Lesson 3: how to distinguish dialogue from monologue. Punctuation marks in dialogue

Lesson 3. Howdistinguishdialoguefrommonologue?

Goals: introduce terms dialogue And monologue", develop the ability to formulate dialogue.

Planned results: students will learn to distinguish between dialogue and monologue; collaborate with classmates to complete educational task; argue your position; evaluate actions from the point of view of generally accepted rules of “good”, “safe”, “beautiful”, “correct” behavior.

Lesson progress

I. Organizational moment

II. Updating knowledge Spelling minute

(Writing on the board.) Wolves are prowling, looking for food.

Read it. Tell me, is this a sentence or a group of words? (The sentence because it makes sense. We understand that it talks about wolves. The sentence is written with capital letters, there is a period at the end.)

Write down the proposal. Underline the spellings in the sentence.

What rule do you need to remember to correctly write words with spelling patterns? (SCHU "write with the letter U.)

What similar rule do you know? ( Write CHU with the letter U.)

Name more words that have this spelling. Write down three words. Underline the spelling.

III. Self-determination for activity

Compare the two types of speech.

1) -Why are you so gloomy?

The caftan was burned.

How big is the hole?

One gate remains.

2) I burned through the caftan so that only one collar remained.

How are they similar? How are they different? (They are similar in that they talk about the same thing. They differ in that in the first version one person asks and the other answers. In the second version one person tells.)

IV. Work on the topic of lesson 1. Work from the textbook

Open the textbook on p. 10 and read what the conversation of two persons is called and what the speech of one person is called.

What question should we answer at the end of the lesson? (How

distinguish dialogue from monologue?)Ex. 6 (With.10-11).

Read the assignment.

What is the name of the fairy tale? (“Terem-teremok”^)

Prove that this is a dialogue. (Two people speak characters A.)

Who's asking? (Jumping flea.)

Who is responsible? (Burn fly.)(Reading in pairs.)

Who guessed what the “-” sign is used for? (Separates the words of each speaker.)

Read what you need to pay attention to.

Write down the dialogue. Find words with the spelling “Combinations ZHI and SHI.” Indicate the spelling.

Which words have the spelling underlined? (Lives, lives.) Ex. 7 (p. 11).

(Work in pairs: option I - Kolobok, option II - Fox. Then a dramatization of the fairy tale “Kolobok”.)

Read the information on the “Page for the Curious” yourself.

From what language did the words “dialogue” and “monologue” come to us?

What parts do they consist of and what do they mean? Ex. 8 (p. 12).

Read an excerpt from a fairy tale.

Is this a dialogue or a monologue? (Monologue, as one person speaks.)

To whom is the monologue addressed? (To the bird.)

Write down the first sentence with pronunciation.

2. Vocabulary Job

What “polite” word does Thumbelina say? (Goodbye.)

Why is the letter O highlighted? (We hear the sound [A], write the letter-voo.)

What is the closest word in meaning when we say goodbye? ("Goodbye".)

Write this word down.

Write down the words cognate words Goodbye. Emphasize the letter O. (Farewell, said goodbye, farewell.)

V. Physical education minute

The wind blows in our faces

(Wave your arms at yourself.)

The tree swayed.

(Swing left and right.)

The wind is quieter, quieter, quieter,

(Sit down.)

The tree is getting higher and higher.

(Stand on your toes and stretchup.)

VI. Consolidationstudiedmaterial

Ex. 9 (p. 12).

Read the task and say what you need to do in the exercise.

Read the text.

(The text is read by a student with good reading skills.)

What is this - dialogue or monologue? (This is a dialogue, three characters speak.)

How do you understand the last remark? (You can’t reproach, you shouldn’t be greedy and offend a person.)

Write her off. ---- .

VII. ReflectionEx. 10 (p. 13).

What drawing can be used to compose a monologue? (According to the second picture: one hare is bragging, the others are listening.)

What picture can be used to create a dialogue? (According to the first picture, since two people are talking: Kolobok and the Wolf.)

