Oral statement of schoolchildren at the Olympiads in the Russian language. Oral expression: basic principles

THIRD STAGE OF THE REPUBLICAN OLYMPIAD

IN RUSSIAN LANGUAGE AND LITERATURE TOPICS OF ORAL STATEMENTS

Ticket number 1

The better you speak the language, the more you have the right to be called a person.

"The right words in the right place is the true definition of style." Do you agree with this definition of D. Swift?

Of all the sciences that a person should know, there is one obligatory one - how to live, doing as little evil as possible. (L. I. Tolstoy).

Ticket number 2

A new language is worth learning because it will pave the way for you to meet other people.

Compare two points of view.

A. "A critic is a reader who causes trouble" (J. Renard).

3. All the honors of this world are not worth one good friend (Voltaire).

Ticket number 3

1. Do you agree with the opinion of Erasmus of Rotterdam that “language is the best mediator for establishing friendship and harmony”?

2. "Imagination is the primary step and the basis of all poetry" (G. Lorca). Do you agree with this opinion?

3. How do you understand Montesquieu's saying “You have to study a lot in order to know at least a little”?

Ticket number 4

1. Language is the most human thing in the world.

2. Do you agree with the opinion of the French literary historian E. Faguet “To read means to think with another, to think over the thought of another, to think over a thought similar or opposite to ours”?

3. Let's exclaim, admire each other. High-sounding words are not to be feared (B. Okudzhava).

Ticket number 5

1. How do you understand Voltaire's expression "Language is of great importance also because with its help we can hide our thoughts"?

2. "Well-written historical novels are worth the best history courses." Do you agree with the opinion of O. Balzac?

3. Fatherland is the land where the captive soul (Voltaire).

Ticket number 6

“Language, to an even greater extent than clothes, testifies to a person’s taste, his attitude to the world around him, to himself” (D.S. Likhachev).

“Of all the inventions and discoveries in science and the arts, of all the great consequences of the amazing development of technology, printing is in the first place.” Comment on the statement of Ch. Dickens.

3. How do you understand Mother Teresa's statement, “Words of encouragement and greetings may be short, but they have an endless echo”?

Ticket number 7

How do you understand the advice of N. A. Nekrasov “Follow the rule stubbornly: so that words are cramped, thoughts are spacious”?

“Poetry has one amazing property. She returns the word to its original freshness. (K. Paustovsky).

Is A. Diesterweg right when he asserts that “a bad teacher presents the truth, a good teacher teaches to find it”?

Ticket number 8

1. "What is in my name to you?"

2. "They don't argue with great writers, they are appreciated for what they give us." Do you share the opinion of the French literary critic Alain?

3. Nothing costs us so cheaply and is not valued as dearly as politeness. (Servantes).

Ticket number 9

“The greatest value of a people is its language, the language in which it writes, speaks, thinks” (D.S. Likhachev).

"Improving the manners of his time is the goal to which every writer must strive, if he does not want to be only an entertainer of the public." Do you agree with the opinion of O. Balzac?

3. We don't give away anything as generously as advice. (La Rochefoucauld).

Ticket number 10

How do you understand the expression "ecology of language"?

“The translator resembles a procuress who, while praising the virtues of a veiled beauty, arouses an irresistible desire to get acquainted with the original.” Comment on the statement of I. Goethe.

3. A courageous person will not endure an insult, and a noble person will not inflict it. (Publius Sir).

Ticket number 11

1. How do you understand the saying of Socrates “Speak so that I can see you”?

“Whoever was not born a poet will never become one, no matter how much he strives for it, no matter how much work he spends.” Do you share the opinion of Valery Bryusov?

A blow doesn't hurt as much as a word (Janusz Korczak).

Ticket number 12

1. How do you understand Voltaire's saying “Knowing many languages ​​means having many keys to one lock”?

2. "The artist's direct duty is to show, not to prove." Comment on the statement of Alexander Blok.

3. The greatest, most divine thing in a person is the ability to regret and forgive (A. Dumas son). Do you agree with the writer's opinion?

Ticket number 13

Academician D.S. Likhachev said in an interview that the Russian language is extremely suitable for poetry. Do you agree with this idea?

"Inspiration is the strict working state of man." Do you share the opinion of K. G. Paustovsky?

There is no excess in the world more beautiful than an excess of gratitude (F Labruyère).

Ticket number 14

Dictionaries in my life.

"In every field of human knowledge lies an abyss of poetry." How do you understand the statement of K. G. Paustovsky?

"Silence is a true friend that will never change." In what situations is the statement of Confucius true?

Ticket number 15

Discuss the topic: “Do borrowings harm the identity of the language?”

"The work of an artist is to give birth to joy" (K. G. Paustovsky). BUT How do you understand the purpose of the artist?

“When the eyes say one thing and the tongue another, the experienced person believes the first more.” Is R. Emerson right?

Ticket number 16

1. “Dialogue is assenting to others; monologue - assenting to oneself " (A. Stock). Give a linguistic commentary on this definition.

How do you understand the saying of the poet Alexander Kushner “Time is skin, not dress. Deep is his seal?

Friendship is the most necessary thing for life, since no one wants to live without friends, even if he had all the other benefits. (Aristotle).

Ticket number 17

True eloquence is the ability to say all that is needed, and no more than is necessary. (F. La Rochefoucauld).

"A book can teach us to unmistakably recognize good and evil, truth and falsehood, beauty and ugliness" (L. Leonov).

"The more enlightened a person is, the more useful he is to his society." Prove the validity of the statement of A. S. Griboyedov.

Ticket number 18

The art of listening is almost the same as the art of speaking well. (P. Buast).

Which of the classic writers do you consider the most modern and why?

How do you understand G. Bockl's statement “True knowledge does not consist in getting to know the facts that make a person only a pedant, but in using the facts that make him a philosopher”?

Ticket number 19

1. Conversation is a building that is built together (A. Morua).

To keep your readers happy, don't be too happy with yourself. (Voltaire).

Knowledge without a moral basis means nothing (L. I. Tolstoy).

Ticket number 20

Language is a great national treasure. It is impossible not to respect him, just as it is impossible not to respect the native people (I. Melezh).

Poets are born, speakers become (Cicero).

"The student will never surpass the teacher if he sees in him a model, and not a rival." Do you agree with the opinion of V. G. Belinsky?

Ticket number 21

"Discussion is the exchange of knowledge, dispute is the exchange of ignorance" (R. Quillen). Give a linguistic commentary on this definition.

How do you understand the words of V. G. Belinsky: “In true talent, every face is a type, and every type is a familiar stranger for the reader”?

"Education develops abilities, but does not create them." Do you share the opinion of Voltaire?

Ticket number 22

1. “If there are things in the world worthy of the name“ miracle ”, then the word is undoubtedly the first and most wonderful of them” (L. Uspensky).

