1.2 Types of sentences by purpose of utterance and by emotional coloring

According to their function, according to the purposefulness of the statements enclosed in sentences, they are divided into narrative, interrogative, and incentive. Sentences serve to convey, respectively, three main forms of thought - judgment: And along the gorge, in darkness and spray, the stream rushes towards the sea, rattling stones... (M. Gorky); question: What did he see, the deceased Falcon, in this desert without bottom or edge? (M. Gorky); impulses: And you move to the edge of the gorge and throw yourself down (M. Gorky). Each type is characterized by a corresponding structural intonation and a set of formal indicators - verb forms, function words and other factors. The sentences of each of the three functional types can be emotionally charged - using means of intonation, and possibly particles: The madness of the brave is the wisdom of life! (M. Gorky)

Depending on the purpose of the statement, there are declarative, interrogative and exclamatory sentences (13, p. 296)

Narrative sentences are those that contain a message about some fact of reality, phenomenon, or event. Contain a message or description, express a relatively complete thought based on a judgment. The completeness of thought is expressed in intonation: declarative sentences are characterized by a lower tone at the end of the sentence.

Narrative sentences are the most common type of sentences; they are very diverse in their content and structure, and are distinguished by the relative completeness of the thought conveyed by specific narrative intonation: an increase in tone on a logically highlighted word (or two or more, but one of the increases will be the largest) and a calm decrease in tone at the end of the sentence: The carriage drove up to the porch of the commandant’s house. The people recognized Pugachev and ran after him in a crowd (A.S. Pushkin). The substantive essence of narrative sentences in the Russian language is that in a communicative sense they convey a complete thought about phenomena of reality, a fact, an event.

Intonation narrative sentences are pronounced at an average pace: the tone of speech slowly increases, and towards the end of the sentence it gradually decreases. Declarative sentences can be non-extensive and widespread; by composition - two-part and one-part.

A declarative sentence can be:

Description: The rider sat in the saddle deftly and casually (M. Gorky); Narration of actions, events: The old man calmly and cheerfully walked from stone to stone and soon disappeared among them (M. Gorky);

A message about the desire or intention to perform an action: I would not have played like that (A. Tvardovsky);

Classifying narrative sentences, P. A. Lekant suggests various ways expressions of intonation. As mentioned above, such sentences are characterized by a lower tone at the end. The decrease is especially noticeable when in the middle of a sentence on a word the voice rises significantly. A noticeable decrease in tone is not observed in one-word sentences, for example in impersonal or nominative ones, but in this case the voice should not rise. In common nominative sentences, the voice gradually decreases from the beginning of the sentence to the end (11, p. 388)

There are also interrogative sentences. Interrogative sentences are those whose purpose is to encourage the interlocutor to express an idea that interests the speaker, that is, their purpose is cognitive. Interrogative sentences contain a question about something unknown to the speaker. The means of expressing interrogativeness are: special interrogative intonation, interrogative words (pronouns and adverbs), interrogative particles (really, really) and word order.

Interrogative sentences usually contain a question aimed at encouraging the interlocutor to express an idea that interests the speaker. It serves to express a question. With its help, the speaker seeks to obtain new information about something, confirmation or denial of any assumption. An interrogative sentence has its own grammatical form, which is represented by intonation, question words, particles, and is indicated in writing by a question mark.

Interrogative intonation is characterized by a more or less significant increase in tone at the end of a sentence, which is especially noticeable when compared with declarative sentences. An essential feature of interrogative intonation is the raising of tone on the word that contains the essence of the question, the emphasis of this word (cf.: Father will arrive by this train? - Father will arrive by this train?) (9, pp. 206-214).

An interrogative sentence, which, while retaining structural features common to the declarative sentence, acquires interrogative function and may differ from a declarative sentence only in intonation. This allows us to understand an interrogative sentence as a transformation of a narrative one and contrast non-interrogative and interrogative sentences. Especially in the texts of works of art, one can notice that in the Russian language interrogative sentences are formed using a variety of means and most actively with the help question words, which most often include interrogative pronouns, adverbs, particles, interrogative intonation in oral speech, as well as the order of words in a sentence. Also, attention is drawn to the fact that the interrogative sentence in the Russian language is also distinguished by its variety. intonation structures, which are directly dependent on the structure of the sentence and the substantive essence of the question.

Not every sentence that is interrogative in form contains a question. Therefore, Pavel Aleksandrovich Lekant divides these sentences according to the purposefulness of the statements: into actual interrogative ones and into sentences that do not contain a question, but have a interrogative form, which in turn can be divided into four groups: interrogative-rhetorical, interrogative-motivating, interrogative-negative, interrogative-affirmative (11, pp. 391-393).

