TASKS FOR INDEPENDENT WORK

TRAINING FOR TASKS 20-24

Text No. 1

(1) I believe that literature, poetry were born from a person’s desire to express a feeling – a feeling of love for his cub, a feeling of love between a man and a woman, admiration for the beauty of the world. (2) This was the birth of art. (3) It helped to express a feeling, and, expressing it, a person improved his feeling, began to understand it, what was indistinct, then became clear to him.

(4) In love, a person is much higher than himself, he rises above himself, above his other passions, affections and dreams, becomes capable of selflessness and sacrifice.

(5) I believe that there is some higher power, let’s conditionally call it Providence, or the Absolute, or God (our intelligentsia does not want to master the word God, apparently, these are residual phenomena of atheism or materialism hammered into us), or the Creator – it does not matter. (6) So, this Creator of all things is love.

(7) If love is God, then contact with the Cosmos helps a person understand both his beauty and his life.

(8) Almost all philosophers of the past categorically believe that love is the best invention of mankind. (9) It did not appear immediately. (10) Therefore, when Adam and Eve were expelled from paradise, they did not feel love for each other, but a common misfortune – the loss of God’s love …

(11) I think: if a person did not love, then he lived his life in vain, because he did not see himself. (12) It may be said loudly, but it is so. (13) I didn’t love – it means that I didn’t reveal all the possibilities of my soul, I didn’t come into contact with it, I didn’t learn a lot about myself.

(14) Only love makes it possible to experience the joy of self-sacrifice, the joy of contemplating a loved one, when you forget whether he is handsome or ugly, because each of his features – eyes or hands – seem so beautiful that nothing can compare with their beauty. (15) Enjoying the beauty, perfection of another person – a woman, a child – that’s what love gives. (16) And if there was no love, then what can be in return?

(17) Someone will say: career, success, travel, new home, car, suit … (18) But these joys are so small, so temporary and so funny!

(19) I wrote three dozen books, but even if I had a collection of ninety volumes, like Leo Tolstoy, and there was no love in my life, these volumes would not bring me any satisfaction.

(20) Now, towards the end of my life, I don’t think about the books that I wrote, and I don’t repent,
that I could write more. (21) I remember the people I loved, with whom I feel
felt completely happy. (22) I also remember how unhappy I was, how I suffered,
when, against my will, there was a break in relations. (23) And how he was tormented when he did not receive
there was some phrase – yes, this also happened – I don’t remember about it, because it’s a trifle. (24)All
known in comparison … (25) Happiness in love would be my protection.

(26) Let me say that the main drawback of our society is the lack of love. (27) Lack of love for each other, lack of a cult of love, and only love gives rise to respect for a person, an understanding of what a miracle this person is. (28) Love shows how beautiful, how good a person can be. (29) And in our country, a person very often exists exclusively as a function of labor and the performance of certain duties, as an electorate or a demographic unit.

(30) Let’s remember Don Quixote. (31) His love for Dulcinea is love for the image he himself created. (32) But this fictional image does something with Don Quixote: it elevates him so much that Don Quixote really becomes a man worthy of love.

(33) You can not get hung up on the “man-woman” relationship.

(34) Don’t we love our friends? (35) Or do we not love children? (36) Love for a child is true, ardent love, capable of self-sacrifice. (37) These are all genres of love, just as there are genres of art.

(38) Love reveals a person so beautifully and completely that it elevates the environment
and inspires them with no less exalted feelings. (According to D. Granin)

ASSIGNMENTS 20-24

TO TEXT No. 1

20. Which of the statements do not correspond to the content of the text? Specify the answer numbers.

1) Like different genres of painting, there are different genres of love.

2) Love for Don Quixote exalts Dulcinea.

3) There is a shortage of love in modern society.

4) In love, the selfish impulses of a person are suppressed.

5) Lack of love gives rise to respect for a person.

Answer:______

21. Which of the following statements are true? Specify the answer numbers.

1) Sentences 1-3 contain reasoning.

2) Propositions 13, 15 confirm the judgment expressed in sentence 11.

3) Sentences 8-10 contain a description.

4) Sentences 30-32 present the narrative.

5) Sentence 38 contains the main thesis of the text.

Answer:______

22. From sentences 20-29 write out the phraseological unit.

23. Among sentences 26-38, find one that is connected with the previous one using
possessive pronoun. Write the number of this offer.

Answer:______

Read a fragment of a review based on the text that you analyzed while doing tasks 20-23.