2. "The poet is a philosopher of the concrete and a painter of the abstract." How do you understand the statement of V. Hugo?

3. "The easier it is for the teacher to teach, the harder it is for the students to learn." Is Leo Tolstoy's remark fair, in your opinion?

Ticket number 23

Metaphor either clarifies a thought or obscures it. In the first case, the metaphor is poetry; in the second, rhetoric. Comment on the idea of ​​V. Klyuchevsky.

“Among books, as well as among people, you can get into good and bad society.” How do you understand this statement by Helvetius?

Talent is one third instinct, one third memory and one third will. (K. Dossi). Do you agree with this statement?

Ticket number 24

What should a Russian language lesson be like?

"Only a person who truly loves poetry can appreciate prose." Do you agree with the opinion of E. Yevtushenko?

How do you understand the words of V. G. Belinsky “Who does not go forward, he goes back: there is no standing position”?

Ticket number 25

“By the attitude of each person to his language, one can absolutely accurately judge not only his cultural level, but also his civic value” (K. G. Paustovsky).

Real writers are the conscience of mankind (L. Feuerbach).

3. "The whole meaning of life lies in the endless conquest of the unknown, in the eternal effort to know more." Do you agree with the opinion of E. Zola?

Ticket number 26

1. Knowing the history of a language is the key to understanding its richness.

"Prose is architecture, not the art of the decorator." How do you understand E. Hemingway's statement?

“The purpose of life is self-expression. To manifest our essence in all its fullness - that's what we live for. Do you share the opinion of O. Wilde?

Ticket number 27

1. My favorite section of the science of language.

2. "Poets are the unrecognized legislators of the world." Do you agree with P. Shelley's statement?

3. "To admit you're wrong is to be smarter than you were." Do you think P. Buast is right?

Ticket number 28

1. Russian speech etiquette.

2. "Inspiration alone is not enough for a poet - the inspiration of a developed mind is required." Do you share the opinion of F. Schiller?

3. The happiest person is the one who gives happiness to the greatest number of people (D. Diderot).

Ticket number 29

“Our language is boundless and can, living like life, be enriched every minute” (N.V. Gogol).

How do you understand B. Shaw's statement “Style is like a nose: no two are the same”?

"It's not hard to be kind; it's hard to be fair." Confirm V. Hugo's idea or refute it.

Ticket number 30

1. "Gestures of a person, like his toothbrush, must be purely individual." Will you take the advice of American psychologist Dale Carnegie?

2. People stop thinking when they stop reading. (Appreciate Diderot).

3. "The exceptional happiness of a person is to be at his constant favorite business." Do you agree with the opinion of V. I. Nemirovich-Danchenko?

Briefly about the All-Russian Olympiad in the Russian language

All-Russian Olympiads for schoolchildren in the Russian language have been held once a year since 1996. Until 2008, the final stage of the Olympiad consisted of two rounds:

1. Written. It assumed the performance of tasks related to the understanding of specific facts of the language and the manifestation of creative abilities, included a block of tasks on the history and current state of the language, as well as the translation of the Old Russian text and writing an essay.

2. Oral. Tested "the ability to create an oral reasoned statement on the proposed topic." The winners and prize-winners of the Olympiad were determined separately among the participants - students of grades 9, 10, 11.

In 2009, the structure of the final stage changed. All assignments required exclusively written execution, the first round of the Olympiad was held within one day, and not two, as before. Among the participants from the 10th and 11th grades, a general competition was held. The procedure for appealing the results of checking tasks was introduced into the rules of the Olympiad, and an appeal commission was formed. Participants are not "screened out" based on the results of the first round. More about the Russian Language Olympiad:

How to prepare?

In preparation for the Olympiad in the Russian language one textbook is not enough. Additional reference books should be consulted, for example, dictionaries: spelling, explanatory, orthoepic, etymological, phraseological.

Orthographic the dictionary will remind you of the spelling of vocabulary words that are often found at Russian language olympiads. Etymological the dictionary will indicate the history and origin of certain words, their relationship. By using phraseological vocabulary, you will learn the meaning of set expressions and combinations, learn how to select synonyms and antonyms for phraseological units. Taking advantage orthoepic dictionary, you will remember the norms of stress and pronunciation of words.

Review grammar and syntax. Often at the Russian language olympiads there are tasks where it is necessary to form the genitive plural form of such nouns as, for example, kilogram, soldier, boot, eggplant, etc. Practice drawing up schemes of complex sentences, pay attention to the rules for punctuation in sentences complicated by plug-in constructions, learn how to parse sentences.

Repeat phonetic rules, transcription. Restore the plan of phonetic analysis in memory.

Remember the material about functional speech styles. Pay attention to their characteristics: purpose, scope, style features.

Repeat requirements for writing essays and presentations. Learn how to correctly format the text, remember the three-part composition: introduction, main part, conclusion. Learn how to write and refine an essay plan. A detailed plan will help to reveal the topic in accordance with the question or problem posed.

Find information about prominent linguists and philologists. What famous discoveries did they make? Read about the compilers of the famous Russian language dictionaries. Also look for popular sayings about Russian. Specify the author of the quote.

• Gvozdarev Yu.A. Stories about Russian phraseology: Book. For out-of-class reading students Art. classes. - M.: Enlightenment, 1988.
• Golanova E.I. How the names arise: Book. for high school students. - M.: Enlightenment, 1989.
• Kazansky B.V. Adventure words. - St. Petersburg: ABC Classics, 2007 - Series "Russian Literature".
• Kolesov V.V. The history of the Russian language in stories. - St. Petersburg: ABC Classics, 2007 - Series "Russian Literature".
• Kolesov V.V. The old proverb goes without saying. - St. Petersburg: ABC Classics, 2007 - Series "Russian Literature".
• Kondratov A. Letters dead and alive. - St. Petersburg: ABC Classics, 2007 - Series "Russian Literature".
• Kondratov A. The land of people is the land of languages. - St. Petersburg: ABC Classics, 2006 - Series "Russian Literature".
• Krongauz M. Russian language on the verge of a nervous breakdown. - M.: Sign: Languages ​​of Slavic cultures, 2007.
• Leontiev A. Journey through the map of world languages. - M.: Meshcheryakov Publishing House, 2008.
• Miloslavsky I.G. Why is grammar needed? - M.: Russian Word, 2000.
• Mokienko V.M. Deep into the conversation. Stories about the origin of winged words and figurative expressions. - St. Petersburg, Azbuka, 2007 - Series "Russian Literature".
• Mokienko V.M. Riddles of Russian phraseology. - St. Petersburg, Azbuka, 2005 - Series "Russian Literature".
• Odintsov V.V. linguistic paradoxes. - M.: Enlightenment. 2008. Series - Your outlook.
• Paskhalov A.P. Amazing etymology - M .: Publishing House of the Scientific Center of ENAS, 2007.- (What the textbooks were silent about).
• Peresvetov R. Secrets of faded lines. - St. Petersburg: ABC classics, 2006 - Series "Russian Literature".
• Superanskaya A.V., Suslova A.V. About Russian names. - St. Petersburg: ABC Classics, 2007 - Series "Russian Literature".
• Suslova A.V. About Russian surnames. - St. Petersburg: ABC Classics, 2007 - Series "Russian Literature".
• Ulukhanov I.S. About the language of Ancient Russia - M.: 1972.
• Uspensky L.V. Word about words - M.: AST, Zebra E, 2009.
• Yudin A.V. Russian traditional folk spirituality. Student aid. M.: - Interpraks, 1994.

