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The war was a cruel and rude school for children. Concise summary of the oge "the war was a cruel and rude school for children"

Text of presentation No. 2

War was a cruel and rude school for children. They were not sitting at desks, but in frozen trenches, and in front of them were not notebooks, but armor-piercing shells and machine-gun belts. They did not yet have life experience and therefore did not understand the true value of simple things that you do not attach importance to in everyday peaceful life.

The war filled their spiritual experience to the limit. They could cry not from grief, but from hatred, they could childishly rejoice at the spring crane wedge, as they never rejoiced either before the war or after the war, with tenderness to keep in their souls the warmth of a bygone youth. Those who survived returned from the war, having managed to preserve in themselves a pure, radiant world, faith and hope, becoming more irreconcilable to injustice, kinder to good.

Although the war has already become history, the memory of it must live on, because the main participants in history are People and Time. Not to forget the Time means not to forget the People, not to forget the People - it means not to forget the Time.

(According to Yu. Bondarev)

Try to break the text you wrote into 3 paragraphs according to the meaning.

1 version of the presentation

PARAGRAPH 1
The war was a cruel school for children. They sat in frozen trenches, not in warm classrooms; instead of notebooks and pens, they had machine-gun belts and shells. The guys behind them had no life experience and understanding of the true value of the simplest things. (42 words)
Count the number of words in the first paragraph.

PARAGRAPH 2

All this was “gave” to the children by the war, which made them tenderly keep in their souls what was before June 21, 1941, rejoice at what they had previously passed by indifferently, and cry not from grief, but from hatred. The war helped the young soldiers to keep their faith in a clean world, justice, kindness. (48 words)

Count the number of words in the second paragraph.

PARAGRAPH 3

The war has become history, but it lives in human memory, because both people and time are still alive. That's how it should be! (21 words)

Count the number of words in the third paragraph

Got a summary

OPTION 1
The war was a cruel school for children. They sat in frozen trenches, not in warm classrooms; instead of notebooks and pens, they had machine-gun belts and shells. The guys behind them had no life experience and understanding of the true value of the simplest things.
All this was “gave” to the children by the war, which made them tenderly keep in their souls what was before June 21, 1941, rejoice at what they had previously passed by indifferently, and cry not from grief, but from hatred. The war helped the young soldiers to keep their faith in a pure world, justice, kindness.
The war has become history, but it lives in human memory, because both people and time are still alive. That's how it should be!
(111 words)

2 presentation option

1 paragraph
The war was a cruel school for children. They sat in frozen trenches, not in warm classrooms, instead of notebooks and pens they had weapons. These guys lacked life experience and understanding of the true value of the simplest things. (37 words)

2 paragraph
All this was “given” to the children by the war, which forced them to tenderly keep in their souls what was before June 21, 1941 ... The war helped the young soldiers to maintain faith in a pure world, justice, kindness. (33 words)

3 paragraph
The war has long been history, but the memory of it must live on. We must remember those soldiers and that harsh time! (twenty)

Got a summary

OPTION 2
The war was a cruel school for children. They sat in frozen trenches, not in warm classrooms, instead of notebooks and pens they had weapons. These guys lacked life experience and understanding of the true value of the simplest things.
The war “gave” all this to the children, forcing them to tenderly keep in their souls what was before June 21, 1941 ... The war helped the young soldiers to preserve their faith in a pure world, justice, kindness.
The war has long been history, but the memory of it must live on. We must remember those soldiers and that harsh time!
90 words

Description of the presentation on individual slides:

1 slide

Description of the slide:

Learning to write a summary. Teacher MBOU secondary school No. 6 of the city of Dimitrovgrad, Ulyanovsk region L.Yu. Abramova

2 slide

Description of the slide:

The purpose of the lesson is to teach how to write a concise presentation: highlighting micro-topics, finding key (reference) words, explaining spelling, concise presentation of the text using compression methods and techniques.