Interrogative sentences themselves contain a question addressed to the interlocutor and requiring an answer or suggesting one. With the help of a question, the speaker seeks to find out something unknown. Based on the way the question is expressed, these sentences can be divided into pronominal and non-pronominal. Non-pronominal interrogative sentences presuppose an affirmative or negative answer, which is most briefly expressed in indivisible sentences with the words Yes and No. The speaker, when asking a question, is only waiting for confirmation or denial of something assumed. The interrogative meaning is expressed mainly by intonation, and the word or group of words that contains the essence of the question is highlighted. Very often to emphasize the meaning specific word, it is placed at the beginning or end of the sentence: Have I changed a lot since then? (A.P. Chekhov).

In addition to intonation, interrogative particles whether, perhaps, really, and others can be used. Whether the particle has a “pure” interrogative meaning: “Will he give it back?” And, for example, the particles really, really, in addition to the interrogative meaning, express surprise, doubt, and introduce a tinge of uncertainty into the sentence.

Pronominal interrogative sentences. They require a detailed answer, include question words - pronouns and pronominal adverbs: what, who, which, whose, why, where. The answers should contain new information about objects, signs, circumstances: “Where are you going?” - “Yes to you” (K. Paustovsky).

Interrogative rhetorical sentences do not imply or require an answer. They express various feelings and experiences of the speaker - thoughts, doubts, sadness, regret: What does the coming day have in store for me? (A.S. Pushkin). Such proposals are very common in works of art and create an emotionally charged, excited tone of the narrative.

Interrogative sentences are used to express motivation. They do not have a proper interrogative meaning. The speaker does not intend to obtain new information, but encourages the interlocutor to take some action or invites him to do something together: “Are we going to catch tits, uncle?” (M. Gorky).

The impulse is often accompanied by shades of annoyance and impatience. Therefore, interrogative and incentive sentences are emotional, expressive and can be used instead of actual incentive sentences.

Interrogative-negative sentences have the same form as proper interrogative ones. They use interrogative pronouns, adverbs, particles, but these sentences do not have an interrogative meaning, but contain a message. Although they do not have special negative words, they express the impossibility of any action, state, the impossibility of attributing any sign to an object: What kind of hunter are you? You should lie on the stove in the kitchen and crush cockroaches, not poison foxes (A.P. Chekhov).

Interrogative-negative sentences express various modal shades (impossibility, inexpediency) with the help of so-called interrogative words (they do not contain a question in these sentences) and intonation, which differs from the actual interrogative by a smaller rise in tone at the end.

Interrogative-affirmative sentences contain interrogative particles, pronouns, adverbs in combination with negative particle Not. However, this particle in these sentences does not express negation. Against. Sentences with combinations isn't it, who isn't, where isn't. Express statements, colored modal meanings inevitability, confidence: Who in childhood did not besiege ancient castles, did not die on a ship with sails torn to shreds? (K. Paustovsky). Question words and particles can be combined with the verb word no; this construction also has an affirmative meaning: And where are we not?!

Interrogative-affirmative sentences are emotional, expressive, they are used in literary texts to express a strong statement: Ah! Sophia! Was Molchalin really chosen by her? Why not a husband? (A. S. Griboyedov)

Also, one of the types of sentences for the purpose of the statement is incentive sentences. They express will, the urge to action. Such offers are addressed to the interlocutor or a third party. The object of motivation can be several persons: Bloom, young and healthy in body (S. Yesenin). Those sentences in which the expression of will is expressed as the desire or intention of oneself are not motivating. talking man perform an action.(6, p.210)

The urge has varying degrees categoricalness. Depending on this, types of incentives are distinguished: orders, request, advice, permission or consent, call. These forms of motivation, in turn, can have shades of command - sharp, categorical or soft, which is achieved with the help of particles: Get out of the way, girl! (M. Gorky).

Motivation is expressed through various means. Incentive sentences are characterized by intonation of encouragement (raising the tone, strengthening the voice), as well as special grammatical forms words

Incentive sentences use the forms imperative mood verb:

1. Forms of the second person singular and plural person. These forms can be used with the particle - ka, usually softening the command;

2. Analytical Forms third person with particles let, yes;

3. First person form plural, expressing an invitation together with talking face perform an action;

With the meaning of motivation, the indicative and subjunctive mood, as well as the infinitive. Incentive sentences can be built without a verb - from adverbs or forms indirect cases nouns denoting the direction of movement, the object of action and: Into the corner! And also the impulse can be expressed descriptively, without the help of special word forms (11, pp. 388-390)

Narrative, motivating and interrogative sentences can have an emotional connotation, that is, they express the attitude of the speaker. If emotionality is conveyed using intonation or special function words, then such a sentence is exclamatory. Exclamatory sentences are emotionally charged sentences that are conveyed to a special exclamatory intonation, the expression of content is accompanied by special sensitivity.

With the help of exclamatory intonation, feelings of joy, admiration, anger, and fear can be conveyed. It is possible that the sentence for the purpose of the statement is narrative, but with the help of exclamatory intonation, as well as interjections, any other feeling is expressed: Come on, Tanya, speak! (M. Gorky) - the sentence is motivating, emotional in intonation - exclamatory, it expresses impatience and annoyance.