This fragment examines the language features of the text.

Some terms used in the review are missing. Fill in the gaps (A, B, C, D) with the numbers corresponding to the numbers of the terms from the list. Write in the table under each letter the corresponding number.

Write the sequence of numbers in the ANSWER FORM No. 1 to the right of the task number 24, starting from the first cell, without spaces, commas and other additional characters.

Write each number in accordance with the samples given in the form.

“To engage the reader in a conversation, D. Granin uses such a technique as __ (sentence 15), and such a syntactic means of expression as (B) __ (“I remember” in sentences 21-22). Such a trope as (C) __ (“breaking relations” in sentence 22), and a syntactic means (D) __ (“like Leo Tolstoy” in sentence 19) set the tone for the author’s thoughts, allow us to understand the essence of the problems posed in the text.

List of terms:

1) lexical repetition

2) epithets

3) anaphora

4) litote

5) phraseological unit

6) comparative turnover

7) individually-author’s words

8) metaphor

9) inversion

Text No. 2

(1) What is slovenliness in clothes? (2) This is, first of all, disrespect for the people around you, and disrespect for yourself. (3) It’s not about being smartly dressed. (4) In smart clothes there is, perhaps, an exaggerated idea of u200bu200bits own elegance, and for the most part the dandy is on the verge of ridiculous. (5) You must be dressed cleanly and neatly, in the style that best suits you and depending on age. (6) Sportswear will not make an old man an athlete if he does not play sports. (7) “Professor’s” hat and black formal suit are not allowed on the beach or in the woods picking mushrooms.

(8) And how to regard the attitude towards the language we speak? (9) Language, to an even greater extent than clothing, testifies to a person’s taste, his attitude to the world around him, to himself.

(10) Flaunting rudeness in language, as well as flaunting rudeness in manners, slovenliness in clothes, is the most common phenomenon, and it mainly indicates a person’s psychological insecurity, his weakness, and not at all strength. (11) The speaker seeks with a rude joke, harsh expression, irony, cynicism to suppress the feeling of fear, fear, sometimes just fear. (12) With the rude nicknames of teachers, it is the weak-willed students who want to show that they are not afraid of them. (13) This happens semi-consciously. (14) After all, I’m not talking about the fact that this is a sign of bad manners, unintelligence, and sometimes cruelty. (15) But the same underlying reason underlies any rude, cynical, recklessly ironic expressions in relation to those phenomena of everyday life that injure the speaker in some way. (16) By this, rudely speaking people, as it were, want to show that they are above those phenomena that they are actually afraid of. (17) At the heart of any slang, cynical expressions and swearing is weakness.

(18) “Word-spitting” people therefore demonstrate their contempt for the phenomena that traumatize them in the ocean of life, because they disturb, torment, worry, because they feel weak, not protected against them.

(19) A truly strong and healthy, balanced person will not speak loudly unnecessarily, will not swear and use jargon for no reason.

(20) After all, he has confidence that the spoken word is already weighty.

(21) Our language is the most important part of our general behavior in life. (22) And by the way a person speaks, we can immediately and easily judge who we are dealing with: we can determine the degree of intelligence of a person, the degree of his psychological balance, the degree of his possible “complexity” (there is such a sad phenomenon in psychology of some weak people, but I don’t have the opportunity to explain it now – this is a big and special question).

(23) (It is necessary to learn good, calm, intelligent speech for a long time and carefully – listening, remembering, noticing, reading and studying. (24) But although it is difficult, it is necessary, necessary. (25) Our speech is the most important part of not only our behavior (as I said), but also our personality, our soul, mind, our ability not to succumb to the influences of the environment, if it is “dragging” (According to D.S. Likhachev)

ASSIGNMENTS 20-24 TO TEXT No. 2

20. Which of the statements correspond to the content of the text? Specify the answer numbers.

1) The manner of dressing, as well as the manner of speaking, testifies to a person’s attitude towards himself.

2) It is impossible to learn intelligent speech: this is an innate ability of a person.

3) With rude nicknames for teachers, strong-willed students want to show that they are not afraid of these teachers.

4) From speech, one can determine the degree of intelligence of a person, but it is impossible to draw a conclusion about the degree of his psychological balance.

5) Rudeness in speech does not indicate the inner strength of a person.

Answer:_____

21. Which of the following statements are true? Specify the answer numbers.

1) Sentences 19-20 present the narrative.

2) Sentences 1-7 contain elements of description.