(The first row makes up a dialogue for the first picture, the second row makes up a monologue for the second picture, the third row prepares an answer to the question: in what cases do we use dialogue in speech, and in what cases do we use monologue? Children read out 2-3 answers from each row. The teacher evaluates the answers.)

VIII. Summing upresultslesson

How to distinguish a dialogue from a monologue? (IN oral speech: if two or more characters speak, it is a dialogue. In written language, dialogue can be distinguished by the dash that separates the words of each speaker.)

Homemadeexercise

Execute exercise 11 (p. 14).

Monologue, monologue speech (from mono and Greek lygos - word, speech). A type of speech that is completely or partially unrelated (unlike dialogic speech) to the speech of the interlocutor in the content and structural context.

Dialogue speech - a genre consisting of a regular exchange of utterances-replicas, on linguistic composition which are influenced direct perception speech activity speaker interlocutor.

The structure of the communication process.

The structure of communication can be characterized by distinguishing three interrelated aspects in it: communicative, interactive and perceptual.

Communication side communication consists of the exchange of information between communicating individuals. Involves the use of means of communication, divided into verbal and non-verbal. In addition, it is also characterized by a certain structure.

During an act of communication, there is not just a movement of information, but a mutual transfer of encoded information between two individuals - the subjects of communication. Therefore, communication can be schematically depicted as follows: S S. Consequently, there is an exchange of information. But people do not just exchange meanings, they strive to develop general meaning. And this is only possible if the information is not only accepted, but also comprehended.

Communicative interaction is possible only when the person sending information (communicator) and the person receiving it (recipient) have a similar system of codification and decodification of information. Those. “everyone must speak the same language.”

In the context of human communication, communication barriers may arise. They are social or psychological in nature.

The information itself emanating from the communicator can be motivating (order, advice, request - designed to stimulate some action) and stating (message - takes place in various educational systems).

3 – b) Means of communication.

For transmission, any information must be appropriately encoded, i.e. it is only possible through the use sign systems. The simplest division of communication is verbal and non-verbal, using different sign systems.

Perceptual side communication means the process of perception, knowledge of each other by communication partners and the establishment of mutual understanding on this basis.

Interactive side communication is the exchange of not only knowledge, ideas, but also actions. This is an interaction between people that involves a certain form organizations joint activities(agreement, adaptation or competition, conflict). This is a characteristic of those components of communication that are associated with the interaction of people, with the direct organization of their joint activities. There are two types of interactions - cooperation and competition. Cooperative interaction means Coordination of forces of participants. Cooperation is a necessary element of joint activity and is generated by its very nature. Competition – one of its most striking forms is conflict.

Dialogue – is a conversation between two or more persons, a form of speech consisting of an exchange of remarks. The main unit of dialogue is dialogical unity - a semantic (thematic) unification of several remarks, which is an exchange of opinions and statements, each subsequent of which depends on the previous one.

Pay attention to the sequential connection of the replicas forming a dialogical unity in following example, where the question-and-answer form assumes a logical progression from one topic addressed in the dialogue to another. (Excerpt from the book “Home Lab”):

Rod tried to express the idea of ​​equipping a home chemical laboratory in the most decisive manner.

- “That’s the only thing we lacked in the apartment,” my mother said sternly. After a short pause, she explained: “Chemistry is stinking gases, explosions, fires and toxic chemicals.”

Ruth, the younger sister, realizing that “chemistry” was an interesting thing, happily clapped her hands.

Dad, as always, took a neutral position and buried his face in the newspaper. True, after a minute he looked out from behind the sheet and said:

- Your proposal, Rod, needs to be carefully thought through and discussed.

Rod was supported by Pal, a student at the Faculty of Chemistry and Biology of the Pedagogical University:

- It is quite difficult to equip a real chemical laboratory at home. This requires a separate room, sophisticated equipment, utensils, chemical reagents and much more. However, setting up a small corner for a young chemist is not difficult.

- If mom allows it,” Pal continued, “we’ll do it.” workplace on the balcony. We will hang an old kitchen cabinet on the wall for reagents and utensils. Instead of a chemistry table, you can put a bedside table.

