and study the examples,
  • make a choice based on knowledge of normative stress in words and individual forms of words.

A1 from demo versions of FIPI 2010, 2011 and 2012

    • kitchen
    • document
    • you'll sharpen
    • Cakes

  2. In which word is the letter denoting the stressed vowel sound correctly highlighted?

    • more beautiful
    • Agent
    • starting
    • cakes

  3. In which word is the letter denoting the stressed vowel sound correctly highlighted?

    • extremely
    • took
    • citizenship
    • to the top

Right answers:

  1. Cakes
  2. more beautiful
  3. citizenship

The words in different versions of KIMs are the same. This is mainly common vocabulary in which many people make mistakes on stress. To prepare, you need to consider more typical examples and check whether you put the emphasis in words correctly. And if errors are discovered, learn the erroneous words and forms. Even if you think that you speak correctly and do not make mistakes on stress, check yourself. Know that, for many reasons, errors in word stress are not uncommon. Often people are unaware that they are pronouncing words incorrectly. See A1. Emphasis.

A2- a task to determine the correct and incorrect use of a pair of paronym words in the context of sentences. Correctness is determined by the following parameters: A) lexical meaning words, B) lexical compatibility. Four proposals are given. It is necessary to determine in which of them another word should be used instead of a given one. In other words, find the error, misuse words in the given context.

In order to complete the task correctly, you need:

  • make a choice based on an understanding of the differences in the meaning of words and their lexical compatibility.

A2 from demo versions of FIPI 2010, 2011 and 2012

  1. In which sentence should we use DIPLOMANT instead of the word DIPLOMAT?

    • Leonid Ivanovich was considered a real DIPLOMAT in communicating with people around him.
    • Success foreign policy state largely depends on the experience and talent of DIPLOMATS.
    • You sound like a DIPLOMAT, but things aren't going well.
    • DIPLOMATS of the Moscow Ballet Competition took part in the final concert.

  2. In which sentence should we use VALUE instead of the word VALUABLE?

    • All participants of the Olympiad were awarded VALUABLE gifts.
    • Each era develops its own VALUABLE guidelines.
    • In the article you can find information that is VALUABLE for a geologist.
    • There are many VALUABLE trees in the reserve.

  3. Which answer option uses the highlighted word incorrectly?

    • In the vague diffused light of the night, MAJESTIC and beautiful vistas of St. Petersburg opened up before us: the Neva, the embankment, canals, palaces.
    • Iron, chromium, manganese, copper and nickel are PAINT substances, components of many paints created from these minerals.
    • DIPLOMATIC relations between Russia and the USA were established in 1807.
    • The most HUMANE professions on earth are those on which the spiritual life and health of a person depends.

Paronym words are repeated in many variants of KIMs. These are commonly used words that are often used incorrectly. To prepare, you need to consider more typical examples and check whether you understand the differences in the meaning and lexical compatibility of such words. In order to save your time, lists of words are given in incomplete contexts: for understanding the meaning and knowledge of lexical compatibility in the training materials are given phrases with paronymous words. See A2. Use of paronymous words.

A3 - task to identify errors in the formation of morphological forms. It happens that people form grammatical forms as if Russian is not their native language, but a foreign one. Errors occur when using forms of different parts of speech. You need to know the most dangerous places. Then you can easily complete task A3. To do this you need:

  • carefully read the wording of the question and examples,
  • make choices based on knowledge of how different morphological forms should be formed.

A3 from demo versions of FIPI 2010, 2011 and 2012

    • more than five hundred people
    • engineers
    • the most difficult
    • on name day

  2. Give an example of an error in the formation of a word.

    • in the closet
    • five towels
    • six hundred seven people
    • their affairs

  3. Give an example of an error in the formation of a word.

    • lie down (on the floor)
    • their work
    • hot soups
    • six hundred students

Right answers:

  1. more than five hundred people
  2. their affairs
  3. six hundred students

CMMs include typical mistakes on the formation of forms of different parts of speech. In order to learn to see mistakes and not repeat them yourself, see A3. Formation of word forms.


A4 - the task of choosing a grammatically correct sentence - includes sentences with participial phrases. The paradox is that the task is not difficult at all. Preparation for it does not require extensive material. But errors in the use of gerunds in speech are widespread. Figure out what's going on here.

In order to complete the task correctly, you need:

  • carefully read the wording of the question and examples,
  • make a choice based on understanding the role of adverbial phrases in a sentence.

A4 from demo versions of FIPI 2010, 2011 and 2012

  1. Objecting to certain provisions of the report, ...

    • the discussion began.
    • The culture of the argument plays a big role.
    • Overall the performance made a good impression.

  2. Choose the grammatically correct continuation of the sentence. Having processed the statistical data,...

    • An interesting pattern of language development was revealed.
    • the hypothesis about the existence of laws common to all languages ​​was confirmed.
    • For linguists, much remains not entirely clear.

  3. Provide a grammatically correct continuation of the sentence. Speaking of the richness of language...

    • a discussion began in the audience.
    • I became interested in this problem.
    • specific examples are required.

Right answers:

  1. those present generally agreed with the speaker.
  2. Scientists have determined how quickly language changes.
  3. we meant mainly his vocabulary.

A5 - task to determine violation of syntactic norms. Having mastery of syntactic norms, people correctly construct phrases and sentences. Exercise A4 tests mastery of one of the syntactic norms, namely: the ability to construct sentences with participial phrases. But mistakes are made not only in sentences with participles. Other cases are no less frequent. In order to successfully complete the task A5, you need to make a choice based on knowledge of the patterns syntactic connections words in a sentence, the use of prepositions and conjunctions, homogeneous members offers, etc.

A5 from demo versions of FIPI 2010, 2011 and 2012

  1. Indicate the sentence with a grammatical error (in violation of the syntactic norm).

    • "Moidodyr", written by Korney Chukovsky and published in the 20s of the twentieth century, became one of the most beloved works by children.
    • M. Gorky in one of his articles points out that poets before Pushkin did not know the people at all, were not interested in their fate, and rarely wrote about them.
    • Those who strive for a dream since childhood often realize their life plans.

Right answers:

  1. Thanks to the increased level of service, there were more customers in company stores.

Pay attention: demo versions from different years have the same task.
KIMs include the most typical, frequent violations of syntactic norms. In order to notice such mistakes and not repeat them yourself, see A5. Syntactic norms.