Collections with tasks

• Voronina N.V., Egorova T.V. Olympiads in the Russian language. Grades 9-11: M .: OOO TID Russkoe Slovo - RS, 2006.
• Zhurinsky A.N. Linguistics in tasks. Conditions, decisions, comments / Comp. E.V. Muravenko. - M.: Publishing house "Indrik", 1995.
• Tasks of linguistic olympiads. 1965-1975 / ed.-comp. IN AND. Belikov, E.V. Muravenko, M.E. Alekseev. - M.: MTsNMO, 2006
• Linguistic tasks. Student aid Art. classes. - M.: Enlightenment, 1983.
• Lvova S.I. Russian language. Grade 7: a guide for students - M .: Bustard, 2005 - Series "Behind the pages of a school textbook."
• Norman B.Yu. Linguistic tasks: textbook. allowance - M.: Flinta: Science, 2006.
• Prikhodko V.K. Expressive means of language: textbook. allowance for students. higher textbook institutions - M .: Publishing Center "Academy", 2008.
• Russian language. All-Russian Olympiads. Issue. 2 / [A.M.Kamchatnov, S.I. Lvov, O.M. Aleksandrova and others; edited by A.M. Kamchatnov]. - M.: Education, 2009.
• Russian language: All-Russian Olympiads / ed. Kamchatnova A.M. - M., "Enlightenment", 2008 - Series "Five Rings".
• Shkatova L.A. Think and answer: Entertaining tasks in the Russian language: Book. for students in grades 5-7. - M.: Enlightenment, 1989.

Reference books and encyclopedias

• Atlas of world languages. Origin and development of languages ​​around the world - Leek Press, 1998.
• Belchikov Yu.A. Practical style of the modern Russian language - M.: AST-PRESS KNIGA.
• Walter H., Mokienko V.M., Nikitina T.G. Explanatory dictionary of Russian school and student jargon: approx. 5000 words and expressions M.: Astrel AST: Tranzitkniga, 2005.
• Dal V.I. Proverbs of the Russian people.
• Dal V.I. Explanatory dictionary of the living Great Russian language: In 4 volumes
• Dubrovin M.I. Illustrated collection of idioms in five languages ​​- M., ROSMEN, 1997.
• Linguistic Encyclopedic Dictionary / Ch. ed. V.N. Yartseva, - M.: Sov. encyclopedia, 1990.
• Nikitina T.G. Youth slang: Explanatory dictionary: More than 12,000 words; over 3000 phraseological units - M .: Astrel Publishing House LLC: AST Publishing House LLC, 2003.
• Novikov Vl. Dictionary of fashionable words - M .: Zebra E, 2005.
• Ozhegov S.I., Shvedova N.Yu. Explanatory dictionary of the Russian language: 72500 words and 7500 phraseological expressions.
• Rogozhnikova R.P., Karskaya T.S. Dictionary of obsolete words of the Russian language. According to the works of Russian writers of the XVIII - XX centuries. - M.: Bustard, 2005.
• Smolitskaya G.P. Toponymic Dictionary of Central Russia - M.: Armada-press, 2002.
• Somov V.P. Dictionary of rare and forgotten words. - M.: Humanit. ed. center VLADOS, 1996.
• Tikhonov A.N. Word-building dictionary of the Russian language: In 2 volumes: The dictionary describes the word-building structure of about 145,000 words.
• Fasmer M. Etymological dictionary of the Russian language. Tt. 1-4. Translation from him. and additional O. N. Trubacheva. Ed. 3rd, stereotypical. - St. Petersburg: AZBUKA, 1996.
• Chernykh P. Ya. Historical and etymological dictionary of the modern Russian language. In 2 vols. - M., 1993.
• Shansky N.M., Bobrova T.A. Etymological dictionary of the Russian language. - M., 1994.
• Encyclopedic Dictionary of a Young Philologist / Comp. M.V. Panov. — M.: Flinta, Nauka, 2006.
• Encyclopedia for children [T.10] Linguistics. Russian language. - M.: World of Encyclopedias Avanta +, 2007.

Preparation for the Literature Olympiad

Briefly about the All-Russian Olympiad in Literature

The All-Russian Olympiad for Schoolchildren in Literature is held annually on the initiative and under the auspices of the Ministry of Education and Science of the Russian Federation.

The main goals and objectives of the Olympiad are the promotion of literature as the art of the word, literary science and literary education; identification, support and encouragement of literary gifted children, including the provision of benefits for them when entering universities in a specialized specialty.

The Olympiad is held in three rounds for each of the age parallels of the 9th, 10th and 11th grades. The tasks of all three rounds are carried out in writing.

The first round is a comprehensive analysis of a prose (epic or dramatic) work by one of the Russian writers. The second round is a comparative analysis of poems by Russian poets or a comprehensive analysis of a poetic work. The third round - performing several tasks related to knowledge of the texts of classical works of Russian literature, theory and history of literature, cultural and historical erudition, as well as writing a written work in a certain genre.

The winners and prize-winners of the final stage of the Olympiad are determined by the results of the points scored for completing tasks in all rounds of the Olympiad. The final result of each participant is calculated as the sum of points for completing each task in all rounds of the Olympiad.

How to prepare?

In preparation, it is necessary to study all the key works of the school literature course, learn the main works of literary critics, learn and understand the most important literary terms, deal with periods in literature and trends, know their representatives, get acquainted with the biographies of writers and poets whose work is studied at school.