In this example, we can identify several dialogic units united by a common theme. Dialogical unity is ensured by the connection of various kinds of replicas (formulas speech etiquette, question - answer, addition, narration, distribution, agreement - disagreement).

There are three main types of interaction between dialogue participants: dependence, cooperation and equality. Let's show this with examples.

The first example is a dialogue between a teacher and a student while checking homework:

The teacher calls the student (who, as it turns out later, has not learned the lesson) to the board:

- Kolya, go to the board and write down the reaction equations characterizing the properties of sulfuric acid.

- I didn't learn my lessons today.

- When will you, Sidorov, come to your senses? Sit down two!

The second example is a conversation between two teachers - an example of a dialogue according to the type cooperation(both teachers are concerned about student Sidorov’s poor academic results and are trying to resolve the problem through joint efforts):

- Sidorov again refused to answer at the blackboard today. How to make him study normally?

- You can talk to his parents.

- Ah, it seems to me that we need to interest him in a little creative project. Then, after completing the project, praise him in front of everyone and set him up for further studies in the right direction.

The third example of dialogue represents dialogue-equality, when participants in a dialogue conduct a conversation that is not aimed at achieving any specific result (as, for example, in the previous dialogue):

- What experiments are best used to study the rate of a chemical reaction?

- Here you can show what factors affect speed.

- Yes, but I don’t have all the reagents that are recommended in the methodological literature.

Dialogue is considered as the primary, natural form of speech communication, therefore, as a form of speech, it has received its greatest distribution in the field of colloquial speech, however, the dialogue is also presented in school, scientific, journalistic, artistic and official business speech.

In dialogic speech the so-called universal principle of saving means of verbal expression. This means that participants in a dialogue in a specific situation use a minimum of verbal, or verbal, means, replenishing information not expressed verbally through non-verbal means of communication - intonation, facial expressions, body movements, gestures. However, in order to develop students’ speech at school, the teacher should still use complete sentences, and demand from students, if possible, complete answers to the questions posed.

The main forms of dialogue in school are various types of conversation.

Monologue can be defined as a detailed statement by one person.

A monologue is characterized by relative length (it can contain parts of the text of varying length, consisting of structurally and meaningfully related statements) and a variety of vocabulary. The topics of the monologue are varied and can change freely as it unfolds.

There are two main types of monologue. Firstly, monologue speech is a process of purposeful communication, conscious appeal to the listener and is characteristic, first of all, of the oral form book speech: oral scientific speech (for example, an educational lecture or report), judicial speech and oral public speech. Most full development the monologue was received in artistic speech.

Secondly, a monologue is a speech alone with oneself, i.e. a monologue may not be directed to a direct listener (this is the so-called “ internal monologue") and, accordingly, is not designed for the response of the interlocutor.

A monologue can be either unprepared, spontaneous, which is typical primarily for the sphere of spoken language, or prepared, thought out in advance.

According to the purpose of the statement, monologue speech is divided into three main types: informational, persuasive and stimulating.

Information speech serves to transfer knowledge. In this case, the speaker must, first of all, take into account both the intellectual abilities of listeners to perceive information and cognitive abilities.

Varieties of informational speech include teacher explanations, lectures, messages, and reports.

Let us give an example of a teacher’s informational speech when studying the topic “Ammonia”. Teacher : Both aqueous ammonia and ammonium salts contain a complex ion - ammonium cationNN 4 + , playing the role of a metal cation. It is obtained due to the fact that the nitrogen atom, having a free (lone) electron pair, can form another additional covalent bond with a hydrogen cation, which passes to ammonia from acid or water molecules. Such a bond is called a donor-acceptor bond.

Write down the diagram formation of a donor-acceptor bond using the example of ammonium ion (slide):

Persuasive speech addressed primarily to the emotions of the listener. In this case, the speaker must take into account his sensitivity. As an example I will give introductory remarks teachers when studying the topic “Ammonia”.

Teacher: Guys, you probably know that the state's strategic food reserves in case of emergencies are stored in huge refrigerated warehouses. Ammonia is used as a refrigerant. Ammonia is the most important nitrogen compound, which has wide practical applications in other industries, in medicine and even in everyday life. Therefore, every literate person should know the properties of this substance and be able to use it in practice. Write down the topic of the lesson:"Ammonia. Ammonium salts."