In exclamatory sentences, emotionality is created with the help of exclamatory particles like, which, what, here, well, and other particles. Exclamatory particles of interjectional, pronominal and adverbial origin, giving an emotional coloring to the statement. In them, the expression of content is accompanied by the expression of the speaker’s feelings. Exclamatory sentences can express intellectual states(surprise, bewilderment, doubt, contempt), various feelings (anger, hatred, fear) and motivation (order, call, request) (11, pp. 394-395).

Studying the works of P. A. Lekant, N. G. Goltsov, V. P. Zhukov, one can come to the conclusion that the classification of sentences in the Russian language by structure is stepwise: at the first stage, the most common types, each of which, in turn, is represented by a certain system of subtypes and varieties, therefore, the most important thing is the opposition of simple and complex sentences. The fact is that a simple sentence has one predicative core: There was a shooting in the city. They walked with flags (A.N. Tolstoy); complex - two or more: The sun was shining high in the sky, and the mountains were scorching hot simple sentence maybe several subjects breathed into the sky, and the waves below beat against the stone (M. Gorky). In predicates, but they form one predicative core: Today, young and old had fun and sang.

Conclusions on the first chapter

Having studied and analyzed theoretical material on the research topic "Types of sentences for the purpose of the statement in print advertising", we came to the following conclusions:

Firstly, a sentence is one of the basic units of syntax; it carries a message, has a predicate and is constructed according to a certain grammatical principle. It is distinguished by a certain intonation, corresponding to the type of sentence according to the purpose of the statement. The sentence also serves to express emotions and expressions of will that fall within the spheres of feeling and will.

Secondly, following from the above, we can say that the proposal is the minimum unit human speech, which is a grammatical combination of words (or one word) that has semantic and intonational completeness, a predicate, and a grammatical basis.

Thirdly, a sentence regarding the purpose of the statement may contain a message, a question and an incentive (advice, order, request). The classification of sentence types according to the purpose of the statement is multidimensional; they are divided according to the principle of the statement contained in them.

Fourthly, each type is characterized by a corresponding structural intonation and a set of formal indicators - verbal forms, function words and other factors. And, sentences can also be emotionally colored using intonation or corresponding particles.

Chapter II Types of sentences according to the purpose of the statement in print advertising

Weeks after the study, subjects were again asked general issues. Their answers were recorded and compared with those obtained during the first study. Expert review advertising products based on a two-component methodology. We assessed advertising products on the basis of identifying two components in them: text and image, i.e. verbal-visual and visual levels. These...

Selector works well when used non-verbal means communications. 3. CONCLUSION Having studied the literature on this topic and analyzed the texts of print advertising, we came to the following conclusions. - When creating a slogan, they play a huge role various means expressive syntax and special techniques, such as point numbering, rhyme, etc. - Expressive syntax...

Positions. This trend is also typical for other countries, including those with developed market economies. Chapter 2. Advertising as a means of visual communication 2.1. Peculiarities of communicative impact in advertising Advertising communications, being part of the information environment, formed together with mass communications new information communication field. They are especially bright...

MBOU "Secondary School No. 12"

Lesson development

Topic “Types of sentences by emotional coloring”

Completed by teacher of Russian language and literature: Lilia Zufarovna Nigmatova.

Almetyevsk, 2017

Lesson topic : Types of sentences by emotional coloring

Lesson type : a lesson in “discovering” new knowledge.

Lesson Objectives :

Activity : developing students’ ability to use new methods of action: creating an algorithm, observing, analyzing, searching, working with a textbook

Content : formation of knowledge about the types of sentences based on emotional coloring

Planned results :

Personal : the student will learn the readiness and ability for self-development and self-education based on motivation for learning and cognition.

Metasubject UUD :

Regulatory UUD : the student will learn to install new learning goals and tasks, will have the opportunity to plan the achievement of goals independently, take into account the conditions and means of achieving them;

Cognitive UUD : the student will learn to find answers to questions using the textbook; learn to establish cause-and-effect relationships.

Communicative UUD : the student will learn to take into account different opinions and interests, learn to work in pairs; organize your thoughts into orally working in pairs and groups; argue your point of view, argue and defend your point of view.

Subject : the student will learn to identify types of sentences by emotional coloring; the student will have the opportunity to find sentences based on emotional coloring in literary text and learn to make sentences based on emotional connotations.

Necessary equipment : textbook "Russian language" 8th grade. Bystrova E.A.

Subject-educational environment : self-assessment sheet, textbook, set of multimedia equipment, task cards

Demonstrative material : algorithm for checking the identification of types of sentences by emotional coloring, standards for self-test.

During the classes :

Stage 1. Motivation for learning activities .

Teacher. Hello guys! I'm glad to see you.

Teacher. Knowledge is the best wealth. How do you understand this proverb?

Student. The best wealth in the world is to have knowledge.

Student. The best wealth is to receive this knowledge, to have the opportunity to receive it.

Teacher. Ready to receive the best wealth?

Student. Yes, we're ready!

Stage 2. Updating lasting learning action.

Teacher. Then let's check your homework. What was the homework assignment?