1. First of all, familiarize yourself with the Olympiad tasks of past years, such work done will help you develop a clearer course of preparation for the upcoming Olympiad.
2. Learn the basic literary concepts and terms: poetic meters, definitions of literary genres and genres, means of expression, etc.
3. When reading a literary work, start keeping a reader's diary (in electronic or written form), in which you need to indicate the date of reading, the author, the title of the work, its genre, the names of the main characters, and the main idea. Remember to mark the page numbers so that you can easily find the citations you need in the future.
4. Learn some poems by heart: this knowledge will help you easily back up your conclusions with quotes (besides, memorizing develops memory).
5. Study critical literature, literary articles, preferably after reading the book itself. Get acquainted with the biography of the writer, the era in which this work was written.
6. Learn to do a comprehensive analysis of a lyrical text: determine the theme, see the composition, highlight key words, motives, details.
7. At the Literature Olympiad itself, calm down, carefully read the tasks, first of all complete those that you are sure of the answer to, then proceed to more difficult tasks.

To complete the tasks of the Olympiad, participants need the following skills and abilities (based on the Guidelines for the school and municipal stages of the All-Russian Olympiad for Schoolchildren in Literature in the 2015/2016 academic year):

• determine the theme and main idea of ​​the work, the main conflict; retell the story; see the features of the composition;
• characterize the heroes-characters, give their comparative characteristics; evaluate the character system;
• identify the features of the language and style of the writer; find the main figurative and expressive means characteristic of the writer's creative manner, determine their artistic functions;
• determine the genre, generic specificity of a work of art;
• explain their understanding of the moral-philosophical, socio-historical and aesthetic problems of works;
• analyze literary works of different genres;
• determine the author's attitude to the characters and events, to the reader;
• use the basic theoretical and literary terms and concepts;
• express personal attitude to the work of art; argue your point of view;
• provide a detailed oral or written response to the questions posed;
• collect the material necessary for writing an essay on a previously announced literary or journalistic topic;
• write essays of various genres: description, composition based on a picture, oral illustration, characterization (including comparative) of literary characters, review, review, analysis of an episode of a literary work, answer to a problematic question, essay, publicist article, essay, literary diary, note, analytical writing of a literary orientation, the experience of the reader's interpretation of a classical or modern work;
• expressively read works of fiction, taking into account their genre specifics (individual reading, staging a literary work, reading by roles); convey a personal attitude to the work in the process of expressive reading (emotional coloring, intonation, reading rhythm); orally and in writing to review the expressive reading of classmates, actors after listening to fragments of a phono-chrestomathy and other audio recordings;
• navigate in the information educational space; work with encyclopedias, dictionaries, reference books, special literature; enjoy
• library catalogs, bibliographic indexes, Internet search system.

1. Abelyuk E.S., Polivanov K.M. History of Russian literature of the XX century. In 2 vols. M., 2009
2. Analysis of a dramatic work / Ed. V.M. Markovich. L., 1988.
3. Bakhtin M.M. Problems of Dostoevsky's Poetics. M., 1979
4. Belov S.V. Roman F.M. Dostoevsky "Crime and Punishment": Commentary. M., 2009 (and other editions)
5. Belyaeva N.V. Literature Olympiad: the art of winning. - M.: Verbum-M, 2006.
6. Volzhina E. D. Literature Olympiad: 5-11 grades, M., 2012.
7. Gasparov M. L. "When the yellowing field is agitated ..." Lermontov and Lamartine
8. Gasparov M. L. "Again the clouds over me ...". Method of analysis.
9. Gasparov M.L. About Russian poetry: Analyzes. Interpretations. Characteristics. SPb., 2001
10. Kozhinov V.V. How poetry is written: On the laws of poetic creativity. M., 1970.
11. Lekmanov O.A. Osip Mandelstam. (in the ZhZL series) M., 2009
12. Lermontov M.Yu. Hero of our time. Foreword IN AND. Manuilov, commentary by V.A. Manuilova and O.V. Miller. SPb., 1996.
13. Lotman Yu. In the school of the poetic word: Pushkin. Lermontov. Gogol.
14. Likhachev D.S. The inner world of a literary work // Questions of Literature. - 1968. - No. 8. - S. 74 - 87.
15. Lotman Yu. M. About poets and poetry: An analysis of the poetic text. SPb., 1996.
16. Lotman Yu.M. About Russian literature. Articles and researches (1958-1993) History of Russian prose. SPb., 1997 and other publications.

The All-Russian Olympiad for schoolchildren is the most authoritative platform for testing the knowledge of schoolchildren studying in Russian schools.

Site of information support of Olympiads for schoolchildren in literature. This information portal is designed for both students and teachers. On the pages of the site you can find the following materials:

• tasks and decisions;
• the results of the Olympiad;
• forum for discussion of the Literature Olympiad;
• schedule and venues of the Olympiad;
• information about international olympiads for schoolchildren

Dictionaries and encyclopedias on the Akademik portal:

• Literary Encyclopedia
• Dictionary of literary terms
• Terminological dictionary-thesaurus on literary criticism
• Dictionary of literary terms
• Poetic dictionary
• literary heroes
• Encyclopedia Bulgakov
• Lermontov Encyclopedia
• Shakespeare Encyclopedia
• Lem's world - dictionary and guide
• Dictionary of the Russian language of the 18th century
• Dictionary of scribes and bookishness of Ancient Russia
• Russian poets of the Silver Age
• Proper name in Russian poetry of the XX century: a dictionary of personal names
• A word about Igor's regiment - a dictionary-reference
• Encyclopedia of ancient writers

ORAL STATEMENT OF SCHOOLCHILDREN AT RUSSIAN LANGUAGE OLYMPIADS
Oral utterance is one of the three tasks (along with a comprehensive work on language and literature and a review of a lyrical work), with the help of which the level of knowledge and skills of students at Russian language olympiads is assessed. The duration of such an utterance is 2-3 minutes (but not more than 5 minutes). Students are asked to choose one of three themes, which can be described as follows:

theme number 1 implies a statement, the content of which is based on theoretical knowledge of the language (for example, "Do borrowings affect the identity of a language?" or “Why is the verb called “great worker”?”);

theme number 2 associated with Russian and world literature (for example, "Modern Literature: Decline or Search for New Paths?" or "He and She in Russian Poetry");

theme number 3 addressed to socio-philosophical issues (for example, “Is there a fashion for the profession?”, “Man and nature: in search of lost harmony”, “The hero of our time ... Who is he?”).

Oral expression is evaluated by the following criteria:

1. Content of the statement: compliance with the topic, completeness and depth of its disclosure; argumentation of statements, the use as illustrative material not only of examples from personal experience, but also of facts gleaned from other sources (literature, history, science, etc.).

2. Construction of an utterance: consistency, coherence, compositional clarity, proportionality of parts of the statement, integrity and completeness.

3. Speech design of the utterance: richness and expressiveness of speech; relevance and correspondence of speech to the chosen style and genre; the correctness of speech, i.e., the observance of such important norms for oral expression as orthoepic, accentological, word-formation, morphological, syntactic and speech.

4. Creative nature of the statement: non-standard interpretation of the topic, originality of the composition of the statement.