A6- task to determine the possibility of replacing the subordinate part complex sentence a separate definition expressed by a participial phrase. Remember the poem" This is the house that Jack built"? You can replace the subordinate clause here ( subordinate clause) for a separate definition? Can: Here's the house that Jack built(a separate definition expressed by a participial phrase).

A6 from demo versions of FIPI 2010, 2011 and 2012

    • V. Shukshin’s heroes came from that “Shukshin life” that the writer himself could have lived.
    • In characteristic texts, the following of subtopics is not free, but is subject to certain principles of systematization, which are based on tradition and logic.
    • Physics, according to many, dates back to an experiment carried out by Galileo several centuries ago.
    • Repin's reputation as an artist who combined the best features of Russian realism in his work developed during his lifetime.

  2. In which sentence can the subordinate part of a complex sentence not be replaced by a separate definition expressed by a participial phrase?

    • The reserve, which was founded in the middle of the last century, is small and occupies only a few hectares of untouched lowland forest.
    • Human food and the composition of the air he breathes are largely the result of plant life.
    • In summer, grasses and mosses in the forest exist in twilight, which forms after the leaves of the trees have fully expanded.
    • The Volga steep bank and the distances beyond the river are introduced into the play by A.N. Ostrovsky’s motif of space and flight, which is inextricably linked with the image of Katerina.

  3. In which sentence can the subordinate part of a complex sentence not be replaced by a separate definition expressed by a participial phrase?

    • French words and expressions that penetrate the Russian language are called Gallicisms.
    • The environment in which living organisms exist is constantly changing.
    • In order to promote the development of literature and literary language in the 18th century, it was created Russian Academy, which became the main scientific center studying Russian language and literature.
    • In the second half of the 18th century, French influence on the speech of Russian nobles, which played an important role in the process of Europeanization of the Russian literary language, became predominant.

Posted On 01/01/2018

The fulfillment of a social role by an individual and a person’s activities in society are influenced by value orientations. These are society's preferences for something, which find expression in various forms and the content of human behavior.

Depending on the value orientations stand out personality types :

– traditionalists – focused on duty, order, discipline, obedience to the law, desire for self-realization;

– idealists – oriented critically towards norms, authorities, and have a focus on self-development;

– frustrated type – has low self-esteem, depressed state of health, feeling thrown out of life;

– realists – combine the desire for self-realization with a sense of duty and self-control

– hedonistic materialists – desire pleasures here and now, pursue pleasures;

– modal type – actually prevails in a given society;

– ideal type– this is the desired personality, harmoniously developed;

– basic type – meets the needs of a particular society.

Plays a decisive role in a person’s self-realization socialization as the most important factor in personality development. Socialization differs from the concept of “development,” which means the deployment of immanent (intrinsic) individual properties, from “upbringing,” which reflects the purposeful process of personality formation, in accordance with accepted norms and expectations in society. Socialization covers not only the process, but also the result of the interaction of the individual with the entire aggregate social influences communication environment.

The spectrum of socialization is reflected in the activity, communication and self-awareness of the individual:

– in the field of activity there is an expansion of types of socialization, a change in its content, and an understanding of its spiritual and practical orientation;

– in the sphere of communication there is an expansion of social contacts, interactions, deepening of social cognition, development of communication skills;

– in the sphere of self-awareness, the formation of the image of one’s own “I” as an active subject of socialization, comprehension of one’s social affiliation, role, formation of self-respect and self-esteem are carried out.

Many scientists, developing concepts of socialization, offered their vision of this difficult problem.

G. Tarde, a French sociologist, based socialization on the principle of imitation, which defines personal forms of communication “educator – educated” as basic social interaction.

Z. Freud - in the psychodynamic theory of socialization adheres to the biogenetic, unchangeable nature of man, at the same time emphasizing the importance of the influence of the environment, especially parents.

G. Blumer and D. Mead in the theory of personality are of the opinion that the individual is not the starting point, priority is given to social communication, during which individual qualities personality. Socialization, according to this theory, is the process of assimilation by an individual of a system of social roles with which certain sociocultural meanings, meanings, and symbols are associated.

E. Erikson considers socialization as a person’s response to the crises of his life cycles. The main direction of personality development is social adaptation based on thinking, attention, and memory.

Thus, socialization is the process of assimilation by an individual of social experience, patterns of behavior, attitudes of society, social group, a system of connections and relationships in which the individual is included as a subject of work, communication and cognition.

The source of human socialization is:

– primary experience associated with childhood;

– transmission of culture as a form of activity through social institutions(family, kindergarten, school, work collective, etc.).

– interactive communication and mutual influence of people in the process of their joint activities;

– processes of self-regulation, correlated with the gradual replacement of external control of individual behavior with internal self-control.

Socialization differs - primary and secondary. The primary one comes through the direct impact on a person from his immediate environment, parents, family, school. Secondary socialization occurs through the indirect influence of social groups, institutions, and organizations on a person in a general form of influence.

The elements of the social environment act as common factors in the primary and secondary socialization of the individual:

– roles and statuses that the group and society offer a person to choose from;

– values, social norms, knowledge, abilities and skills that a person masters in order to fulfill roles and maintain acquired status;

– social institutions that create technologies for the production, reproduction and transmission of cultural patterns, values ​​and norms;

– real life process: economic, political, social and spiritual.

Sociologists distinguish two models of socialization - the “subordination model” - socialization in conditions of regulation, selection of information, control, fulfillment of prescribed standards of behavior, - the “interest model” - the individual’s freedom to choose paths of self-realization.

The following models of socialization can also be noted:

– harmonious model of socialization manifests itself in the fact that the individual is introduced into social reality through his objective perception of existing relations, institutions of power, his development of respect for laws, an adequate response to social changes and the fulfillment of his duties and roles.

– hegemonic model of socialization– an individual, going through the process of learning about the world and entering into it, perceives more negative phenomena, he is instilled with feelings of disrespect for any social and political structures, phenomena, disdainful attitude towards other individuals, feelings of superiority over others, pride in oneself, inaccessibility;

– pluralistic model of socialization indicates the individual’s recognition of equality with others, recognition of their rights, freedoms, ability to change political preferences, value orientations;

– conflict model of socialization: the individual is formed in an atmosphere of intolerance, confrontation, confrontation on the basis of interpersonal, intergroup struggle, various conflicts, as a result - conflicts, struggle he perceives as a natural state.

Often the socialization of a person is influenced by the individual’s environment. American scientist A. Heyler developed the concept of a “significant other.” This is the person whose approval the individual seeks and whose instructions he accepts. Parents, teachers, mentors, popular personalities, and game participants can act as a “significant other.”