3 slide

Description of the slide:

Text No. 1. The war was a cruel and rude school for children. They were not sitting at desks, but in frozen trenches, and in front of them were not notebooks, but armor-piercing shells and machine-gun belts. They did not yet have life experience and therefore did not understand the true value of simple things that you do not attach importance to in everyday peaceful life. The war filled their spiritual experience to the limit. They could cry not from grief, but from hatred, they could childishly rejoice at the spring crane wedge, as they never rejoiced either before the war or after the war, with tenderness to keep in their souls the warmth of a bygone youth. Those who survived returned from the war, having managed to preserve in themselves a pure, radiant world, faith and hope, becoming more irreconcilable to injustice, kinder to good. Although the war has already become history, the memory of it must live on, because the main participants in history are People and Time. Not to forget the Time means not to forget the People, not to forget the People - it means not to forget the Time. (According to Yu. Bondarev)

4 slide

Description of the slide:

5 slide

Description of the slide:

The first micro-theme: The war was a cruel and rude school for children. They were not sitting at desks, but in frozen trenches, and in front of them were not notebooks, but armor-piercing shells and machine-gun belts. They did not yet have life experience and therefore did not understand the true value of simple things that you do not attach importance to in everyday peaceful life.

6 slide

Description of the slide:

Keywords. War was a cruel and rude school for children. They were not sitting at desks, but in frozen trenches, and in front of them were not notebooks, but armor-piercing shells and machine-gun belts. They did not yet have life experience and therefore did not understand the true value of simple things that you do not attach importance to in everyday peaceful life.

7 slide

Description of the slide:

Exclusion of details, details The war was a cruel and rude school for children. They were not sitting at desks, but in frozen trenches, and in front of them were not notebooks, but armor-piercing shells and machine-gun belts. War was a cruel and rude school for children. They were not sitting at their desks, but in the trenches, and in front of them were not notebooks, but shells.

8 slide

Description of the slide:

Replacing a fragment of a sentence with a synonymous expression They did not yet have life experience ... They did not have life experience.

9 slide

Description of the slide:

Replacing a complex sentence with simple ones, replacing a sentence fragment with a synonymous expression, excluding a sentence fragment. They did not yet have life experience and therefore did not understand the true value of simple things that you do not attach importance to in everyday peaceful life. They had no life experience. They did not understand the true value of the simple things of a peaceful life.

10 slide

Description of the slide:

11 slide

Description of the slide:

War was a cruel and rude school for children. They were not sitting at their desks, but in the trenches, and in front of them were not notebooks, but shells. They had no life experience. They did not understand the true value of the simple things of a peaceful life.

12 slide

Description of the slide:

Micro-theme 2: The war filled their spiritual experience to the limit. They could cry not from grief, but from hatred, they could childishly rejoice at the spring crane wedge, as they never rejoiced either before the war or after the war, with tenderness to keep in their souls the warmth of a bygone youth. Those who survived returned from the war, having managed to preserve in themselves a pure, radiant world, faith and hope, becoming more irreconcilable to injustice, kinder to good.

13 slide

Description of the slide:

Key words: The war filled their spiritual experience to the limit. They could cry not from grief, but from hatred, they could childishly rejoice at the spring crane wedge, as they never rejoiced either before the war or after the war, with tenderness to keep in their souls the warmth of a bygone youth. Those who survived returned from the war, having managed to preserve in themselves a pure, radiant world, faith and hope, becoming more irreconcilable to injustice, kinder to good.

14 slide

Description of the slide:

Elimination of repetitions; reduction of some homogeneous members of the proposal; exclusion of details, details. The war filled their spiritual experience to the limit. They could cry not from grief, but from hatred, they could childishly rejoice at the spring crane wedge, as they never rejoiced either before the war or after the war, with tenderness to keep in their souls the warmth of a bygone youth. The war filled their spiritual experience to the limit. They could cry with hatred, rejoice like a child in what they did not rejoice before the war, kept the warmth of youth in their souls.