3) Propositions 21-22 are reasoning.

4) Sentence 23 contains the main thesis of the text.

5) Sentence 10 explains the content of sentences 11, 12.

Answer:_____

22. From sentences 18-20 write out the phraseological unit.

Answer:_____

23. Among sentences 10-20, find one that is related to the previous one using a particle and a personal pronoun. Write the number of this offer.

Read a fragment of a review based on the text that you analyzed while doing tasks 20-23.

This fragment examines the language features of the text.

Some terms used in the review are missing. Fill in the gaps (A, B, C, D) with the numbers corresponding to the numbers of the terms from the list. Write in the table under each letter the corresponding number.

Write the sequence of numbers in the ANSWER FORM No. 1 to the right of the task number 24, starting from the first cell, without spaces, commas and other additional characters.

Write each number in accordance with the samples given in the form.

24. “The author starts a conversation with the reader using a technique such as (A) __ (sentences 1-2). In an effort to show the relevance of the problem raised, D.S. Likhachev resorts to using such a syntactic means as (B) __ (for example, in sentences 14, 15), as well as such a technique as (C) __ (in sentence 10). Arguing about the degree of intelligence of a person, the author uses such a trope as (D) __ (“sad phenomenon” in sentence 22)”.

List of terms:

1) lexical repetition

2) epithet

3) inversion

4) question-answer form of presentation

5) phraseological unit

6) comparative turnover

7) opposition

8) metaphor

9) rows of homogeneous members

Answer:

Text No. 3

(1) Looking back at the past, I can say that I have always suffered at the sight of the disasters that I have seen in the world. (2) Actually, I never knew the unconstrained childish joy of life, and I think that this is the case with many children, although outwardly they seemed cheerful and carefree.

(3) It was especially depressing to me that so much pain and suffering had to be endured by poor animals. (4) The sight of an old lame horse, which one peasant dragged along, while another drove him with a stick – the horse was driven to the slaughterhouse – haunted me for weeks.

(5) I could not understand – this was even before I went to school – why I should only mention people in my evening prayer. (6) Therefore, when mother, having prayed with me and kissed me for the coming dream, left, I secretly said another prayer, invented by myself, for all living beings. (7) Here it is: (8) “Heavenly Father, protect and bless every breath, keep it from evil and let it sleep peacefully!”

(9) I was deeply impressed by an incident that happened when I was seven or eight years old. (10) Heinrich Bresch and I made slingshots from rubber cords, from which you could shoot small pebbles. (11) It was early spring, there was a great post. (12) One Sunday morning, he suggested to me: (13) “Let’s go to Rebberg, shoot the birds.” (14) This proposal horrified me, but I did not dare to object for fear that he would ridicule me. (15) So we ended up with him near an old tree, on the branches of which birds fearlessly and merrily sang, greeting the morning. (16) Bending down like an Indian on a hunt, my companion put the pebbles into the leather jacket of his slingshot and pulled it on. (17) Obeying his persistent gaze and tormented by terrible remorse, I did the same, firmly promising myself to miss. (18) At that moment, through the sunlight and the singing of birds, out of nowhere, we heard the ringing of church bells. (19) It was a blessing, they called half an hour before the main battle. (20) For me, he sounded like a voice from heaven. (21) I threw away the slingshot, scared the birds away to save them from my companion’s slingshot, and ran home. (22) Since then, every time I hear the sound of the bells of Lent through the sunlight and the bare spring trees, I excitedly and gratefully remember how the commandment sounded in me then: (23) “Thou shalt not kill!”.

(24) From that day on, I learned to free myself from fear of people. (25) In what affected my deepest convictions, I now considered the opinions of others less, and I was no longer so embarrassed by the ridicule of my comrades.

(26) The way in which the commandment forbidding us to kill and torture entered my heart became the greatest experience of my childhood and my youth. (27) Everything else next to him faded. (According to A. Schweitzer)

ASSIGNMENTS 20-24 TO TEXT No. 3

20. Which of the statements correspond to the content of the text? Specify the answer numbers.

1) As a child, my mother taught the narrator to mention in the evening prayer not only people, but also all living beings.

2) The offer to go shoot birds with a slingshot horrified the narrator, but, fearing ridicule, he still had to agree.

3) Heinrich Bresh, having heard the ringing of church bells, threw a slingshot and ran home.

4) When the narrator was ten years old, an incident happened to him, after which in his
a commandment forbidding the killing and torturing of animals entered my heart.