5. Answers to the questions of the jury on the topic of oral presentation: as a rule, these are 2-3 questions, which are also evaluated in terms of depth, compositional harmony, speech design and originality.
Let us dwell in more detail on the content and composition of the oral utterance. Typically, it consists of three parts- Introduction, main body and conclusion.

Introduction is a kind of prelude to the main part of the oral presentation, therefore it is advisable to take into account the following requirements that apply to this part of the text:
1. The introduction should not be large in volume, otherwise it seems unreasonably long.

2. At the beginning of an oral statement, it is necessary to avoid general phrases, that is, statements that are undoubtedly correct, but known to all, hackneyed. They do not carry an additional semantic load, but only reduce the impression and give a certain negative attitude to the perception of the rest of the content of the statement (for example, “again, nothing new”, “how boring and banal”).

3. The introduction should not be both banal and unnecessarily "extravagant", i.e. contain rash, controversial, contradictory and simply unethical statements that can be misinterpreted by listeners. The latter circumstance can be explained by the age characteristics of schoolchildren, who at the age of 15-17 are characterized by both a certain infantilism of judgments, categorical statements containing criticism of old authorities, and a desire to impress with non-standard and independent thinking.

One of shortcomings of oral expressions students is "crumpled", indistinct introduction. This is due to the age-old problem, which can be called "I do not know how to start." Therefore, it is advisable to acquaint students with various options for the content of this part of the oral statement.

Taking into account the specifics of oral presentations at the Russian Language Olympiad, in the introductory part of the statement, it will organically sound:
1) announcement of the topic of the statement and its brief description (for example, importance, complexity, topicality and relevance, etc.);

2) familiarization with the speech plan;

3) an explanation of the reasons for the interest in the topic (such an introduction attracts the attention of the listener, since it contains a personally colored moment);

4) disclosure of the essence of the central concept of the topic; this is done in cases where the title of the topic contains a term that requires decoding (for example, if a student is offered a topic "The hero of our time... Who is he?", then in the introduction you can reveal the essence of the concept of "hero" or "hero of our time");

5) an overview of the topic, i.e. a brief report on the history of its development or interpretation;

6) a question or a series of questions; in this case, an attempt should be made to give an answer to it (them) in the main part of the statement.

These are the traditional ways of content filling the introductory part to oral statements. Using one or more of the suggested introductions will help students decide where to begin their presentation.

As noted earlier, one of the criteria for evaluating oral presentations at the Olympiad is their creative nature. To give such a character to the statement can unusual, intriguing introduction. The role of intrigue in attracting attention is to "veil" the source material. Since the beginning is well remembered, makes an impression and “forms” a kind of setting for the subsequent perception of the rest of the statement, it is in this part that elements that carry the charge of the unusual can be located. Let's list some techniques for making the introductory part of an oral statement creative and intriguing:

1) retelling a vivid fact from life or a fragment of a literary work, which contains the key to understanding the nature of the proposed topic or problem;

2) a quotation from a literary work (reproduction of a poetic or prose passage), revealing the essence of the problem;

3) an aphorism, proverb or saying, with which you can clearly outline the meaning of the problem;

4) statements by Russian or foreign critics and cultural figures that contain the essence of the described problem;

5) several judgments or opinions of authoritative persons about a work, an individual character, a specific topic or problem, and these statements can “enter into an absentee dispute” with each other. Such an introduction to an oral statement acquires a polemical character, involving the construction of the main part of the statement as proof of the truth of one judgment and the falsity of all other statements.

Thus, the options listed (both traditional and creative, “intriguing”) represent a fairly wide, although far from definitive set of techniques, the mastery of which should help students avoid “general phrases” and facilitate the process of creating an introduction to an oral statement.

Main part oral utterance is the actual reasoning of schoolchildren on a chosen topic. In this part, students put forward specific statements (theses) and provide appropriate evidence to confirm the truth or falsity of these statements. As evidence in the oral statements of schoolchildren, you can use:

data, events that took place in objective reality;

examples from a language or literary work;

Main claims can often be made to the formulation of the thesis of reasoning. Often it is characterized by excessive categoricalness. Let us give several examples of such “categorical” statements (Table 3).

The “categorical” formulation of the thesis of reasoning in a certain way “drives” schoolchildren into a corner, since any of the above statements can be called into question in the course of answering questions from the jury. For example, the thesis to real books I want to go back to re-read them, but the article is enough

when putting forward a thesis reasoning

read once »can be refuted by the argument that the quality of a book is determined not by the number of readings, but by the strength of its impact; A “smart” and detailed article also makes you want to re-read it several times in order to think about its content.

Statement " any film adaptation will be worse than the literary original ” can also be easily refuted by citing the movie “Heart of a Dog” (dir. V. Bortko) as an example. This film adaptation, according to some film critics, is in certain respects even deeper than its literary basis.

Thesis " creativity is possible if there is freedom and no restrictions ” is also quite controversial, since modernity constantly proves to us that the absence of restrictions leads to permissiveness.

Conclusion- the final part of the oral statement. Its meaning is no less important than introductions (“the end is the crown of business”), since an unsuccessful ending can spoil the impression of the whole speech. To prevent this from happening, you must remember the following requirements for the conclusion.
1. It should have a small amount, i.e., the conclusions should be stated quite concisely. There is no need to re-evidence and clarify the provisions already considered (this is done in the main part of the oral statement).

As a rule, the conclusion contains:
1) the result of the entire statement, a generalization of those thoughts that were expressed in the main part, i.e. certain conclusions;

2) a brief repetition of the main thoughts, ideas, theses of the main part of the statement.

To give the content of the conclusion the utmost clarity and clarity, it is advisable to use the introductory words characteristic of the enumeration ( Firstly Secondly Thirdly etc).

In order for the ending of the oral statement to acquire an unusual, “creative” character, it can include:

1) a rhetorical question containing an affirmative or negative answer in its structure, which is quite obvious;

2) a quotation (prose or verse) from a literary work, where a vivid and apt generalizing assessment of the problem is given in a concise and sometimes aphoristic form;

3) aphorism, proverb, saying.
In addition, in the introduction and conclusion, you can use ring principle, in which the ending of the statement "rounds" it, that is, connects it with the beginning. This is achieved by repeating the initial phrases of the introduction in the final part of the utterance. After students present their thoughts on the chosen topic in the main part of the statement, the initial phrases of the introduction repeated at the end can acquire a deeper meaning or a completely different content.