15 slide

Description of the slide:

Replacing a sentence fragment with a synonymous expression; replacement of homogeneous members with a generalized name; exclusion of details, details. Those who survived returned from the war, having managed to preserve in themselves a pure, radiant world, faith and hope, becoming more irreconcilable to injustice, kinder to good. Those who returned from the war did not spend all the best in themselves, but became kinder to goodness.

16 slide

Description of the slide:

17 slide

Description of the slide:

The war filled their spiritual experience to the limit. They could cry with hatred, rejoice like a child in what they did not rejoice before the war, kept the warmth of youth in their souls. Those who returned from the war did not spend all the best in themselves, but became kinder to goodness.

18 slide

Description of the slide:

Microtopic 3: Although the war has already become history, the memory of it must live on, because the main participants in history are People and Time. Not to forget the Time means not to forget the People, not to forget the People - it means not to forget the Time. (According to Yu. Bondarev)

19 slide

Description of the slide:

Key words: Although the war has already become history, the memory of it must live on, because the main participants in history are People and Time. Not to forget the Time means not to forget the People, not to forget the People - it means not to forget the Time.

20 slide

Description of the slide:

Replacing a complex sentence with two. Although the war has already become history, the memory of it must live on, because the main participants in history are People and Time. Not to forget the Time means not to forget the People, not to forget the People - it means not to forget the Time. The war has become history, but the memory of it must live on. The participants in history are People and Time. Not to forget Time is not to forget People, not to forget People is not to forget Time.

21 slide

Description of the slide:

Replacing a sentence with a synonymous expression. Although the war has already become history, the memory of it must live on, because the main participants in history are People and Time. Not to forget the Time means not to forget the People, not to forget the People - it means not to forget the Time. The war has become history, but the memory of it must live on. Participants of history - People and Time. This must not be forgotten. (Neither one nor the other should be forgotten.)

22 slide

Concise Statement
The war was a cruel and rough school for children. They did not sit at their desks, but in frozen trenches and in front of them were not notebooks, but armor-piercing shells and machine-gun belts. They did not yet have life experience and therefore did not understand the true value of simple things that you do not betray in daily peaceful life
Those who survived returned from the war, having managed to preserve in themselves a pure radiant world, faith and hope, becoming more indifferent to injustice, kinder to goodness. Although the war has already become history, the memory of it must live on, because the main participants in history are people. and time Do not forget time, that means do not forget people, do not forget people, that means do not forget time The war was a cruel and rough school for children. machine-gun belts They did not yet have life experience and therefore did not understand the true value of simple things that you do not betray importance in everyday peaceful life
The war filled their spiritual experience to the limit. They could cry not from grief, but from hatred, they could rejoice childishly at the spring crane wedge, as they never rejoiced before the war, not after the war, with tenderness to keep in their souls the warmth of bygone youth
Those who survived returned from the war, having managed to preserve in themselves a pure radiant world, faith and hope, becoming more indifferent to injustice, kinder to good
Although the war has already become history, the memory of it must live on, because the main participants in history are people and time Do not forget time, it means do not forget people, do not forget people, it means do not forget time