Student. The house was asked:first , know the materials of paragraph 11, exercise 169;second, ex. 170, 171

third, for smart people and smart girls: creative task on the topic: “What do you know about the types of sentences according to the purpose of the statement?”

Teacher. Whoever completed exercise No. 169, check it against the standard projected on the screen.

Standard No. 1 for exercise No. 169 (copy the text, adding the missing punctuation marks. Determine the types of sentences according to the purpose of the statement.),

Every person has freedom of choice (narratives). Choice exists every day (narrative). Every minute (narrative). Varying in their seriousness (narratives). Uneven in its consequences (narratives).

To step or not to step? (question) Keep silent or answer? (question) To endure or not to endure? (question) To overcome or to retreat? (question) Yes or no? (question) Where to go to study? (question) How to live? (question) What to do? (question)

Huge questions and dwarf questions (narratives). Ocean questions and drop questions (narratives). Think. (wait) Decide. (weekday).

Teacher. Those who completed increased level exercise no. 170 check the cards that are on your tables.

Standard No. 2 for exercise No. 170. (copy the text, adding the missing punctuation marks. Determine the types of sentences according to the purpose of the statement. In what form are the verbs used?);171. ( copy the text using the verbs given in brackets in the plural imperative form.)

1. By the beginning of September, the weather suddenly changed sharply and completely unexpectedly (in the indicative mood). (narrative)2. And you, could play a nocturne (conditional mood) on the drainpipe flute? (interrogative) 3. May every day and every hour bring you something new (motivating). (narrative) 4. Are you satisfied (indicative) with my confession? (interrogative).5. Don't sleep, don't sleep (command), work, don't interrupt your work! (incentive)6. Whom to love (in the indicative mood)? Who to believe (in the indicative mood)? (interrogative).

№ 171. Learn to find beauty in the world around you. Admire the evening sun as the sunset colors fade. Look at the pink clouds on a clear day, and at the dark clouds on a rainy day. Learn to listen to the noise of the forest, the murmur of a stream, the singing of a nightingale. Cultivate a sense of beauty in yourself.

Teacher. What difficulties did you experience?

Student. I completed exercise No. 170 without errors.

Teacher. Who has difficulty doing homework?

Student. I have difficulty determining the types of sentences based on the purpose of the statement. I could not determine the type of sentence. (By the beginning of September the weather suddenly changed sharply and completely unexpectedly)

Student. I misspelled the word sharply. My desk neighbor helped correct the mistake. He explained that the letter z in the word is written sharply because test word harsh

Teacher. At what level did you understand your homework?

Student. At satisfactory level, we need to work on the mistakes.

Teacher. Those who have completed creative work on the topic: “What do you know about the types of sentences for the purpose of the statement?” come to me.

Teacher. Listen to the papers, choose the best one to read in class and check against the outline that is projected on the board. Evaluate the work according to the criteria written on the board.

Requirements to creative work:

correspondence of the student’s work to the topic and main idea;

completeness of the topic;

correctness of factual material;

sequence of presentation.

Teacher. Read the work you have chosen, and you guys listen and evaluate this work

Student. Types of sentences according to the purpose of the statement

According to the purpose of the statement, proposals are divided into:

Narrative (contain a message or description, they express a complete thought; intonationally, the completeness of a thought is expressed by lowering the voice at the end of the sentence); Children go to school;

Interrogatives (contain a question about something unknown to the speaker; intonationally the question is conveyed with a special interrogative intonation, in writing - with a question mark; the question is also conveyed by interrogative words (who? why?), interrogative particles(really, really, really) and word order): Do the children go to school? Who is studying at school?

Incentive (express the speaker’s desire to force other people to do something; this meaning is conveyed through intonation encouraging intonation, the impulse is also transmitted verb forms, particles, interjections, etc.): Children, go to school.

Teacher. There are self-assessment sheets on your desks. Please evaluate your activities at this stage.

8th grade student(s) on the topic “Types of sentences based on emotional coloring”

FI______________

Homework

Drawing up an algorithm

Exercise No. 173

Card 1 ( group work)

Work in pairs

Card No. 2

Independent work according to exercise 174.

The task was completed correctly, put + (plus);

The task was not completed accurately, put a question mark (?).

Teacher. Do not forget to evaluate your cognitive activity during the lesson. Let's continue our lesson.

3. Identifying the location and cause of the difficulty

Teacher. Distribute these sentences on the table.

I'm leaving soon for .

Guys, take care of nature!

Don't break trees!

Burn, great Moscow!

We watched the snow flakes slowly fall onto the forest

Sing, Svetik, don’t be ashamed!

Darken, sun of Austerlitz!

Many personal and social problems arises due to inability or unwillingness to learn something

Teacher. Check the standard

Reference

I'm leaving soon for .

Oh girls! How cold it is in spring!

Slava stepped aside and watched the birds for a long time.

Don't break trees!

Then they immediately jumped out of the tree and flew away.

Burn, great Moscow!