When considering the content of an oral statement directly at the Olympiad, students can be recommended following workflow over its parts:

main body → conclusion → introduction.
The expediency of such a sequence is explained by the fact that only after a clear idea of ​​the content of the main part of the statement, it is possible to sum up certain results and draw appropriate conclusions. Work on the introduction, in our opinion, should generally be carried out last. . The expediency of just such an order of actions was noted in the era of antiquity. So, Cicero wrote: “Only after carefully considering and considering the whole case as a whole, only after finding and preparing all sources of evidence, can one think about how the beginning should be applied.” As noted earlier, many students often do not know where to start the statement, this is aggravated by the stressful situation and the limited time for preparing an oral statement. Too much time can be spent searching for the first phrases, which then will not be enough to think about the middle and ending. BUT you need to start with the main thing, with what you want to say about the chosen topic, that is, with the main part of the work. In this case, it is necessary once and for all to abandon the idea that the process of creating a text must necessarily be carried out in the sequence “introduction → main part → conclusion”. Do scientific works begin to be written from the introduction, and stories or novels from the first chapter? Of course not; most often, the beginning is created last. Obviously, when working on an oral statement, it is advisable to think about “where to start” at the very end. Only after you get an idea of ​​the content of the main part and conclusion, you can choose a good version of the introduction.

Literature

Kokhtev, N. N. Rhetoric: textbook for grades 8-11. textbook establishments with deep study humanit. subjects, as well as for lyceums and gymnasiums / N. N. Kokhtev. – M.: Enlightenment, 1994.

Taranov, P. S. The art of rhetoric: a universal guide for the ability to speak beautifully and convincingly / P. S. Taranov. – Simferopol, 2001.

Kharlamov, I.F. Pedagogy: textbook / I. F. Kharlamov. – 5th ed., revised. and additional - M.: Jurist, 1997.

Cicero. Three treatises on oratory / Cicero; per. ed. M. Gasparova. – M..

Literature 5 - 11 grade

Compositions

Russian language

True love for one's country is unthinkable without love for one's language.
(K. G. Paustovsky).

Language, our magnificent language. The expanse of the river and the steppe in it, In it the screams of an eagle and the wolf's roar, The chant, and the ringing, and the pilgrim's incense.
(K. D. Balmont).

Pushkin also spoke about punctuation marks. They exist to emphasize a thought, to bring words into the right proportion and to give the phrase lightness and the right sound. Punctuation marks are like musical notation. They firmly hold the text and do not allow it to crumble.
(K. G. Paustovsky).

The beauty, grandeur, strength and richness of the Russian language is quite clear from books written in past centuries, when our ancestors did not know any rules for compositions, but they hardly thought that they exist or can be.
(M. V. Lomonosov).

Dmitry Ivanovich Pisarev

Joseph Addison

Literature gives form to life.

A book is a great thing as long as one knows how to use it.

Alexander Alexandrovich Blok

A good book is just a holiday

Maxim (Alexey Maksimovich Peshkov) Gorky

Learn and read. Read serious books. Life will do the rest.

Fedor Mikhailovich Dostoevsky

The work being read has the present; a work that is reread has a future.

Alexander (son) Dumas

Good style should not leave a trace of effort. What is written should seem like a happy accident.

Somerset Maugham

Most writers regard truth as their most valuable asset, which is why they use it so sparingly.

Mark Twain

The newest and most original book is the one that makes one love the old truths.

Luc de Clapier Vauvenargues

They (poets) are not clean enough: they muddy the water to make it seem deeper.

Friedrich Nietzsche

Literature is a deeply responsible matter and does not require coquetry with talents.

Maksim Gorky

Time passes, but the spoken word remains.

Lev Nikolayevich Tolstoy

I was nurtured by the laws, and this gave me a glimpse of the dark side of humanity. Then I began to read poetry in order to smooth this impression and get acquainted with its bright side.

Thomas Jefferson

For successful preparation for the Olympiad in the Russian language, I recommend that you familiarize yourself with and try to answer the real versions of the Olympiad tasks in the Russian language.
My site contains the most realistic options for tasks and answers to most of these tasks. All variants of tasks are taken from real Olympiads in Russian.
The presented examples of answers to tasks will allow you to prepare well for the Olympiads and even become their winners, and this is a very serious step towards entering a university, because no one canceled the benefits for the winners of the Olympiads upon admission. The correctness of the answers to the completed tasks can be checked on the pages with answers. Good luck.

Tasks of Olympiads in the Russian language Grade 9. Answers.

Tasks of Olympiads in the Russian language Grade 9 with answers.

Exercise 1.

What words in Russian can be called words - twins?
Give examples of such words.
What term(s) are they called?

Answer.

Doubles are people who have a complete external resemblance to each other or are very similar to each other in appearance. Therefore, words that are outwardly - graphically and / or phonetically - similar to each other can also be called twins. Terminologically they are defined as homonyms. Distinguish lexical homonyms- words that sound the same but do not have common elements of meaning; homoforms- words that have the same only separate forms ( saw - saw); homophones words that are pronounced the same but have different spellings meadow - bow); homographs- words that are spelled the same, but differ in pronunciation (stress) ( castle - castle); grammatical homonyms- outwardly coinciding forms of the same word ( young - young)

Which of the following words can be grouped as related?
Please comment on your answer.

Coupes, domes, cupno, cupid, compartment, couplet, bathhouse, coupon, font, purchase, stop.

Answer.

Related groups form words a) bath, font, b) kupy, cupno and c) coupon, buy.

a) Word bath denoting a building by the water or on the water for bathing or undressing a bather, and word font, denoting a large vessel into which a child is immersed during the rite of baptism, are the same root with the verb bathe) - immerse in water for washing, refreshing, etc.

b) Words kupa (kupa)- a group of densely growing deciduous trees or shrubs and kuno- together with someone, something, they go back to the common Slavic kupa and the Indo-European base keu-p-, which combines them with the corresponding words from related Slavic and other languages ​​with the meanings “together”, “heap, heap”, “accumulate, concentrate”.

in) Coupon - a cut-off coupon for securities to receive interest on them or a cut for a dress, blouse, usually designed for a certain cut, and stop - cut off, chop off or eliminate any undesirable phenomenon.

What action in the following passage from A.S. Pushkin's novel "Eugene Onegin" is called the highlighted verb?
What words would you call him today?

The theater is already full; lodges shine;

Parterre and armchairs, everything is in full swing;

In paradise impatiently splash,

And, having risen, the curtain flies.

Answer.

Verb splash expresses the meaning of phraseology splash your hands- waving both hands, strike one palm against the other; clap your hands in approval or greeting..

Applaud, applaud..

What words will come out if you read flax, meadow, hatch, viola vice versa?
Write down these words. Which of them will be the "fourth extra"?

Answer.

1. Hum, sack, aphid.

2. The fourth is superfluous - nil.

In the Orthodox calendar there is a holiday called Assumption of the Virgin.
Explain what the word means in this title. dormition.
Are there any related words in modern Russian? Name them.

Answer.

Dormition- death, death (church.).