5) Aiming from a slingshot at the birds, the narrator promised himself to miss, as his conscience opposed the commission of an inhuman act.

Answer:_____

21. Which of the following statements are true? Specify the answer numbers.

1) Sentences 6-8 provide a description.

2) Sentences 15-18 are narrative with descriptive elements.

3) Sentences 1-2 contain reasoning.

4) Sentence 21 contains the main thesis of the text.

5) Sentence 3 explains the content of sentence 4.

Answer:_____

22. From sentences 10-23 write out the phraseological unit.

Answer:_____

23. Among sentences 15-23, find one that is related to the previous one using a personal pronoun. Write the number of this offer.

Answer:_____

Read a fragment of a review based on the text that you analyzed while doing tasks 20-23.

This fragment examines the language features of the text.

Some terms used in the review are missing. Fill in the gaps (A, B, C, D) with the numbers corresponding to the numbers of the terms from the list. Write in the table under each letter the corresponding number.

Write the sequence of numbers in the ANSWER FORM No. 1 to the right of the task number 24, starting from the first cell, without spaces, commas and other additional characters.

Write each number in accordance with the samples given in the form.

24. “Remembering his childhood, A. Schweitzer talks about an event that influenced his future life. Tropes such as (A)__(“a commandment sounded in me” in sentence 22), (B)__(“poor animals” in sentence 3), and such a syntactic device as (C)__(sentences 21, 26) help convey the feelings of the author. And such a means of expression as (D) __ (“like an Indian on the hunt” in sentence 16) makes the author’s speech even more emotional.

List of terms:

1) anaphora

2) inversion

3) litote

4) question-answer form of presentation

5) phraseological unit

6) comparative turnover

7) epithet

8) metaphor

9) rows of homogeneous members

Answer:

TEXT No. 4

(1) For Russia, classical literature is a starting point, an ideological and moral foundation that unites society and cements it stronger. (2) You can interpret history, politics, religion as you like, but as soon as you say “Pushkin”, the ardent antagonists nod their heads happily and in agreement.

(3) There is no doubt that only literature that is recognized as classical is suitable for such mutual understanding. (4) It is the classics that is the universal language that is understandable to people of different views, since it is based on absolute values that are not subject to spiritual inflation. (5) In this sense, Russian literature has a completely unique potential. (6) However, with the same – if not greater – success, one can speak not about the uniqueness of Russian literature, but about the uniqueness of the Russian reader, who is inclined to see the most sacred national property in his favorite books. (7) Putting on a classic for him is the same as insulting the Motherland. (8) Such a reader’s attitude to the classics is not accidental. (9) It is formed and fixed from an early age.

(10) The main instrument for consecrating the classics is our school. (11) The lessons of literature have played and are playing a tremendous role in the formation of Russian public consciousness. (12) Classical books oppose the educational claims of the state, open their eyes to the ambiguity and inconsistency of the world, give rise in the reader to the desire for free choice (Pierre Bezukhov and Pavel Korchagin, being goodies, however, the characters of completely different novels). (13) Therefore, samples of the classics, familiar from childhood, become for us the standards of literature in general.

(14) But, unfortunately, in adulthood, we, readers, just as rarely take them out of the shelf as we take out the Paris standard of the meter from the museum. (15) Admiration for the classics, firmly learned at school, sometimes prevents you from seeing life in it, feeling its soul, and lack of time and everyday bustle interfere with attempts to read familiar books again. (16) The one who decides to reread the classics without prejudice, from scratch, is faced not only with old authors, but also with his school stereotypes that have not matured. (17) Rereading the main books of Russian literature, he understands that it is necessary to change, to reconsider the previous attitude towards them. (18) Such a reassessment is difficult, but quite possible and, apparently, natural. (19) We grow with books, books grow and change with us. (According to P. Weil and A. Genis)

ASSIGNMENTS 20-24 TO TEXT No. 4

20. Which statement COUNTERS the point of view of the author of the text? Specify the response number.

1) The Russian reader is sensitive to the national classical literature.

2) Rereading the classics after school, we find ourselves unable to revise
his previous relationship with her.

3) In Russia, classical literature has a special significance and plays an important educational role.

4) On the issue of the significance of national classical literature among Russian readers,
there is complete mutual understanding.

5) The lessons of literature have played and are playing a tremendous role in the formation of Russian public consciousness.

Answer:_____

21. Which of the following statements is true? Specify the response number.

1) Sentences 6-8 contain a description.