Bullfinches pecked the rowan slowly

Russia, abusive queen, remember your ancient rights!

The winter forest stood quiet and motionless, everything around was frozen.

Sing, Svetik, don’t be ashamed!

Many personal and social problems arise due to the inability or unwillingness to learn something.

Darken, sun of Austerlitz!

We watched as snow flakes slowly descended onto the forest.

Teacher. What difficulties did you experience?

I'm leaving soon for ." in the first column "Sentences that express the speaker’s emotional attitude to reality.” I thought that this sentence was spoken with joy.

Student. I put the sentence "Don't break trees! in the second column "Sentences that are pronounced in a calm tone." I thought that this sentence was spoken in a calm tone.

Teacher. Can you explain your mistakes.

Student. No. While we are at a loss.

Teacher. What's the problem?

Student. Be able to identify exclamatory sentences.

4 . Building a project for getting out of a problem .

Teacher. What is our goal? further work?

Student. Learn to identify types of sentences based on their emotional coloring.

Teacher. How should we formulate the topic of our lesson?

Student. Staging exclamation mark at the end of the sentence.

Teacher. Let's clarify the topic. In my opinion, we can name the types of proposals based on their emotional coloring. What method do you suggest to use to solve this problem?

Student. Usually we used the observation method or working with a textbook.

Stage 5. Implementation of project construction .

Teacher. Read the rule on page 143, paragraph 12.

What did you learn from paragraph 12?

Student. We learned that when communicating, we not only tell each other something, ask questions or make a request, but also express our feelings, emotions, and attitude to what is happening. In oral speech, our tone rises, and to show this in writing, an exclamation point is placed at the end of the sentence. Such sentences are called exclamatory sentences.

Teacher. Now join groups and create an algorithm. Using the algorithm, we can explain why some sentences have an exclamation point.

Teacher. First group, imagine your algorithm.

Student. We compiled an algorithm and called it “Types of sentences by emotional coloring”

Action algorithm

Teacher. What algorithm did the second group come up with?

Algorithm of action of the second group.

“Type of sentences based on emotional coloring”

An exclamation point is placed if

We express our feelings, emotions, attitudes to what is happening

Teacher. What algorithm did the third group come up with?

Action algorithm

“Type of sentences based on emotional coloring”

An exclamation point is placed if

Teacher. Which algorithm is more convenient to use?

Student. The third algorithm is the best to use. Now we can explain which sentence is exclamatory and which is non-exclamatory.

6. Stage of primary consolidation with pronunciation in external speech.

Teacher. What is the next stage of our cognitive activity?

Student. It is necessary to consolidate knowledge, rules and skills and learn to apply it in practice.

Teacher. Then we will work in pairs on exercise No. 173 of the textbook frontally, taking turns commenting on the sentences.

Student. Over the lake, over the forest backwater -

Elegant green birch…

“Oh girls! How cold it is in spring:

I’m shaking all over from the wind and frost!”

Now rain, now hail, now snow, like white fluff,

That sun, shine, azure and waterfalls...

"Oh girls! How cheerful the forest and meadow are!

How joyful spring outfits are!”

Again, again frowned, again

The snow is flashing and the forest is humming harshly...

“I'm shaking all over. But just don’t crush it

Green ribbons! After all, the sun will be again.”

Teacher. Does intonation depend on the state of the “heroine” of the poem?

Student. Intonation depends on the state of the “heroine”.

Teacher. Why?

Student. Because "heroine"expresses his feelings, emotions, attitude to what is happening.

Teacher. How does intonation change?

Student.The tone rises and to show this in writing, an exclamation mark is placed at the end of the sentence.

Teacher. Read the last sentence, expressing confidence, doubt, joy, question.

Students read the last sentence.

Teacher. What kind of mark (question mark, exclamation mark, period) will you put?

Student. At the end of the sentence I would put an exclamation mark, since in the sentencefeelings, emotions, attitudes to what is happening are expressed.

Teacher. Have you had any difficulty completing this exercise?

Student. Yes, we still need to practice.

Teacher. Don't forget to evaluate yourself. Now, to consolidate our knowledge, let’s work in groups. Don't forget about the group rules

Cards number 1 are on the tables. Complete the following task.

Card No. 1

Complete the text with one or two exclamatory sentences

Teacher. Read how you completed this task.

Student. And I would add such suggestions. Autumn time- eye-catching charm.When you go outside you see beautiful warm colors: yellow, orange, red! You smell the freshness, so attractive!

Teacher.Guys, what did we do?

Student.

August. Summer is leaving. For him last month autumn hid. The trees are still green, but somewhere in the thick of the foliage the first autumn leaf is already hidden.
While they were eating blueberries and currants, August colored the rowan berries. The singing does not stop in the heated grass. The most noticeable melody is the sound of a grasshopper. The green grass is becoming coarser. August is quiet, thoughtful and generous.

After that comes September. How beautiful autumn is! It evokes sadness about the passing summer. It's a pity! It's a pity! Summer has passed.in autumnWhen you go outside, you see beautiful warm colors: yellow, orange, red! You smell the freshness, so attractive!