Russian scientist V.A. Yadov proposed, as an individual’s socialization, to take into account several dispositional levels, in which there are different value orientations, needs, goals, interests, attitudes, ranging from the simplest - vital needs - to high social attitudes and the highest goals of the individual.

Personality socialization includes two phases: social adaptation and interiorization.

Interiorization - uh then the formation of the internal structure of the personality through the assimilation of its norms, values, and the process of transferring these elements of the external environment into the inner “I”. Interiorization forms individuality, the uniqueness of the individual’s spiritual world, and the ways in which he perceives the world.

Sociologist R. Merton, depending on the conditions in which the individual adapts and the contradictions being resolved, proposed the types of behavior he implements.

Conformist– loyally accepts the goals and institutional means approved in society.

Innovator– accepts goals approved by society, but tries to achieve them through non-institutional means (including illegal and criminal).

Ritualist– formally uses institutional means, without taking into account that they do not correspond to goals that have public support (the ideal type of bureaucrat, an individual who formally follows instructions, but it is not clear for what purposes).

Retriever(isolated type) - does not accept either goals or means approved by society. Such people are perceived as escaping reality (drug addicts, alcoholics).

Rebel(rebel) – trying to create new system values ​​and achieve goals through new means. These include geniuses, revolutionaries, and crazy people.

Let us note, as scientists say, that the lack of meaning in life for an individual is a severe social pathology.

The search for the meaning of life and the desire to realize it, says the Austrian psychiatrist V. Frankl, is immanent (internal) human quality. He identified three groups of values ​​that can make up the meaning of life:

– the values ​​of creativity (what we give to the world: scientific results, works of art, quality goods);

– values ​​of experience (what we receive from the world: love, respect, risk, victory);

– attitude values ​​(what position we take in relation to fate if we cannot change it).

Social values ​​in society perform a number of functions. They act as:

1. Desirable, preferable for a given subject (individual, social community, society) state of social connections, content of ideas, artistic forms.

2. Criteria for assessing real changes.

3. The meaning of purposeful activity.

4. Regulators of social interactions.

5. Internal incentives for activity.

Social values ​​guide a person in the world around him, encourage him, motivate him to take specific actions. Social values ​​are the beliefs of a group or society about the goals to be achieved and the basic ways and means that lead to these goals.

The foundation, the basis of each value system are moral values ​​that express the preferred relationships of people, their connections with each other, with society, and are also imbued with forms of control (shame, conscience, repentance) and, as a rule, distinguish between good and evil, duty, responsibility and irresponsibility, honor and dishonor.

Preparation for the Unified State Exam in Russian.

Tutor.

“The Unified State Exam will soon be cancelled,” I’ve been hearing these words for years now. Yes, the format of the final test is controversial. I have already expressed my opinion on this matter in one of my posts.

Be that as it may, in this academic year We can’t wait for a change in the system, so we have another year of preparation for the exam in this particular format. Compared to last year, practically nothing has changed.

Task A2 for distinguishing paronyms - similar in sound, on words with different meanings - was slightly modified. Previously, all four sentences were given one word to analyze the meaning in context:

A2 In which sentence should we use VALUE instead of the word VALUABLE?

1) All participants in the Olympiad were awarded VALUABLE gifts.
2) Each era develops its own VALUABLE guidelines.
3) In the article you can find information that is VALUABLE for a geologist.
4) There are many VALUABLE trees in the reserve.

In the 2012 version, all four sentences have different words:

A2 In which answer option is the highlighted word used incorrectly?

1) In the unclear, diffused light of the night, MAJESTIC and beautiful vistas opened up before us
St. Petersburg: Neva, embankment, canals, palaces.
2) Iron, chromium, manganese, copper and nickel are COLORFUL substances, components of many
paints created on the basis of these minerals.
3) DIPLOMATIC relations between Russia and the USA were established in 1807.
4) The most HUMANE professions on earth are those on which spiritual life and
human health.

Task A26 (transformation subordinate clause into a participial phrase) moved to position A6, taking a logical place among other grammar tasks.

The wording of task C1 (essay) and the text of criterion K2 (commentary) were also clarified. The point here is that the essay should be written “based on the source text.” I will talk about what this means in the next post.

Happy start everyone!

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Value orientations of the individual

The system of value orientations is the most important characteristic personality, an indicator of its formation. It is no coincidence that various aspects of value orientations are the subject of study in philosophy, sociology, psychology, and pedagogy.

The problem of value orientations has a long history of research. John Davis believes that Aristotle already had something to say about the content of this category.

This concept began to be studied most consistently in foreign psychology from the second half of the nineteenth century. The founder of these studies is G. Spencer, who already in 1862 wrote that in the concept of correct judgments on a controversial issue, much depends on the position of the mind that we maintain while listening and taking part in the dispute.

G. Spencer laid the foundation for the concept of motor attitudes. Based on this theory, scientists Lange, Mustenberg, Ferre began to study not only motor reactions, but also attention, memory, and thinking. Most active experimental studies were held in Germany. However, the term “attitude” itself was not used by German scientists; it was replaced by many synonyms.

The term “attitude” was proposed by W. Thomas and F. Znaniecki in the work “The Polish Peasant in Europe and America”
(1918–1920). “Attitude” is translated into Russian as “social attitude” or is taken without translation from English “attitude”. Under this term in foreign social psychology understand a person’s internal position, readiness to act in accordance with previous value experience. W. Thomas and F. Znaniecki defined attitude as “an individual’s psychological experience of value, significance, meaning social object"or as "an individual's state of consciousness regarding some social value."

Value, according to these authors, is usually social in nature, i.e. is "an object of respect from socialized people." They define social values ​​as any given quantity that has empirical content accessible to members of a certain social group, and a value in relation to which it is or can be the object of activity.

In the work of W. Thomas and F. Znaniecki, the social attitude was first designated as the general state of the subject, focused on values.

The 1920s and 1930s saw a sharp rise in attitude research. Several appear independent directions in studying this problem. Thus, G. Allport in 1935 counted
17 variants of this concept. Having analyzed them, he identified points common to all researchers: attitude is understood as certain state consciousness and nervous system, expressing readiness to react, organized on the basis of previous experience, exerting a guiding and dynamic influence on behavior.

He established the dependence of attitude on previous experience and noted its important regulatory role.