The war was a cruel school for children. After all, they still did not have life experience and therefore did not understand the value of simple things that you would not betray the value of in everyday life.
The war filled the children's spiritual experience to the limit. They could cry not from grief, but from hatred, they could childishly rejoice at simple things that they had not noticed before the war.
Those who returned from the war managed to keep their faith and hope. Although the war has already become history, its memory must live on, because the main participants in history are people and time, which should not be forgotten.
The war was a rough school for children, they were taught not by notebooks and books, but by armor-piercing shells. They were small and did not understand the value of everyday things. The war filled them with life experience: they cried not from grief, but from hatred, they rejoiced at what they would not have turned their eyes to before. The survivors managed to keep their faith and hope in themselves, they realized their real virtues.
The war has become a thing of the past, it has already become history, but we must preserve the memory of it, because its main participants are time and people. Not to forget that time means not to forget everything that happened then: exhausted, but happy faces, all the importance of that great day - Victory Day!
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Concise Statement The war was a cruel and rough school for children. They did not sit at their desks, but in frozen trenches and in front of them were not notebooks, but armor-piercing shells and machine-gun belts. They did not yet have life experience and therefore did not understand the true value of simple things that you betray the importance in everyday peaceful life The war filled their spiritual experience to the limit They could cry not from grief, but from hatred, they could rejoice childishly at the spring crane wedge, as they never rejoiced not before the war, not after the war, with tenderness to keep warm in their souls of bygone youth Those who survived returned from the war, having managed to preserve in themselves a pure radiant peace, faith and hope, becoming more indifferent to injustice, kinder to good. Although the war has already become history, but the memory of it must live, because the main participants in history these are people and time Not to forget time, it means not to forget people, not to forget people, it means not to forget time The war was a cruel and rude school for children. behind the desks, but in the frozen trenches and in front of them were not notebooks, but armor-piercing shells and machine-gun belts. They did not yet have life experience and therefore did not understand the true value of simple things that you do not betray importance in everyday peaceful life. The war filled their spiritual experience to limit They could cry not from grief, but from hatred, they could childishly rejoice at the spring crane wedge, as they never rejoiced before the war, not after the war, with tenderness to keep in their souls the warmth of a bygone youth Those who remained alive returned from the war, having managed to preserve in oneself a pure radiant peace, faith and hope, becoming more indifferent to injustice, kinder to good Although the war has already become history, but the memory of it must live, because the main participants in history are people and time Do not forget time, it means not to forget people, don't forget people, it means don't forget time

How to learn to compress text? To begin with, we recall that a concise presentation is a test of text information processing skills. concise statement- This is a short, generalized transfer of the content of the source text.

The student needs to reflect the content of the original text as much as possible, using minimal speech means. We will define the tasks facing us, we will choose a certain course of action.

According to the succinct assessment criteria, a number of tasks need to be completed.

Tasks:

1) To convey the main content of the listened text without missing a single micro-topic.

2) Apply at least one method of text compression.

3) Write a paper without logical errors and violations of paragraph division of the text (approximate volume of 90-110 words).

Listening to text

The original text is played twice. Between the first and second reading you will have 10 minutes to comprehend the text.

At the first reading, try to understand the essence of the text, its main problem. Follow the development of micro-themes, remember their location and sequence.

If you do not have time, do not try to write down the entire text. Write down key words and phrases that form the semantic basis of this text. Leave gaps between entries: this will give you the opportunity to insert words, phrases and even sentences during the second reading and editing. Try to make a plan, formulating each microtopic in the form of a thesis.

On the second reading, check if you remember correctly the sequence of the disclosure of the topic and the author's reasoning. Complete your entries.

In the process of listening to the text, it is necessary to mentally divide it into its constituent parts - microthemes.

A micro-topic is the content of several sentences united by one thought. A micro-topic is part of the general theme of the text and, as a rule, is a separate paragraph (or several). In the text of the condensed presentation, all microthemes of the source text should be noted, otherwise the score will be reduced.

Reading text 1

After carefully reading this text, we highlight the following micro-themes in it:

1 paragraph: The algorithm of black ingratitude is the answer to good with evil.

2 paragraph - Morality is a guide to life.

3 paragraph - Happiness to do good is given only to exalted natures.

Methods of compression (compression) of text

The meaning of text compression is to leave the main information, reducing the secondary. There are three language methods for compressing text: exclusion, generalization, and replacement.

When using an exception, it is necessary to determine the main information and minor details (introductory constructions, repetitions, homogeneous members, synonyms, non-essential fragments and whole sentences). By excluding these details, you will form a compressed text.