Teacher. Have you experienced any difficulties?

Student. No, we worked as a team, prompted each other.

7. Self-monitoring with self-test against a standard .

Teacher. Are you confident in your skills?

Student. Yes.

Teacher. How to check?

Student. We can complete the task independently and test ourselves against the standard.

Teacher... Let's do exercise 174. Read the task

Student. Read an excerpt from V. Zheleznyakov’s story “Scarecrow.” What style of speech does the text belong to? As conveyed in the text emotional condition heroines?

Read the text.

Student. The text refers to the artistic style.

Student. In the text, the heroine’s emotional state is conveyed using exclamation marks and pauses.

Teacher. Right. Now write out the verbs denoting movement from the text.

Teacher. Guys, do morphemic and morphological analysis.

Two students go to the board. One performs morpheme parsing, other morphological

Teacher. What are your next steps?

Student. Let's conduct a self-test using the standard.

Reference

2) In the text, the heroine’s emotional state is conveyed using exclamation marks.

3) Rushed, flew, we'll leave, ran up, take off, rolled down

4) Quirky

When – prefix

miracle root

liv-suffix

o-suffix

whimsical is the basis.

1Their is a pronoun

2N.f-ikh

3 Morph Prize:

Post: possessive, plural,

Inconstant: in sentence. pad.

4The sentence is a definition: on the eaves of (whose?) them.

Jacket open

Naraspushku - adv., refers to noun,

N.F. - wide open

Morph prize:

Immutable;

Adverb of manner

A jacket (what kind?) wide open is a circumstance

Teacher. Raise your hands if you completed the task without errors.

What difficulties did you experience?

Student. I made a mistake in determining the types of sentences based on emotional coloring.

Teacher. What should we do?

Student. Correct errors yourself or use a standard.

Teacher. Well done. Put a “+” sign in the margin if you have no mistakes.

Teacher. You're probably tired, let's do some physical education.

Physical education minute.

And now I ask you to rise from your seats. Let's rest a little.

If the sentence is interrogative, you stretch.

Judge a man by his work.

A small deed is better than a big idleness.

Don’t take on your own business, but don’t be lazy about yours.

The day until the evening is boring if there is nothing to do.

What are the names of the above proposals?

What do these sentences teach us?

8. Stage of inclusion in the knowledge system and repetition.

Teacher. What new did you learn in the lesson?

Student. We learned about exclamatory and non-exclamatory sentences.

Teacher. Have we secured the new rule enough?

Student. Yes.

Teacher. Make up 2-3 exclamatory sentences based on the photo “Golden Autumn”.

Teacher. Read what you got.

Student. Oh how beautiful autumn is! It's a wonderful time! As A.S. wrote Pushkin: "It's a sad time! The charm of the eyes!

Student.Autumn is the brightest time that poets have sung about! The beauty of autumn nature is romantic! Oh how wonderful Golden time of the year!

9. Reflection stage .

Teacher. What was the lesson about and what did you learn during the lesson?

Student. Today we learned that there are types of emotional sentences that express feelings and emotions.

Teacher. What difficulties did we experience?

Student. They did not always correctly determine where to put the exclamation mark.

Teacher.What helped us overcome them?

Student. New rule: when communicating, we not only tell each other something, ask questions or make a request, but also express our feelings, emotions, and attitude to what is happening. In oral speech, our tone rises, and to show this in writing, an exclamation point is placed at the end of the sentence. Such sentences are called exclamatory sentences.

Teacher. What did you like about the lesson?

Student. I liked most of all describing the picture of I.I. Levitan. Admire the beauty of autumn. Express your emotional attitude towards nature.

Student. And I was interested in working with the algorithm. We received two algorithms and then created a common one, taking the best of the two obtained.

Student. I was interested in checking my work against the standard. I immediately saw my mistakes.

Teacher. There are self-assessment sheets on your desks, please fill them out and turn them in.

Homework .

Teacher. I offer a choice of three tasks that are projected on the screen.

1). For those who have mastered the topic “Types of sentences based on emotional coloring,” but are still in doubt, I suggest you complete the task on the card. Write out emotionally charged sentences.

Meanwhile, the dawn flares up; now golden stripes stretch across the sky, steam swirls in the ravines; The larks sing loudly, the pre-dawn wind blows - and the crimson sun quietly rises. The light will just flow in like a stream; your heart will flutter like a bird. Fresh, fun, loving! You can see far all around. There's a village behind the grove; there is another one with a white church further away, there is a birch forest on the mountain; Behind it is a swamp, where you are going... Lively, horses, lively! At a fast trot forward!.. Three versts left, no more. The sun is rising quickly; the sky is clear... The weather will be nice. The herd reached out from the village towards you. You climbed the mountain... What a view! The river meanders for ten miles, dimly blue through the fog; behind it are watery green meadows; beyond the meadows there are gentle hills; in the distance, lapwings hover screaming over the swamp; through the damp shine spilled in the air, the distance clearly appears... not like in the summer. How freely the chest breathes, how vigorously the limbs move, how the whole person grows stronger, embraced by the fresh breath of spring!