An interesting approach to this problem by T. Parsons
(1902–1979). In his theory of action, he identified such basic concepts as situation, agent and orientation. T. Parsons divides the actor's orientations into motivational and value orientations. Knowledge of the content of value orientations makes it possible to explain and predict people’s behavior, i.e. exercise social control, which in turn, in the opinion of T. Parsons, will allow achieving: firstly, the socialization of a person, as a result of which he acquires the orientation necessary for normal life in social system, and second, to develop processes that would prevent the conditions that give rise to deviant behavior. All this will help society manage the behavior of individuals.

Further experimental studies revealed three components of attitude:

1) cognitive;

2) affective;

3) behavioral.

The cognitive component represents awareness of the object of the attitude. It includes the opinions and beliefs that a person holds about certain objects and people, which allow him to judge what is true and what is false. The affective component represents the positive or negative emotions associated with these beliefs, they give the attitude an emotional coloring and orient the action that a person is going to take. The behavioral component represents a person's reaction in accordance with his beliefs and experiences.

Based on these components, four attitude functions were identified:

1) adaptive (adaptive, utilitarian), where the attitude directs the subject to those objects that serve to achieve his goals;

2) the function of knowledge, here the attitude gives simplified instructions regarding the method of behavior in relation to a specific object;

3) the function of expressing value, self-regulation - attitude acts as a means of freeing the subject from internal tension, expressing oneself as an individual;

4) a protection function that helps resolve internal conflicts of the individual.

However, many questions on this issue remained unanswered. Particular difficulties were caused by La Pierre's experiment. He found two levels of behavior. At the first level, the observed behavior was expressed as follows.

1.2 Classifications of values ​​and value orientations of an individual

La Pierre and two Chinese students traveled through the southern states of the United States and visited 252 hotels, where they were served in hotels and restaurants in accordance with accepted service standards. No difference was found in the service of La Pierre himself and his Chinese students.

After completing the trip, La Pierre wrote to those hotels where he received a normal reception. The second level of behavior was expressed in the fact that when asked whether he could hope to receive hospitality again if he visited the hotel accompanied by the same two Chinese students, he was refused service for “coloreds.” The discrepancy in behavior, on the one hand, ensuring behavior with the help of a positive attitude, and on the other hand, with the help of a negative attitude, is called “La Pierre’s paradox.”

Many psychologists have doubted the regulatory role of attitudes. And only when the corresponding theoretical concepts and experimental techniques appeared that made it possible to explain the “La Pierre paradox”, interest in this problem increased again in foreign psychology. The experiments of M. Rokeach played a special role in this. In addition to the three-component structure, he identified “object” and “situational” social attitudes. The first are attitudes about the objects of action (negative attitude towards the Chinese), and the second are about the method of action (good service to all clients). Another explanation for the “La Pierre paradox” is offered by D. Katz and I. Stotland. Depending on the situation, different aspects of the attitude manifest themselves differently: either the cognitive or the affective component. The result will therefore be different.

IN domestic psychology There are several main approaches to considering the concept of “value orientations”. B.V. Olshansky studied value orientations in the context of the choice of values: values, in his view, are a kind of “beacons” that make it possible to highlight in the flow of information what is most significant in a person’s life, both in a positive and negative sense. That is, value is understood as the significance of an object or phenomenon of reality for a person, and value orientations are the choice of certain values. By adhering to guidelines, a person maintains a certain internal consistency of his behavior.

Other researchers also consider value orientation as an orientation towards the values ​​existing in society. So, I.S. Cohn writes: “Orientations aimed at some social values ​​are called value orientations.” This interpretation of value orientations does not reveal their essence. You can be guided by a wide range of values, while value orientations become only conscious values ​​that have entered the internal structure of the individual.

Some scientists correlate the concept of value orientations with the concept of direction. So, B.G. Ananyev characterizes value orientations as “focus on certain values.” Orientation characterizes a personality through its social and moral value and is manifested in interests, worldviews, and beliefs. K.D. Shafranskaya, T.G. Sukhanov proceed from the equivalence of the concepts of value orientations and direction. Comparisons of value orientations with individual typological characteristics of a personality gave these authors the basis to talk about a syndrome of value orientations, which includes the basic personality properties that characterize the type of orientation. However, value orientations are not reducible to direction. The concept of personality orientation is broader, more generic. The system of value orientations forms the substantive side of the personality’s orientation. Through the orientation of the individual, value orientations find their real expression.

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Thus, we can conclude that the concepts of “identity”, “cognitive complexity” and “time perspective” are in inextricable unity and determine the semantic attitude of a person to the surrounding reality. At the same time, this attitude should be considered in the context of a specific life situation. Any change in the situation can change the nature of the relationship between the constituent components of this relationship.

Based on the above aspects of the organization of the system of personal meanings, we will try to describe its level structure (see Appendix 1).

The first level in such a system is the level of biologically determined meanings. They arise on the basis of sensations and determine the functioning of the body and its reactions to the physical impact of the surrounding reality. Here meanings are presented as unconscious mediators of the body’s biological adaptation to changes environment. Undoubtedly, this level of meaning cannot be called personal, since these meanings are determined not by a person or a person, but by the very nature of the life of all living things. In addition, in this case it is impossible to talk about any level of cognitive complexity, since the structure of consciousness has not yet been formed and there are no constructs. As a result, it is impossible to talk about a time perspective. The body’s reactions to the stimuli of the surrounding reality occur only “now”; they are not based on conscious experience and goals. If they are realized, then this happens “later”, at a higher level, and their awareness is more likely to be in the nature of interpretation rather than comprehension. We have to agree with B.S. Bratus, who relates biologically determined meanings to the prepersonal level. These are rather predictions construction material, on the basis of which a sense of reality arises. A.N. Leontyev defined biological meaning as “meaning in itself”, main characteristic which is non-constancy. This is the initial stage of development: “... the main change, a leap in development is the transformation of instinctive meaning into conscious meaning - the transformation of instinctive activity into conscious activity.” However, already here the meanings determine the primary separation of “I” and “not I”. Thus, the level of biological meaning largely determines the primary interpretation of sensations and is the basis for the emergence of needs, drives, and motives.

At the second level, meanings are individual in nature and reflect the need sphere of the individual. These are still poorly understood formations that express the relationship of motive to goal. The goals motivating this attitude are desires, elements of the objective world and restrictions of the social environment.