When summarizing, we isolate individual facts, select the means of their brief transmission and compose a new text. Using this method, we can replace homogeneous members with a generalized name, direct speech with indirect speech, several simple sentences with a complex one.

Simplification (replacement) is a text compression technique based on the simplification of syntactic constructions:

- part replacement complex sentence participial or participle turnover;

- merging several sentences into one;

- replacement of part of the text with one sentence;

- reducing the number of parts of a complex sentence;

- replacement of a sentence fragment with a synonymous expression;

- replacement of a sentence or part of it with a demonstrative pronoun.

Editing 1 paragraph:

One person was told that his acquaintance spoke of him in unflattering terms: “Yes, it can’t be! the man exclaimed. “I didn’t do anything good for him…” Here it is, the algorithm of black ingratitude, when good is met with evil. In life, it must be assumed, this person met more than once with people who confused the landmarks on the compass of morality.

We exclude direct speech, an introductory phrase, simplify the last 2 sentences of the paragraph:

The black ingratitude algorithm is evil in return for good. This is what people do who have confused the landmarks on the compass of morality.

Editing paragraph 2:

Morality is the guide to life. And if you deviate from the road, you may well wander into a wind-blown, thorny bush, or even drown. That is, if you behave ungratefully towards others, then people have the right to behave towards you in the same way.

We apply the replacement method in the 2nd sentence and the exclusion in the 3rd sentence:

Morality is a guide to life, and if you deviate from the road, you can get lost or even die. If you behave ungratefully towards others, then you can get the same in return.

Editing paragraph 3:

How to treat this phenomenon? Be philosophical. Do good and know that it will surely pay off. I assure you that you yourself will enjoy doing good. That means you will be happy. And this is the goal in life - to live it happily. And remember: exalted natures do good.

We exclude interrogative sentence, we apply the method of simplification, making up one complex sentence with the first complicated part (homogeneous members, a separate circumstance expressed by adverbial turnover) from several sentences:

It is necessary to treat the phenomenon of ingratitude philosophically: to do good, receiving pleasure from it, and hence a feeling of happiness, which is the goal of the life of an exalted nature. (71 words)

Reading text 2

We select microthemes:

1 paragraph - Cruel school of war.

2 paragraph - "Emotional experience" of military childhood.

3 paragraph - The memory of the war must live.

Editing 1 paragraph:

We exclude one of the adjectives in 1 sentence. We exclude one of the homogeneous circumstances of the place in the second sentence and generalize the homogeneous subjects. Simplifying the third proposition, we get:

The children went through the cruel school of war in the frozen trenches with weapons in their hands instead of notebooks. They did not yet have the life experience to truly appreciate what you do not attach importance to in civilian life.

Editing paragraph 2:

We simplify: from three sentences we make one, complicated by a separate circumstance, expressed by a participial turnover. "Radiant and pure world" was replaced with "purity of the world":

The war filled their spiritual experience, making them not only cry from hatred, but also rejoice at the crane wedge, tenderly keep the warmth of the departing youth, preserve the purity of the world, faith and hope, become kinder and at the same time more implacable to injustice.

Editing paragraph 3:

We exclude the last sentence of the paragraph as repeating the idea of the first:

The war has become history, but it must be remembered, because the main participants in history are People and Time. (87 words)

Reading text 3

I was betrayed by a loved one, I was betrayed by my best friend. Unfortunately, we hear such statements quite often. Most often betray those in whom we have invested our soul. The pattern here is this: the more beneficence, the stronger the betrayal. In such situations, Hugo's saying is recalled: "I am indifferent to the knife blows of the enemy, but the pinprick of a friend is painful to me."

Many suffer mockery of themselves, hoping that the traitor's conscience will wake up. But what is not there cannot wake up. Conscience is a function of the soul, and the traitor does not have it. The traitor usually explains his act by the interests of the cause, but in order to justify the first betrayal, he commits the second, third, and so on ad infinitum.