2).Whoever has mastered the topic, but cannot yet explain it to someone else, do exercise No. 175.

3) Anyone who has learned to identify types of sentences based on their emotional coloring and can explain the topic to a friend, say to yourself: “Well done!” and do creative work.Compose a memo using exclamatory sentences (3 – 5 exclamatory sentences) on the topic “How to behave at school!”

Thank you very much for a wonderful lesson! I hope you liked it and are satisfied. Goodbye!

§ 1 Proposals for the purpose of the statement

Studying a sentence, its structure and meaning is necessary not only in order to speak and write beautifully and correctly. By studying a sentence, we understand how we think, because... a sentence is a form of thought. This means that in order to be correctly understood, you need to accurately, without distortion, convey your thought to your interlocutor. To do this, you need to construct your sentence correctly. We will also need this knowledge when performing parsing offers.

We already know that when we speak or write, we set ourselves one of three goals: to report something, to ask about something, or to order, to advise someone to do something. Depending on the purpose of the statement, sentences can be narrative, interrogative or motivating.

It is not difficult to understand that a declarative sentence tells a story, i.e. talks about some object or event, sign or, for example, the feelings of the speaker or writer. Let's look at a few examples:

Using declarative sentences, you can compose a small coherent text or a whole story. But the work will turn out more vivid and “come to life” if you add interrogative and incentive sentences to it!

As we understand from the name, interrogative sentences must contain a question. The question is included in the sentence different ways. For example, only using intonation and the corresponding sign on the letter:

Such a sentence can easily be turned into a narrative one by changing the intonation:

An interrogative sentence may contain the particle “whether” and reverse order words:

In addition, interrogative sentences often use particles like, really, or interrogative pronouns and adverbs: who, where, why, etc.

The main purpose of an interrogative sentence is to obtain some information from the interlocutor. For example, the sentence “When is your birthday?” requires a specific answer. But the sentence may contain the so-called a rhetorical question, i.e. a question that does not require an answer. For example: :

Or a warning question, a threat:

Incentive sentences can also contain some specific (i.e. special) elements:

Verb in one of the moods: Sing, little light, don’t be ashamed! (I.A. Krylov); or Let's go for a walk, mom! They should bring a textbook!

Verb in indefinite form: Stand! Hands up!

The conjunction so that at the beginning of the sentence and the verb in the past tense with the particle not: So that this does not happen again! In some sentences, the particle cannot but mean negation. Compare, for example, two sentences: Didn't you buy milk? and Did you buy milk? Their meaning is the same.

Sometimes nouns, adverbs, and interjections are also used. For example, in sentences such as: Silence! Quiet! or Shh!

Incentive offer pronounced with a special motivating intonation, which is often reflected in writing using an exclamation mark. Sometimes in speech we use interrogative and incentive sentences. For example: Will you give me his phone number?

§ 2 Types of sentences by emotional coloring

Sentences are also divided according to emotional coloring. There are exclamatory and non-exclamatory sentences. Non-exclamatory sentences do not have a special intonation or special words. But exclamatory sentences can contain words such as what for, which, like some others. Such sentences are pronounced with an exclamatory intonation; we put an exclamation mark at the end of the letter.

For example: What a beautiful day! What's the weather like today?

or: She draws so wonderfully!

§ 3 Brief summary on the topic of the lesson

Depending on the purpose of the statement, narrative, interrogative or incentive sentences are used in speech. These sentences may differ from each other not only in purpose or intonation, but also in their structure.

Declarative sentences are characterized by calm intonation; in writing, we put a period at the end of such a sentence. In an interrogative sentence, a special interrogative intonation is used; pronouns (who, what, etc.), adverbs (why, where, etc.), particles (whether, isn’t) can be used. When writing, interrogative intonation indicates question mark at the end of the sentence. Depending on the intonation and forms of the words used, incentive sentences may contain an order, a request, advice, a plea, a warning. Often there is an exclamation point at the end of such sentences.

In terms of emotional coloring, sentences can be exclamatory or non-exclamatory. Exclamatory sentences can also have special words: which, how, what for, etc. Any of the sentences regarding the purpose of the statement can become exclamatory if the speaker gives his words additional emotionality.

Information about the purpose of the statement and emotional coloring is indicated in the characteristics of the sentence during its syntactic parsing.