Relationships to the elements of reality are built on certain knowledge, which is in the nature of ideas, and the elements of reality themselves appear in consciousness in a nominative form. Meanings at this level are characterized by low cognitive complexity. Constructs are represented either by rigid stereotypical concepts, clichés, built on the semantic connection of two (maximum three) meanings, or by conceptual confusion. Due to the above, meanings are exclusively situational in nature, since they reflect the satisfaction of needs. The time frame is determined by the context of the situation, meanings are localized either in the “present” or in the “recent past.” This determines the main function of the meanings of this level - the adaptation of the individual to the surrounding conditions of social reality. However, due to the accumulated knowledge about objective reality and subjective needs, as well as ways to satisfy them, semantic connections are gradually generalized and acquire the character of meanings. In certain situations, the relationship between the individual and reality acquires the character of significance, which allows a person to differentiate himself from the surrounding reality and feel like a subject of these relationships.

The third level represents the actual personal meanings. These are stable personal formations that mediate all human life. At this level, meanings appear in the form of value orientations of the individual, the main function of which is to integrate the individual into new conditions of social life. In contrast to adaptation, by which we understand the process of adaptation aimed at maintaining human life in certain conditions, integration involves the active, conscious maintenance of a certain tension for the creative realization of one’s capabilities in conditions of social interaction. Integration assumes enough high level the formation of the “I-concept”, a meaningful attitude towards one’s abilities and social roles, other people and the world at large. The time perspective at this level includes long-term planning based on a meaningful relationship to personal experience and objective reality. Accordingly, personal constructs must be systemic in nature, implying the ability to generalize based on the distinction between the process and the result of activity. This level of cognitive complexity presupposes the presence of receptive constructs and the ability to “metaphorically” comprehend, allowing a creative and flexible approach to solving life problems.

The fourth level of the system of personal meanings reflects a person’s life-meaning relationships. This is no longer a complex of individual relationships to oneself, others, and the world. This is a person’s holistic perception of his life as significant. Cognitive complexity at this level is characterized by increasing conceptualization, tolerance for contradictions and uncertainty, and objectivity. Time perspective covers a wide range of events in the past, present, and future. Personal meanings at this level perform the function of generalization and operationalization of the meanings of lower levels and act as life-meaning orientations of the individual. Accordingly, personal constructs in which personal meanings are manifested have a wide range and a clear structural subordination. A person’s attitude towards himself, his self-concept, are determined by his identity as a subject of life, for which a person accepts and bears responsibility.

Normally, under the influence of specific (sometimes very harsh) circumstances of the situation, a person is faced with the need to change his values ​​and meanings. By updating in consciousness one’s experience (the past), the meaning of the present (elements and phenomena of reality) and the future (near or distant goals), a person carries out a semantic relationship to reality, experiencing a certain state. Such a series of actual semantic states, experienced temporarily and bearing the status of phases of development, performs the function of generalizing individual meanings of various levels of the individual semantic system into the highest - life-meaning level, which, in turn, is expressed in a certain degree of meaningfulness of all life.

If an individual, for no matter what reasons, is not able to expand and expand the time perspective of the personal meanings of the system, his fixed, immobilized semantic state acquires the status of a personal property and changes all other psychological content. Tightening of personal constructs leads to an undifferentiated, diffuse status of identity, which, in turn, can be expressed in the accentuation of personality traits (most likely, in the first place) and in the formation of borderline and pathological conditions and syndromes. Back in 1964, J. Crumbo and L. Maholik identified three groups of subjects: those not related to noogenic neurosis, those related to it and “patients”.

Thus, just like personality, the system of personal meanings is in continuous dynamics. In certain life situations, a person can function at different levels of this system. The meanings of lower levels do not disappear when a person moves to a higher level of development; they are generalized into more complex semantic formations and included in a more complex semantic system of relationships, synchronizing time loci and expanding the boundaries of subjective reality, which ensures the development of both the system itself and the individual generally. Accordingly, when considering one or another level of an individual semantic system, it is necessary to remember that the causality of a reaction, action, deed, or life activity cannot be located outside or inside a psychological event. It covers the interaction between a person and reality as a whole, including the context of the situation.

1.3 Formation of value and semantic orientations of the individual

The psychological basis of the value-semantic orientations of the individual is the diverse structure of needs, motives, interests, goals, ideals, beliefs, worldviews that participate in creating the orientation of the individual, expressing the socially determined relationship of the individual to reality.

According to most authors, value-semantic orientations, determining the central position of the individual, influence the direction and content of social activity, the general approach to the surrounding world and oneself, give meaning and direction to a person’s activity, and determine his behavior and actions. The person strives to find meaning and feels frustrated or existential vacuum, if this desire remains unfulfilled.

The value and semantic orientations of an individual are formed and developed in the process of socialization.

At various stages of socialization, their development is ambiguous and is determined by factors of family and institutionalized upbringing and training, professional activity, socio-historical conditions, and in the case of abnormal personality development, psychotherapy (targeted psychological influence) can be such a factor.

The psychological mechanisms for the formation and development of value and semantic orientations are the individual psychological characteristics of the course of mental processes and, above all, thinking, memory, emotions and will, existing in the form of interiorization, identification and internalization of social values.

Value-semantic orientations are inherently dynamic. If their existence is not supported by man, if they are not created, not realized and not actualized, then they are gradually lost. Accepting and mastering values ​​is a long and lengthy process. Awareness of values ​​gives rise to value ideas, and on the basis of value ideas, value orientations are created, which, in turn, represent a conscious part of the system of personal meanings.

Chapter II. Characteristics of value orientations of young people

To consider the problems of youth, it is necessary to understand what youth is and how it differs from other social groups.

The controversy between scientists regarding the definition of youth, the criteria for separating them into an independent group, and age boundaries have a long history. Scientists share different approaches to the subject of study - from the positions of sociology, psychology, physiology, demography, as well as classification traditions formed in certain scientific schools. Ideological factors play a significant role, since young people are at the forefront of political struggle.

In domestic social science for a long time youth were not considered as an independent socio-demographic group: the identification of such a group did not fit into existing ideas about the class structure of society, and contradicted the official ideological doctrine of its socio-political unity. It’s one thing to talk about youth as an integral part of the working class, the collective farm peasantry, and the Soviet intelligentsia; it’s another thing to recognize them social characteristics as a kind of integrity. This was seen as contrasting youth with other social groups

One of the first definitions of the concept of “youth” was given in 1968 by V.T. Lisovsky: “Youth is a generation of people who are going through the stage of socialization, acquiring, and at a more mature age having already acquired, educational, professional, cultural and other social functions; depending on specific historical conditions, the age criteria for youth can range from 16 to 30 years.”

HEDONISTIC CONSUMPTION

Later more full definition was given by I.S. Kon: “Youth is a socio-demographic group, identified on the basis of a combination of age characteristics, characteristics of social status and socio-psychological properties determined by both. Youth as a certain phase, stage life cycle biologically universal, but its specific age range, associated social status and socio-psychological characteristics are of a socio-historical nature and depend on social order, culture and patterns of socialization characteristic of a given society.”