2) Sentences 3-5 contain reasoning.

3) Sentences 10-13 contain narration.

4) Sentences 14-15 contain elements of description.

5) In sentence 16-17 there is an element of description and narration.

Answer:_____

22. From sentences 14-19 write out the phraseological unit.

Answer:_____

23. Among sentences 12-19, find one that connects with the previous one using a demonstrative pronoun. Write the number of this offer.

Answer:_____

Read a fragment of a review based on the text that you analyzed while doing tasks 20-23.

This fragment examines the language features of the text.

Some terms used in the review are omitted. Fill in the gaps (A, B, B, D) with the numbers corresponding to the numbers of the terms from the list. Write in the table under each letter the corresponding number.

Write the sequence of numbers in the answer sheet No. 1 to the right of the task number 24, starting from the first cell without spaces, commas and other additional characters.

Write each number in a separate cell in accordance with the samples given in the form.

24. “In the proposed text by P. Weil and A. Gaines, serious author’s reflections are combined with elements of light irony. The syntax of the authors is not emotional, restrained, it is no coincidence that the main expressive means in it are the usual ones in written speech (A) __ (sentences 2, 12, 17). The author’s irony peeps through the infrequent (B) __ (in sentences 7, 14). Sufficiently traditional, dim (B)__ (sentences 1, 15, 19) allow the authors to reveal this or that thesis more deeply. (D) __ (“never matured stereotypes” from sentence 16) also helps to clarify the author’s thought.

List of terms:

1) comparison(s)

2) rows of homogeneous members

3) phraseological unit(s)

4) epithet(s)

5) rhetorical question(s)

6) incomplete sentence

7) hyperbole(s)

8) metaphor(s), personification(s)

9) exclamatory sentence(s) (rhetorical exclamation(s))

Answer:

ASSIGNMENTS 20-24 TO TEXT No. 5

(1) They say the eyes are the mirror of the soul. (2) But the mirror only reflects, does not capture images, and its reverse side is not found. (3) The eyes, on the other hand, express, immerse in themselves, pass through external pictures and transfer everything learned to the inscrutable area of the soul, heart and consciousness. (4) The eyes are made of nerves, they play from feelings, illuminate with light when a healthy inside, or vice versa – grow shallow, grow dull, dead when the disease has already nestled closely in a person and torments him every day. (5) A look is an intention of an act, a sign of an upcoming action or an ongoing experience. (6) Superimposed on the retina of the eye, as on a screen, the gaze suddenly reveals a fiery, sizzling power, from which one becomes afraid or ashamed of oneself. (7) Through a look, as through a silent cry, a person is freed from inner oppression. (8) A look in conjunction with a word can drive masses of people into madness …

(9) So what is a look? (10) He doesn’t photograph what he blindly sees? (11) But the eyes do not create a look, but only let it through, strengthening or weakening it. (12) The gaze comes from within through the specter, like a condensed beam of energy, and its incomprehensible power is inaccessible to decoding, like an unconditional divine mystery; so is the word and the thought. (13) A glance cannot be scooped up with a handful, measured with a meter, weighed on a rolling pin, recorded with an instrument, its strength, disassembled into fibers, transmitted over a distance. (14) It is not clear how the look is synthesized, how the soul, heart and consciousness participate in its creation. (15) But we are sure that the look exists as a form of energy. (16) It is the look in the Russian poetic language that is given dozens of designations. (17) The look is thoughtful and sad, tender and hating, sad, dreary, joyful, loving, anxious, courageous and cowardly, charming, sensitive, honest, contemptuous … (18) Everyone can continue this series. (19) There is a look of direct and oblique, sincere and treacherous, combative and picaresque, a look of inner harmony or decay … (20) The look transfers a concentrated feeling from internal to external areas, a feeling that can no longer be held in a person, otherwise the chest Or his head will burst from the pressure. (21) And vice versa: from the outside – into yourself. (According to V. Lichutin)

ASSIGNMENTS 20-24 TO TEXT No. 5

20. Which of the statements correspond to the content of the text? Specify the answer numbers.

1) Human eyes, like a mirror, only reflect the images of the outside world

2) The look of each person is created only by his eyes

3) From the look of a person, one can understand what act he is preparing to perform, what
he is worried now

4) The look puts a barrier on the way of the penetration of feelings from the outside world.

5) The gaze, being a form of energy, is still not measurable by instruments.