Tomb, deceased. Sleep only in fixed phrase sleep eternal (last, grave) sleep.

Russian, Belarusian and Turkmen, driving away, for example, geese, they will say "shoo", Azerbaijani - "quiche", Lithuanian - « sti?", Pole - "sio". Each of these words has a sound [w] or [w?].
Suggest why in different languages ​​the signal word contains the same or similar sound.

Answer.

It can be assumed that this is due to the fact that for many animals hissing is a threat signal.
This is how they scare the enemy.

In Pushkin's story "The Captain's Daughter" we read:
"Peter Andreevich was wounded under the right shoulder, in the chest, under the very bone, to a depth of one and a half inches."
How deep was Grinev's wound?

Answer.

1 inch - 4.45 cm. Depth of the wound - 6.67 (8) cm

Two events are given.
In the spring you can expect a big flood and Winter was snowy.
There is a causal relationship between them.
How can these relationships be expressed?
Write down the possible options and give each syntactic description, indicating the means of expressing these relations.

Answer.

1. In the spring, you can expect a big flood, because the winter was snowy. A complex sentence with a subordinate clause of reason. Union because.*
2. The winter was snowy, so in the spring you can expect a big flood. A complex sentence with a subordinate clause. Union so.
3. The winter was snowy - in the spring you can expect a big flood. Unionless proposal. The order of parts and dashes.
4. In the spring you can expect a big flood: the winter was snowy. Unionless proposal. The order of the parts and the colon.
5. The winter was snowy, so in the spring you can expect a big flood. Unionless proposal. Adverb that's why.

6. Due to the snowy winter in the spring, you can expect a big flood.

Simple sentence. Causal preposition due to.

7. The winter was snowy, which means that in the spring you can expect a big flood. A complex non-union proposal. introductory word means.

*Note.

Variants with subordinate clauses with unions are possible because, because, after all, as well as because of, due to the fact that, due to the fact that, for the reason that due to the fact that, due to the fact that, due to the fact that, due to the fact that or with union what and demonstrative pronoun that (that, that, that) with a causal preposition in the main part. The order of the main and subordinate parts can also vary. In the case of presentation of all options, each is evaluated separately.

Insert the missing letters in the words and indicate which spelling principle the spelling of these words obeys.

In ... gon, b ... klazhan, br ... shura, s ... minar, p ... rapet, ur ... gan, b ... kalavr, for ... c.

Answer.

1. Wagon, eggplant, brochure, seminar, parapet, hurricane, bachelor, hare.

2. The traditional principle of spelling.

Choose an antonym for each of these phraseological units.

Hang your nose, more than enough, like a cat with a dog, with folded arms.

Answer.

Hang your nose - perk up.

More than enough - the cat cried.

Like a cat with a dog - soul to soul.

Hands folded, sleeves rolled up.

Do you agree that in the ummah all the following words contain seven suffixes?
Justify your answer by indicating the morphemic composition of these words.
Switch, good nature, reddish, poetess, antique.

Answer.

7 suffixes.

You - key - a - body - zero ending - 2 suffixes.

Good - oh - shower - th - e - 1 suffix.

Red - oval - th - 1 suffix.

Poet - essay - a - 1 suffix.

Star - in - n - th - 2 suffixes.

Than grammatically mole differs from flies?

Answer.

Noun mole belongs to the 3rd declension, noun fly- to 1 - differ in case paradigm. Also, the singular form mole used in the meaning of collectiveness - plurality - indefinitely quantitative. Wed The coat is moth-eaten. Grain moth ruined stocks of cereals.

Russian language grade 9

Copyright © All rights reserved

ORAL STATEMENT OF SCHOOLCHILDREN AT RUSSIAN LANGUAGE OLYMPIADS
Oral utterance is one of the three tasks (along with a comprehensive work on language and literature and a review of a lyrical work), with the help of which the level of knowledge and skills of students at Russian language olympiads is assessed. The duration of such an utterance is 2-3 minutes (but not more than 5 minutes). Students are asked to choose one of three themes, which can be described as follows:

theme number 1 implies a statement, the content of which is based on theoretical knowledge of the language (for example, "Do borrowings affect the identity of a language?" or “Why is the verb called “great worker”?”);

theme number 2 associated with Russian and world literature (for example, "Modern Literature: Decline or Search for New Paths?" or "He and She in Russian Poetry");

theme number 3 addressed to socio-philosophical issues (for example, “Is there a fashion for the profession?”, “Man and nature: in search of lost harmony”, “The hero of our time ... Who is he?”).

Oral expression is evaluated by the following criteria:

1. Content of the statement: compliance with the topic, completeness and depth of its disclosure; argumentation of statements, the use as illustrative material not only of examples from personal experience, but also of facts gleaned from other sources (literature, history, science, etc.).

2. Construction of an utterance: consistency, coherence, compositional clarity, proportionality of parts of the statement, integrity and completeness.

3. Speech design of the utterance: richness and expressiveness of speech; relevance and correspondence of speech to the chosen style and genre; the correctness of speech, i.e., the observance of such important norms for oral expression as orthoepic, accentological, word-formation, morphological, syntactic and speech.

4. Creative nature of the statement: non-standard interpretation of the topic, originality of the composition of the statement.

5. Answers to the questions of the jury on the topic of oral presentation: as a rule, these are 2-3 questions, which are also evaluated in terms of depth, compositional harmony, speech design and originality.
Let us dwell in more detail on the content and composition of the oral utterance. Typically, it consists of three parts- Introduction, main body and conclusion.

Introduction is a kind of prelude to the main part of the oral presentation, therefore it is advisable to take into account the following requirements that apply to this part of the text:
1. The introduction should not be large in volume, otherwise it seems unreasonably long.

2. At the beginning of an oral statement, it is necessary to avoid general phrases, that is, statements that are undoubtedly correct, but known to all, hackneyed. They do not carry an additional semantic load, but only reduce the impression and give a certain negative attitude to the perception of the rest of the content of the statement (for example, “again, nothing new”, “how boring and banal”).

3. The introduction should not be both banal and unnecessarily "extravagant", i.e. contain rash, controversial, contradictory and simply unethical statements that can be misinterpreted by listeners. The latter circumstance can be explained by the age characteristics of schoolchildren, who at the age of 15-17 are characterized by both a certain infantilism of judgments, categorical statements containing criticism of old authorities, and a desire to impress with non-standard and independent thinking.

One of shortcomings of oral expressions students is "crumpled", indistinct introduction. This is due to the age-old problem, which can be called "I do not know how to start." Therefore, it is advisable to acquaint students with various options for the content of this part of the oral statement.