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Dictionary

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Value orientations
VALUE ORIENTATIONS are a component of personality orientation. These are material and spiritual values ​​shared and internally accepted by her, a predisposition to perceive the conditions of life and activity in their subjective significance. Value orientations serve as reference points for making decisions and regulating behavior. Subjective preference for certain values ​​is the beginning of determining the hierarchy of value orientations: family, wealth, creativity, career, honor, conscience, health, intimate relationships, caring for others, etc. The consistency of value orientations is an indicator of the stability of the individual. Changes occur in the system of value orientations of each person; there is its own dynamics and development. The determinants of a person’s value orientations are living conditions, activities, as well as a person’s inclinations, abilities, interests, and needs.

List of random tags:
,
Activity - ACTIVITY is a motivated process of using certain means to achieve a goal. The first to single out activity as a special category that cannot be reduced to any other forms of life was the Russian psychologist M. Ya. Basov (1892-1931). The structure of activity, along with goals and motives, includes methods and techniques. The characteristics of the activity are determined by the content of the goals, the subject at which it is aimed, the means and methods by which it is carried out, and the results.

Value orientations are the most important component of personality structure

The most important activities are play, learning, and work. Kinds professional activity are diverse: the activities of a teacher, engineer, doctor, architect, writer, artist, composer, agronomist, officer, etc. The psychological content of professional activity includes developed, taking into account its requirements, mental processes, states, education and personality traits. The most important condition successful activity - a creative approach, its implementation with knowledge and perspective
,
Pathos - Pathos (Greek pathos - suffering) is an ancient concept denoting suffering, which was caused by a person’s own actions, driven by a strong passion, i.e. - resolution of passion in suffering. In the teachings of Aristotle, pathos was considered as one of the basic concepts of aesthetics: death or other tragic event that happens to the hero of the work evokes compassion or fear in the viewer, which is then resolved in a cathartic experience. From the term “pathos” the basis of patho- is derived.
,
Child psychology - CHILD PSYCHOLOGY - branch psychological science, studying the conditions and driving forces development of the psyche at the stage of childhood, patterns of functioning and changes in cognitive, volitional and emotional processes, features of the formation of a child as a person. Child psychology also studies the characteristics various types children's activities (games, learning, work), formation of age and individual characteristics children. Child psychology is closely related to educational psychology, pedagogy, biology, physiology, medicine, family psychotherapy. In child psychology, quantitative assessment methods, various equipment, information models, experimental training in kindergartens, etc. are used. Child psychology develops standardized methods of psychological diagnostics that make it possible to establish the level of development of mental processes and properties characteristic of each age stage

The answers to tasks 1–24 are a word, phrase, number or sequence of words, numbers. Write the answer to the right of the assignment number without spaces, commas or other additional characters.

Read the text and complete tasks 1–3.

(1) The debate about when and why bird flight originated is still ongoing. (2) Some scientists believe that it’s all about the ice age: the advancing glacier drove the birds out of their usual habitats, and when the glacier retreated, the descendants of the fugitives returned home. (3)______ after all, almost none of the migratory birds build nests and raise chicks in wintering areas.

1

Which of the following sentences correctly conveys the MAIN information contained in the text?

1. Almost none of the migratory birds build nests or raise chicks in wintering areas.

2. Some scientists believe that birds return home when the glacier recedes.

3. The reason for bird flights was the ice age: when the glacier advanced, the birds flew away, and when it retreated, they returned to their usual habitats.

4. Scientists are still arguing about when and why bird flights arose.

5. The Ice Age, which drove birds out of their usual habitats, became the cause of bird flights.

2

Which of the following words (combinations of words) should appear in the gap in the third (3) sentence of the text? Write down this word (combination of words).

1. Indeed,

2. Fortunately,

4. At the same time

3

Read a fragment of a dictionary entry that gives the meaning of the word RETURN. Determine the meaning in which this word is used in the second (2) sentence of the text. Write down the number corresponding to this value in the given fragment of the dictionary entry.

RETURN AND Th, -upl Yu, -at eat; owls

1. Having stepped, move away, move back, to the side. O. from the door. Oh, one step. The forests retreated to the north (trans.).

2. Move back under the pressure of the advancing enemy. O. with battles. O. before difficulties (translated).

3. from what. Give up your intentions and plans. He won’t back down from his own. I won't give up until I get my way.

4. from what. Stop sticking to something. O. from my opinion. O. from custom.

5. from what. Shift attention from the main to the secondary. O. off topic.

6. (1st person and 2nd person not used), trans. In certain combinations: become weaker, get closer to the end. The disease has subsided. The fire receded. The elements have receded.

7. from what. Make an indent. O. slightly from the edge of the sheet.

4

In one of the words below, an error was made in the placement of stress: the letter denoting the stressed vowel sound was highlighted incorrectly. Write this word down.

religion

kitchen

plum

5

One of the sentences below uses the highlighted word incorrectly. Correct the mistake and write the word correctly.

1. As a child, she was a very TRUSTING child.

2. Each era develops its own VALUABLE guidelines

3. He was always an overly PRACTICAL person.

4. Today my sister WEARED a festive dress.

5. CONFIDENT tone of conversation.

6

In one of the words highlighted below, an error was made in the formation of the word form. Correct the mistake and write the word correctly.

RINSES the laundry

according to the TABLE

few CALORIES

TWO beautiful pianists

Little Pony

7

Establish a correspondence between the sentences and those admitted in them grammatical errors: for each position in the first column, select the corresponding position from the second column.

GRAMMATICAL ERRORS OFFERS
A) an error in constructing a sentence with homogeneous members 1) A.S. Pushkin wrote that he was not born to amuse kings.
B) violation of the construction of sentences with participial phrases 2) Marie Skłodowska-Curie is the only woman to be awarded the Nobel Prize twice.
C) incorrect construction of a sentence with an adverbial phrase 3) Even in the most difficult times, A. Akhmatova believed that “And yet they will recognize my voice, And yet they will believe it again.”
D) incorrect construction of sentences with indirect speech 4) In the novels of M. Sholokhov there are no lies, pretending to be another truth.
D) misuse case form noun with preposition 5) Getting closer, the hunters saw that the bear was not killed, but only wounded.
6) The barred round windows of the monastery and the old gilded dome seemed familiar to me.
7) According to letters from contemporaries, in his youth Leo Tolstoy preferred to travel on horseback.
8) Going up to the second floor, I saw a long corridor and a wooden door
9) Enjoying a delicious dinner, our conversation flowed serenely.