Answer:______

21. Which of the following statements are true? Specify the answer numbers.

1) Sentences 1-3 contain the narrative.

2) Sentence 17 clarifies the content of sentence 16.

3) Sentences 9-15 provide narration and description.

4) In sentences 20-21, reasoning is presented.

5) Sentences 7-8 are a description.

Answer:_____

22. From sentences 6-11 write out antonyms (antonymic pair).

Answer:_____

23. Among sentences 1-8, find one that connects with the previous one with the help of a union and lexical repetition. Write the number of this offer.

Answer:_____

Read a fragment of the review, compiled on the basis of the text that you analyzed in completing tasks 20-23.

This fragment examines the language features of the text.

Some terms used in the review are missing. Fill in the gaps (A, B, C, D) with the numbers corresponding to the numbers of the terms from the list. Write in the table under each letter the corresponding number.

Write the sequence of numbers in the ANSWER FORM No. 1 to the right of the task number 24, starting from the first cell, without spaces, commas and other additional characters.

Write each number in accordance with the samples given in the form.

24. “Thinking about the phenomenon of the human gaze, the author uses such syntactic means as (A) __ (sentences 9,10), as well as (B) __ (for example, in sentences 5, 13, 14). The author manages to convey his vision of the phenomenon under consideration with the help of such tropes as (C) __ (for example, “fiery, sizzling power” in sentence 6) and (D) __ (for example, “like a condensed beam of energy” in sentence 12) ”.

List of terms

1) comparative turnover

2) impersonation

3) phraseological unit

4) epithet

5) parceling

6) irony

7) rows of homogeneous members

8) interrogative sentence

9) colloquial and colloquial vocabulary

Answer:

Don’t forget to transfer all answers to the answer sheet No. 1.

job number Answer
all the way around
AT 8
Main problems Author’s position
1) The problem of the role of love in a person’s life (What effect does love have on a person and his inner world?) 1) Love helps a person overcome his own egoistic impulses, and he becomes capable of selfless deeds and self-sacrifice.
2) The problem of the lack of love in modern society (Why is the lack of love dangerous in modern society?) 2) Only love gives rise to respect for a person, so the lack of love in modern society is dangerous.

ANSWERS TO TASKS 20-24 TEXT No. 2

job number Answer
without any reasons
AT 8
Main problems Author’s position
1) The problem of speech as an indicator of human culture. 1) It is about the degree of intelligence of a person, his attitude to the world around him, to himself.
2) The problem of reflecting the character of a person in his speech. 2) Speech is the most important part of not only human behavior, but also his personality.
3) The problem of rudeness in the language. 3) Swearing speaks of weakness, not strength of a person.

ANSWERS TO TASKS 20-24 TEXT No. 3

job number Answer
out of nowhere
AT 8
Main problems Author’s position
1) The problem of caring for the animal world. 1) You can not kill and torture animals, because they are living beings suffering from cruel treatment of them.
2) The problem of pain and suffering of animals from the actions of people. 2) The poor animals have to endure a lot of pain and suffering; a person should treat them with care.
Main problems Author’s position
3) The problem of overcoming dependence on the opinions of other people. 3) It is necessary to follow one’s own convictions, sometimes contrary to the opinion of other people, to get rid of the fear of ridicule of comrades.

ANSWERS TO TASKS 20-24 TEXT No. 4

job number Answer
from scratch
2184
Approximate range of problems Author’s position
1) The problem of the special significance of classical literature for Russian readers. (What is the reason for the special significance of Russian classics for the domestic reader?) 1) Classical literature for the Russian reader is an ideological and moral foundation based on absolute values.
2) The problem of revisiting Russian classics after school. (What difficulties does the reader face when referring to the works of Russian classical literature familiar from school?) 2) Rereading the main books of Russian literature, the reader reconsiders the “school” attitude towards them.

ANSWERS TO THE TASKS OF TEXT No. 5 (20-24)

job number Answer
strengthening, weakening
Approximate range of problems Author’s position
1) The problem of evaluating the statement “The eyes are the mirror of the soul.” (Can the eyes be called a mirror?) 1) Unlike a mirror, the eyes do not just reflect the surrounding reality, but capture images and convey them to the heart and consciousness; eyes express what is happening in the human soul.
2) The problem of determining the essence of the human gaze. (What is the phenomenon of the human eye?) 2) The gaze has great power, which is inaccessible to decoding, it is not clear how it is synthesized; the gaze releases the feelings of a person outside and transfers them from the external world to the internal regions.

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