Taking into account the specifics of oral presentations at the Russian Language Olympiad, in the introductory part of the statement, it will organically sound:
1) announcement of the topic of the statement and its brief description (for example, importance, complexity, topicality and relevance, etc.);

2) familiarization with the speech plan;

3) an explanation of the reasons for the interest in the topic (such an introduction attracts the attention of the listener, since it contains a personally colored moment);

4) disclosure of the essence of the central concept of the topic; this is done in cases where the title of the topic contains a term that requires decoding (for example, if a student is offered a topic "The hero of our time... Who is he?", then in the introduction you can reveal the essence of the concept of "hero" or "hero of our time");

5) an overview of the topic, i.e. a brief report on the history of its development or interpretation;

6) a question or a series of questions; in this case, an attempt should be made to give an answer to it (them) in the main part of the statement.

These are the traditional ways of content filling the introductory part to oral statements. Using one or more of the suggested introductions will help students decide where to begin their presentation.

As noted earlier, one of the criteria for evaluating oral presentations at the Olympiad is their creative nature. To give such a character to the statement can unusual, intriguing introduction. The role of intrigue in attracting attention is to "veil" the source material. Since the beginning is well remembered, makes an impression and “forms” a kind of setting for the subsequent perception of the rest of the statement, it is in this part that elements that carry the charge of the unusual can be located. Let's list some techniques for making the introductory part of an oral statement creative and intriguing:

1) retelling a vivid fact from life or a fragment of a literary work, which contains the key to understanding the nature of the proposed topic or problem;

2) a quotation from a literary work (reproduction of a poetic or prose passage), revealing the essence of the problem;

3) an aphorism, proverb or saying, with which you can clearly outline the meaning of the problem;

4) statements by Russian or foreign critics and cultural figures that contain the essence of the described problem;

5) several judgments or opinions of authoritative persons about a work, an individual character, a specific topic or problem, and these statements can “enter into an absentee dispute” with each other. Such an introduction to an oral statement acquires a polemical character, involving the construction of the main part of the statement as proof of the truth of one judgment and the falsity of all other statements.

Thus, the options listed (both traditional and creative, “intriguing”) represent a fairly wide, although far from definitive set of techniques, the mastery of which should help students avoid “general phrases” and facilitate the process of creating an introduction to an oral statement.

Main part oral utterance is the actual reasoning of schoolchildren on a chosen topic. In this part, students put forward specific statements (theses) and provide appropriate evidence to confirm the truth or falsity of these statements. As evidence in the oral statements of schoolchildren, you can use:

data, events that took place in objective reality;

examples from a language or literary work;

Main claims can often be made to the formulation of the thesis of reasoning. Often it is characterized by excessive categoricalness. Let us give several examples of such “categorical” statements (Table 3).

The “categorical” formulation of the thesis of reasoning in a certain way “drives” schoolchildren into a corner, since any of the above statements can be called into question in the course of answering questions from the jury. For example, the thesis to real books I want to go back to re-read them, but the article is enough

when putting forward a thesis reasoning

read once »can be refuted by the argument that the quality of a book is determined not by the number of readings, but by the strength of its impact; A “smart” and detailed article also makes you want to re-read it several times in order to think about its content.

Statement " any film adaptation will be worse than the literary original ” can also be easily refuted by citing the movie “Heart of a Dog” (dir. V. Bortko) as an example. This film adaptation, according to some film critics, is in certain respects even deeper than its literary basis.

Thesis " creativity is possible if there is freedom and no restrictions ” is also quite controversial, since modernity constantly proves to us that the absence of restrictions leads to permissiveness.

Conclusion- the final part of the oral statement. Its meaning is no less important than introductions (“the end is the crown of business”), since an unsuccessful ending can spoil the impression of the whole speech. To prevent this from happening, you must remember the following requirements for the conclusion.
1. It should have a small amount, i.e., the conclusions should be stated quite concisely. There is no need to re-evidence and clarify the provisions already considered (this is done in the main part of the oral statement).

As a rule, the conclusion contains:
1) the result of the entire statement, a generalization of those thoughts that were expressed in the main part, i.e. certain conclusions;

2) a brief repetition of the main thoughts, ideas, theses of the main part of the statement.

To give the content of the conclusion the utmost clarity and clarity, it is advisable to use the introductory words characteristic of the enumeration ( Firstly Secondly Thirdly etc).

In order for the ending of the oral statement to acquire an unusual, “creative” character, it can include:

1) a rhetorical question containing an affirmative or negative answer in its structure, which is quite obvious;

2) a quotation (prose or verse) from a literary work, where a vivid and apt generalizing assessment of the problem is given in a concise and sometimes aphoristic form;

3) aphorism, proverb, saying.
In addition, in the introduction and conclusion, you can use ring principle, in which the ending of the statement "rounds" it, that is, connects it with the beginning. This is achieved by repeating the initial phrases of the introduction in the final part of the utterance. After students present their thoughts on the chosen topic in the main part of the statement, the initial phrases of the introduction repeated at the end can acquire a deeper meaning or a completely different content.

When considering the content of an oral statement directly at the Olympiad, students can be recommended following workflow over its parts:

main body → conclusion → introduction.
The expediency of such a sequence is explained by the fact that only after a clear idea of ​​the content of the main part of the statement, it is possible to sum up certain results and draw appropriate conclusions. Work on the introduction, in our opinion, should generally be carried out last. . The expediency of just such an order of actions was noted in the era of antiquity. So, Cicero wrote: “Only after carefully considering and considering the whole case as a whole, only after finding and preparing all sources of evidence, can one think about how the beginning should be applied.” As noted earlier, many students often do not know where to start the statement, this is aggravated by the stressful situation and the limited time for preparing an oral statement. Too much time can be spent searching for the first phrases, which then will not be enough to think about the middle and ending. BUT you need to start with the main thing, with what you want to say about the chosen topic, that is, with the main part of the work. In this case, it is necessary once and for all to abandon the idea that the process of creating a text must necessarily be carried out in the sequence “introduction → main part → conclusion”. Do scientific works begin to be written from the introduction, and stories or novels from the first chapter? Of course not; most often, the beginning is created last. Obviously, when working on an oral statement, it is advisable to think about “where to start” at the very end. Only after you get an idea of ​​the content of the main part and conclusion, you can choose a good version of the introduction.

Literature

Kokhtev, N. N. Rhetoric: textbook for grades 8-11. textbook establishments with deep study humanit. subjects, as well as for lyceums and gymnasiums / N. N. Kokhtev. – M.: Enlightenment, 1994.

Taranov, P. S. The art of rhetoric: a universal guide for the ability to speak beautifully and convincingly / P. S. Taranov. – Simferopol, 2001.

Kharlamov, I.F. Pedagogy: textbook / I. F. Kharlamov. – 5th ed., revised. and additional - M.: Jurist, 1997.

Cicero. Three treatises on oratory / Cicero; per. ed. M. Gasparova. – M..