Betrayal completely destroys the dignity of a person, as a result, traitors behave differently. Someone defends his behavior, trying to justify his deed, someone falls into a feeling of guilt and fear of impending retribution, and someone just tries to forget everything, without burdening himself with either emotions or thoughts. In any case, the life of a traitor becomes empty, worthless and meaningless.

Exercise 1:

Independently highlight the micro-themes of this text and write them down in a notebook.

Task 2:

Read the text of the condensed presentation and indicate the compression methods:

The pattern is such that most often betray close people - those in whom we have invested our soul. In such situations, how not to recall the saying of Victor Hugo that the blows of the enemy are transferred easier than the pin pricks of a friend.

The traitor explains his act by the interests of the cause, but in reality his mockery of others is explained by the absence of a soul, and hence of conscience.

Betrayal destroys the dignity of a person, and then he tries to justify his deed, or falls into despair before the inevitable retribution, or tries to forget everything, and his life becomes worthless. (84 words)

Task 3:

Edit the text, highlighting micro-topics and using the compression methods you know:

The essence of the concept of "power" lies in the ability of one person to force another to do what he would not have done of his own free will. The tree, if left undisturbed, grows straight up. But even if it fails to grow evenly, then it, bending under obstacles, tries to get out from under them and again stretch upwards. So is man. Sooner or later he will want to get out of obedience. Submissive people usually suffer, but if once they managed to throw off their "burden", then they often turn into tyrants themselves.

If you command everywhere and everyone, then loneliness awaits a person as the end of life. Such a person will always be alone. After all, he does not know how to communicate on an equal footing. Inside he has a dull, sometimes unconscious anxiety. And he feels calm only when people unquestioningly carry out his orders. The commanders themselves are unfortunate people, and they breed misfortune, even if they achieve good results.

Commanding and managing people are two different things. The one who manages, knows how to take responsibility for actions. This approach preserves the mental health of both the person himself and those around him.

Text of presentation No. 2

(According to Yu. Bondarev)

Try to break the text you wrote into 3 paragraphs according to the meaning.

1 version of the presentation

PARAGRAPH 1
and not in warm classrooms, instead of notebooks and pens, they had machine-gun belts and shells. The guys behind them had no life experience and understanding of the true value of the simplest things. (42 words)
Count the number of words in the first paragraph.

PARAGRAPH 2

All this was “given” to the children by the war, justice, kindness. (48 words)

Count the number of words in the second paragraph.

PARAGRAPH 3

The war has become history, but it lives in human memory, because both people and time are still alive. That's how it should be! (21 words)

Count the number of words in the third paragraph

Got a summary

OPTION 1
The war was a cruel school for children. They sat in frozen trenches, not in warm classrooms; instead of notebooks and pens, they had machine-gun belts and shells. The guys behind them had no life experience and understanding of the true value of the simplest things.
All this was “given” to the children by the war, which made them tenderly keep in their souls what was before June 21, 1941, rejoice at what they had passed before indifferently, and cry not from grief, but from hatred. The war helped the young soldiers to keep their faith in a pure world, justice, kindness.
The war has become history, but it lives in human memory, because both people and time are still alive. That's how it should be!
(111 words)

2 presentation option

2 paragraph
All this was “given” to the children by the war, justice, kindness. (33 words)

3 paragraph
The war has long been history, but the memory of it must live on. We must remember those soldiers and that harsh time! (twenty)

Got a summary

OPTION 2
The war was a cruel school for children. They sat in frozen trenches, not in warm classrooms, instead of notebooks and pens they had weapons. These guys lacked life experience and understanding of the true value of the simplest things.

All this was “given” to the children by the war, which forced them to tenderly keep in their souls what was before June 21, 1941 ... The war helped the young soldiers to maintain faith in a pure world, justice, kindness.
The war has long been history, but the memory of it must live on. We must remember those soldiers and that harsh time!
90 words