Write your answer in numbers without spaces or other symbols

8

Identify the word in which the unstressed alternating vowel of the root is missing. Write out this word by inserting the missing letter.

forbidding

b...size

uprising

k...tingent

9

Identify the row in which the same letter is missing in both words in the prefix. Write out these words by inserting the missing letter.

h...spend the night, w...cook

pr...breezy, pr...given

and...cook, food...

pr...increase, pr...passion

p...road worker, not...sightly

10

construction

lucky

kind...nice

enamel

overcome

11

Write down the word in which the letter I is written in place of the gap.

opening... May

indescribable...my

you're worried

haunted...my

12

Indicate all the numbers replaced by I.

Now no (1) mountains, no (2) sky, no (3) earth - no (4) what no (5) was visible.

13

Determine the sentence in which both highlighted words are written CONTINUOUSLY. Open the brackets and write down these two words.

1. (S)AFTER, we more than once recalled how Fedor bravely walked (OVER) THAT rocky ledge.

2. It was STILL hot outside, (THUS) the question about delivery drinking water turned out to be the most relevant.

3. (NOT) DESPITE feeling poorly, Sergei managed to finish the work (IN) WITHIN a week.

4. TO get to the pass, we had to walk for so long that many people (FREQUENTLY) thought about returning to the camp.

5. Kids played in the yard the SAME as a year ago, and strict grandmothers made sure that order was maintained.

14

Indicate all the numbers replaced by one N.

On the yacht - the company (1) stamp “K. Faberge”, and on the silver(2) rim, placed on the crystal, her name “Faith” is engraved(3).

15

Place punctuation marks. Indicate the numbers of sentences in which you need to put ONE comma.

1. You will find thorny thorns of wild roses near Moscow and in Siberia in Central Asia and on Far East.

2. Quiet and silent in winter forest and in forest snow-covered glades

3. The grass flowers shine and bask and joyfully reach out to the gentle sun.

4. All day we walked through the forests, made our way through thickets of birches and aspens, breathing in the musty smell of grass and roots.

5. The world is filled with the smell of pine, the sun and the singing of a lark.

16

For two weeks now (1) our newly arrived (2) puppy has been exploring the world (3) at the same time testing (4) the boundaries of what is permitted.

17

Place punctuation marks: indicate all the numbers that should be replaced by commas in the sentences.

Some contemporaries were outraged by the use of A.S. Pushkin of common people’s words in contexts where (1) according to critics (2) it was necessary to use the words “high”. However (3) Pushkin resolutely rejected the concept of “low matter”.

18

Place punctuation marks: indicate all the numbers that should be replaced by commas in the sentence.

Among the conversations (1) that then took place between Daisy and me (2) and (3) which often ended in the morning (4) because we discovered new aspects of the same things (5) the topic of traveling together to all the places (6) that I visited before.

19

Place punctuation marks: indicate all the numbers that should be replaced by commas in the sentence.

He was content with (1) what was written in the notebook (2) and did not show any annoying curiosity (3) even (4) when he did not understand everything (5) that he listened and taught.

20

Edit sentence: correct lexical error, replacing the incorrectly used word. Write down the selected word, observing the norms of the modern Russian literary language.

The communal house was equipped with last word equipment, here they took care of the comfort of the residents: laundry, dining room-restaurant, club, store, rare at that time hot water, kindergarten.

Read the text and complete tasks 21-26.

(1) Autumn came by surprise and took possession of the earth - gardens and rivers, forests and air, fields and birds. (2) Everything immediately became autumnal.

(3) Tits were fussing about in the garden. (4) Their scream was like the sound of broken glass. (5) They hung upside down on the branches and looked out the window from under the maple leaves.

(6) Every morning, migratory birds gathered in the garden, as if on an island. (7) Amid the whistling, squawking and croaking, a commotion arose in the branches. (8) Only during the day was it quiet in the garden: restless birds were flying south.

(9) The leaves have begun to fall. (10) Leaves fell day and night. (11) They either flew obliquely in the wind, or lay vertically in the damp grass. (12) The forests were drizzling with rain of flying leaves. (13) This rain continued for weeks. (14) Only towards the end of September the copses were exposed, and through the thicket of trees the blue distance of the compressed fields became visible.

(15) Then the old man Prokhor, a fisherman and basket maker (in Solotch, almost all old people become basket makers with age), told me a fairy tale about autumn. (16) Until then, I had never heard this tale; Prokhor must have invented it himself.

(17) “Look around,” Prokhor told me, picking at his bast shoe with an awl, “take a closer look, dear man, at what every bird or, say, other living creature breathes.” (18) Look, explain. (19) Otherwise they will say: I studied in vain. (20) For example, a leaf falls off in the fall, but people don’t realize that a person in this matter is the main defendant. (21) A man, say, invented gunpowder. (22) The enemy will tear it apart with that gunpowder! (23) I myself also dabbled in gunpowder. (24) In ancient times, the village blacksmiths forged the first gun, filled it with gunpowder, and that gun fell into the hands of a fool. (25) A fool was walking through the forest and saw orioles flying under the skies, yellow cheerful birds flying and whistling, inviting guests. (26) The fool hit them with both trunks - and the golden fluff flew to the ground, fell on the forests, and the forests withered, withered and fell overnight. (27) And other leaves, where the bird’s blood got in, turned red and also fell off. (28) I suppose I saw in the forest - there is a yellow leaf and there is a red leaf. (29) Until that time, all the birds spent the winter with us. (30) Even the crane didn’t go anywhere. (31) And the forests stood both summer and winter! (32) And in leaves, flowers and mushrooms. (33) And there was no snow. (34) There was no winter, I say. (35) It wasn’t! (36) Why the hell did she surrender to us, winter, pray tell?! (37) What interest does she have? (38) The fool killed the first bird - and the earth became sad. (39) From that time on, leaf fall, and wet autumn, and leaf-cutting winds, and winters began. (40) And the bird got scared, flew away from us, and was offended by the person. (41) So, dear, it turns out that we have harmed ourselves, and we need not to spoil anything, but to take good care of it.

Example 1

In which sentence should I use the word VALUABLE instead of
VALUE?

1) All participants in the Olympiad were awarded VALUABLE gifts.
2) Each era develops its own VALUABLE guidelines.
3) In the article you can find information that is VALUABLE for a geologist.
4) There are many VALUABLE trees in the reserve.