List of used literature:

1. Ladyzhenskaya T.A., Baranov M.T., Trostentsova L.A. Russian language. 5th grade. – M.: Education, 2008-2012.
2. Goldin Z.D., Svetlysheva V.N. Russian language in tables. Grades 5-11: Reference manual. – M.: Bustard, 2000.
3. Stronskaya I.M. Handbook of the Russian language for students in grades 5-9. – St. Petersburg: Publishing House “Literature”, 2012.
4. Razumovskaya M.M., Lvova S.I., Kapinos V.I. and others. Russian language: Textbooks for grades 5, 6, 7, 8, 9. educational institutions/ Ed. MM. Razumovskaya, P.A. Lekanta, - M.: Bustard.
5. Nefedova E.A., Uzorova O.V. Rules and exercises in the Russian language. 5-8 grade. - “Aquarium” GIPPV, 1997.
6. Arsiriy A.T. Entertaining materials in Russian: Book. for students / Ed. L.P. Krysina - M.: Education, 1995.
7. Lesson-based developments in Russian language, 5th grade. Egorova N.V. – M.: Vako, 2013.
8. Russian language lessons. A manual for teachers for the textbook by S.I. Lvova. Vasiliev I.P. – M.: Mnemosyne, 2010.
9. Materials of the Unified Digital Collection educational resources http://school-collection.edu.ru

Types of sentences according to the purpose of the statement and emotional coloring.

Declarative sentence- it's such functional type sentences, the content of which is a message, a statement of the existence or non-existence of a particular state of affairs in objective reality. Declarative sentence characterized by a special intonation, suggesting an even decrease in tone after the final word.

Incentive offer– a functional type of sentence, the content of which is an expression of will, inducing the addressee to action. This sentence is characterized by a specific intonation, which varies depending on the type of incentive (order, request, advice, warning, etc.).

Incentive meaning is usually set in 3 types linguistic means:

a) forms of the imperative: Find a spatula, Sergeant! It is very important(V. Bogomolov); Go home and tell everything how it was(M.G.);

b) verbs indicative mood 1st person plural (in contact with the particle Let's and without it), using which the speaker invites the interlocutor to joint action:Let's ask you to play a waltz(V. Shukshin);

c) verbs of the indicative mood of the 3rd person singular and plural with a particle let, which impose on the addressee of the speech the obligation to extend his actions to a 3rd person or some object: Serpilin ordered not to wake up the regiment commander: Let him sleep, I can do without him(K. Simonov); - Let them feed command staff, - he said(V. Bogomolov);

In addition, infinitive forms with the meaning of order or prohibition are used: - We'll have a great lunch the old fashioned way... Serve! - he ordered Ilya(A. Chekhov); And you – stand on the porch and not move! And do not let anyone into the house from outsiders, especially merchants(N. Gogol).

Sometimes verbless constructions develop motivating meaning: Hammer! To Wall!, interrogative sentences: So what are you worth? (= Go!), indivisible interjection sentences: Shh! Out!

Interrogative sentence– a functional type of proposal that involves a request for information, i.e. encourages the addressee to provide new information about the situation. These sentences are characterized by a special intonation, as well as the presence of specialized question words - interrogative pronouns, adverbs, particles.

Distinguish interrogative-declarative sentences , which express the message in the form of negation: What kind of pride can there be in him? or statements: Yes, frankly speaking, who is not touched by art? Who doesn't it ennoble?(Ch.). Interrogative sentences addressed to the addressee not for an answer, but with an invitation to perform an action or with an order: Are we going to catch tits, uncle?(M.G.); Will you finally shut up?

Interrogative rhetorical sentences are not prompted to respond. They are addressed either to a non-person, or to an unspecified addressee, or to the speaker himself, and express thought, doubt, and the emotional state of the speaker: What does the coming day have in store for me?(P.); Work? For what? To be full?..(M.G.).

Exclamatory sentences– a functional type of sentence that has a special emotional connotation, i.e. conveying feelings of joy, surprise, admiration, bewilderment, contempt, anger, etc. All these meanings are expressed by special intonation, interjections, particles: Oh, how bitter you are, desperately, later, you need youth!(TV). All 3 types of sentences can be exclamatory. An exclamatory sentence is opposed to a non-exclamatory sentence.

Vocabulary work. Emotion is a mental experience, feeling. Emotional – 1) saturated with emotions, expressing them; 2) subject to emotions. Assignment: make up 2 phrases with the word emotion so that in the first the emotion word is the main word, and in the second it is the dependent word.

Abstract. Types of sentences by emotional coloring Exclamatory sentences, in which ... are expressed ... -pronounced ... -at the end of the sentence ... is placed Non-exclamatory sentences, in which ... are not expressed - they are pronounced ... - at the end of the sentence they put ...

Abstract. Types of sentences by emotional coloring Exclamatory - sentences in which any feelings are expressed - are pronounced with emotional intonation-placed at the end of the sentence! Non-exclamatory - sentences in which no feelings are expressed - pronounced without emotion - placed at the end of the sentence. ?

Assignment: write down the sentences, put a completion mark at the end, determine the type of sentence based on the purpose of the statement and the emotional coloring. 1. Where does the snow come from at this time 2. It’s good in the forest 3. On long years I remember the farewell cry of beautiful birds 4. Don’t ruin anthills 5. Listen to the phrase to the end
Independent work. Exercise Find the boundaries of sentences, put a completion sign. 2.Emphasis grammatical basis(subject and predicate). 3. Determine the type of sentences based on the purpose of the statement and the emotional coloring.