Предмет: Литература, автор: Sadona

2. Нарисуйте в тетради таблицу анализа строк рубаи. Укажите идею поэта, затем, согласны вы с ней или нет, и аргументируйте ваше мнение: Рубан Алишера Навои Строка Кто службой шаху добывает хлеб, Тот может быть и хром, и глух, и слеп. Шафраном обернулся изумруд Голубизну небес сменил закат Идея автора +/- Аргументируйте ваше мнение. Помогите пожалуйста.

Ответы

Автор ответа: RussianEnjoy

5

Ответ:

Таблица на фотографиях ниже.

Мое мнение согласно с идеями автора в обеих строках:

В первой строке поэт утверждает, что служба королю может быть очень трудной, и человек, выбравший этот путь, должен быть готов к любым трудностям. Это важное заявление, которое актуально и сегодня, когда служба государству требует высокой квалификации и отдачи.

Во второй строке автор говорит о неизбежности изменений в мире. Жизнь постоянно меняется, и мы должны быть готовы к адаптации к этим изменениям. Кроме того, изображение заката и смены цвета неба может быть интерпретировано как символическое изображение жизни и смерти, напоминая нам о том, что все, что живет, рано или поздно должно умереть.

Приложения:

Предыдущий вопрос

Следующий вопрос

Похожие вопросы

Предмет: Литература, автор: davidproskurna

Письмово переказати один із розділів Корану

11 месяцев назад

Предмет: Немецкий язык, автор: banarmihail88

45 Beantworte die Fragen. 1. Liegt Zürich in Österreich? 2. Liegt Bern in der Schweiz? 3. Liegt Wien in Deutschland? 4. Liegt Köln in der Schweiz? 5. Liegt Salzburg in Österreich? 6. Liegt Stuttgard in Deutschland? (nenin

11 месяцев назад

Предмет: Русский язык, автор: baxisovresid7

плизззз миииии хелпп

11 месяцев назад

Предмет: История, автор: bogdanar2006

Установіть відповідність між цивілізаціями та річками, у долинах яких вони виникли.

6 лет назад

Предмет: Английский язык, автор: Аноним

Помогите!!!От этого зависит жизнь!!!
A teacher in the United States wanted her class of seven-year- olds to understand what it felt like to be discriminated against. Here is what she did.
The class was divided into two groups- blue-eyed children and brown-eyed children. The class was told that the blue –eyed children were more intelligent and generally superior to the brown- eyed children. The blue-eyed children then put the collars around the neck of the brown-eyed children to make the difference more obvious. The collars were kept on in school.
During the day the blue-eyed children were given privileges. They could sit at the front of the class and go to break and lunch first. They were praised , too. The blue-eyed children felt superior and aggressive. The brown-eyed children felt unhappy and wanted revenge.
The next day, the teacher told the children that she had lied. The blue-eyed children weren’t really superior- it was the brown- eyed children who were superior. The collars were put on the blue-eyed children and they lost their privileges to the brown-eyed children.
The children became more aggressive, there was name-calling and a fight between two boys. The teacher noticed that the children with the collars found their work more difficult. They explained that they couldn’t work because they were unhappy.
At the end of the second day the teacher explained what she had done. The children talked about their feelings.’’ I felt a dog a dog on a lead’’, said one day boy. One of the girls said she felt as if she was in prison. Once the collars were removed, the children became lively, friendly and happy .
Mark + if the statement true, - if it is false.
1 The experiment was held in one of the schools in Canada.
2 The teacher divided her class into three groups according to the color of the children’s eyes.
3 First, the teacher told that the blue –eyed children were better than those with with brown eyes.
4 In the first day of experiment , the blue-eyed children had to wear collars
5The collars were worn to protect the children’s neck.
6 The children with collars felt unhappy.
7The next day the children began to call each other names and fight.
8 The teacher noticed that the children with the collars worked much better.
9At the end of the second day the children did not want to discuss their feelings.
10 When the experiment was over, the class divided into two antagonistic groups.
11 The teacher decided to have a hew experiment.
12 The children helped the teacher to collect new materials about pupils of their school.

6 лет назад