Preparation plan

Violation of lexical compatibility - common speech error. It manifests itself in the wrong choice of words for a specific context. To know which words a given paronym is “friendly” with, you need to clearly understand the nuances of its meaning. It is problematic to prepare for this question by memorizing a certain list (the list would be too long). It is not necessary to read it all - select only those words whose nuances of meaning you do not understand. This is not only useful, but also entertaining reading. MANDATORY PROGRAM MINIMUM - study a short dictionary of paronyms on the website Rus-Exam.ru.

Of course, you can’t look it up in the dictionary during the Unified State Examination. But you've probably heard the words offered to you in the test before. If you remember the peculiarities of their semantic compatibility, then the trick is in the bag. If not, you will have to resort to some manipulations. Usually one of three procedures will be sufficient. Let's look at them with an example.

Tools

01 Try it without looking at the sentences from the example, come up with a “small” context yourself(at the level of phrases) for each word. What can be called valuable? Advice, personnel (i.e. employee), gift, prize. What words go together with the word “value”? Perhaps only two: guidelines and settings. Now let's look at an example. In sentence (2) we see “landmarks”. Let’s put the word “value” in there.

Most likely, knowing the possible context, you will easily cope with the task. But additional considerations may be needed:

02 How can modify the context? The word "valuable" clearly has a quantitative message. It can be used with words that indicate quantity, such as "very valuable." Now look at an example. It is easy to see that the word “very” cannot be substituted in sentences (2) and (4). What are "highly valuable landmarks"? What nonsense! What could be valuable in them? You can’t say “very valuable securities” either, but for a different reason. The phrase “securities” (stocks, bonds, etc.) is so stable that nothing can be inserted into it, and if you remove the word “valuable”, the meaning will be completely distorted. So with " securities"Everything is fine, but the error is contained in option (2).



03 If the first two approaches do not dispel doubts, you can try understand the semantic range of a word, regardless of context. “Valuable” has to do with price (literally or figuratively), and valuable has to do with values. It should be noted that we are not talking about specific values ​​(gold, real estate, etc.), but about the abstract attitude of a person, his life priorities: what is most important for him - career, material wealth, patriotism, power, family and etc. Having understood these nuances, we again can easily see that it is in option (2) that we are talking about values, and not about price.

Sample reasoning

So, you have three main tools in your hands. Sometimes it is also useful to try to substitute synonyms. There is no universal scheme here. But you always need to “dance” from a specific word: in what context can it be used, what associations does it evoke, how limited is its compatibility, is the meaning concrete or abstract, what are the nuances of meaning(quantitative, qualitative characteristics). But the main thing, I repeat, remains the search for a suitable context.

Often, tutors in such questions require the student to give an example of reasoning. This is a very useful matter, but with one small amendment. You don’t need to build some kind of scientific narrative at all. You should either very briefly explain the difference between the two paronyms, or simply offer a context option for each of them at the level of a phrase or short sentence. Don't worry about the details. When considering the example described above, it is enough for the following to pop up in your mind during the exam. “More valuable” is good, “more valuable” is not good. “Valuable” is about quantity. “Value-based” is some kind of abstraction. Possible context: “value orientations.” All!

What to pay attention to

· Although in the above version, a couple of words (paronyms) are given in the task, in the real task there may be a different wording. You may simply be asked to find in which of the four sentences the highlighted word is not appropriate. In this case, we are not talking about paronyms, but the essence is the same - an assessment of the legitimacy of the lexical compatibility of a given word in the context.

Example 2

In which sentence is the highlighted word used incorrectly?

1) A true teacher must strive to ENCOURAGE all his students.
2) The plan drawn up by the project manager underwent major changes during the work process.
3) A huge SELECTION of discs was presented in the Music Salon.
4) At the book fair, everyone will be given the opportunity to meet their favorite authors.

This formulation of the question should not confuse you: you just need to forget about all sorts of paronyms and evaluate compatibility separately for each sentence. Hopefully one of the suggestions will resonate with you. In this case, the error is so gross that it is difficult to miss: “SELECT disks” should be replaced with “SELECT disks”. But the answer may not be so obvious, so let’s look at other points of the question.

Sentence (1) sounds a little strange. But remember that your task is not to evaluate the stylistic beauty of the text, but only the legitimacy of this or that phrase. In this sense, the expression “grab one’s attention” can be experienced. But you just need to be aware of the presence of such an expression as “undergo changes.” Finally, there is a serious pitfall in sentence (4). Is the opportunity GRANTED or PRESENTED? If you are not sure, try to speculate. Please note that when choosing words, you must use the same grammatical form as in the sentence (in this case, the passive voice). By doing this we will reduce the range of meaning, for example we will cut off the meaning imagine=imagine. What or who can be REPRESENTED? Speaker (introduce someone to the audience), report, officer (introduced for an award). What can be PROVIDED? Opportunity, chance, plane. What synonym can replace the word “provide”? The word "give". Therefore, in sentence (4) the word “provided” is used correctly.

· Sometimes the nuances of a word's meaning depend on the ending. In this sense, the question of lexical compatibility sometimes overlaps with the question of stress (different endings can lead to different stresses). Remember that, unlike question A1, where you were asked to evaluate the possibility of a particular emphasis, in this case you must evaluate the correctness of the use of this word in the context. Don't be confused.

For example, take the following sentence: “In July, the whole class went to a LANGUAGE camp for three weeks.” This option must be recognized as erroneous. Why? After all, the word “linguistic” exists! The problem is that “linguistic” refers to the tongue as an organ. If we are talking about language as a means of human communication, then it is necessary to use the word LANGUAGE.

Practice

From the above reasoning, you understand that when analyzing you must proceed from the characteristics of a particular word. Let's try to use an equally flexible approach in training exercises. Go to workbook and do the assignments. In Ex. 1 if there is an error in a sentence, it is necessary to replace one of the words with one that is similar in form but different in meaning. In Ex. 2 it is proposed to make lexical pairs (A+B).

Hard case

There are lexical pairs in which, according to teachers and tutors, students most often make mistakes.

A) Make sure you understand the differences between the following words.
b) If in doubt, look it up in the dictionary.
V) Then try to put each word into context yourself (for example, come up with a short sentence).
+ Pay attention to the spelling (difficulties are underlined).

LAWSUIT WITH NY - SUIT SST VEIN
ETC E STAND UP - ENDURE - PR AND BE PATIENT
ETC E PUT - INTRODUCE YOURSELF
ADDRESSER - ADDRESSEE