Motivational speech is aimed at inducing listeners to various kinds of actions. At school this type of speech has special meaning, since teachers at almost all stages of the educational process encourage students to take specific actions.

As an example, I give the teacher’s phrases when summing up the explanation and consolidation of knowledge in the lesson.

Teacher: -Write down the formulas of the following substances: ammonium sulfate, ammonium phosphate, ammonium hydrogen phosphate, ammonium dihydrogen phosphate.

- Write down the reaction equations for the following transformations: Nitrogen→ ammonia → nitrogen monoxide→ nitrogen dioxide→ nitric acid→ Ammonium nitrate.

A teacher’s monologue in a lesson is a form of speech that always strives for dialogue; in this regard, any monologue can have means of its dialogization, for example, appeals, rhetorical questions, a question-and-answer form of speech, i.e. everything that can increase communicative activity students, evoke their response, activate thinking and attention.

Let's consider the features of constructing a monologue speech of a chemistry teacher when explaining new material using a specific example (suggested student answers are given in parentheses and underlined).

Teacher: First of all, let's study the structure of the ammonia molecule NH 3 , which consists of nitrogen and hydrogen atoms.

Once again, look at the diagrams of the structure of an atom and a nitrogen molecule (drawn in your notebook in the last lesson).

- How many electrons are contained in the outer energy level nitrogen atom? (Five ).

- Name the number of valence electrons taking part in the formation chemical bond in a nitrogen molecule. (Three electrons ).

Let's consider the electronic structure of the ammonia molecule(slide ).

Write the diagram in your notebook:

- What type of chemical bond is in the ammonia molecule? (Covalent polar bond ).

- To which atom in the ammonia molecule will the electron density be shifted and why? (Three common electron pairs are shifted towards the more electronegative nitrogen atom; as a result of the displacement of electron pairs, a polar covalent bond appears ).

Thus, monologue and dialogue are considered as two main types of speech, differing in the number of participants in the act of communication. Dialogue as a way of exchanging thoughts between communicants in the form of replicas is the primary, natural form of speech, in contrast to a monologue, which is a detailed statement by one person. Dialogue and monologue speech can exist both in written and oral form, but written speech is always based on monologue, and oral speech is always based on dialogic.

Lesson 3. How to distinguish a dialogue from a monologue?

Goals: introduce termsdialogue Andmonologue", develop the ability to formulate dialogue.

Planned results: students will learn to distinguish between dialogue and monologue; cooperate with classmates in completing a learning task; argue your position; evaluate actions from the point of view of generally accepted rules of “good”, “safe”, “beautiful”, “correct” behavior.

Lesson progress

I. Organizational moment

II. Updating knowledge Spelling minute

(Writing on the board.) Wolves are prowling, looking for food.

- Read it. Tell me, is this a sentence or a group of words?(The sentence, because it makes sense. We understand that it talks about wolves. The sentence is written with a capital letter, there is a period at the end.)

- Write down the proposal. Underline the spellings in the sentence.

- What rule do you need to remember in order to spell words correctly?(SCHU "write with the letter U.)

- What similar rule do you know? (Write CHU with the letter U.)

- Name more words that have this spelling. Write down three words. Underline the spelling.

III . Self-determination for activity

- Compare the two types of speech.

1) -Why are you so gloomy?

The caftan was burned.

- How big is the hole?

- One gate remains.

2) I burned through the caftan so that only one collar remained.

- How are they similar? How are they different?(They are similar in that they talk about the same thing. They differ in that in the first version one person asks and the other answers. In the second version one person tells.)

IV. Work on the topic of lesson 1. Work from the textbook

- Open the textbook on p. 10 and read what the conversation of two persons is called and what the speech of one person is called.

- What question should we answer at the end of the lesson?(How

distinguish dialogue from monologue?) Ex. 6 (With. 10-11).

- Read the assignment.

- What is the name of the fairy tale?(“Terem-teremok”^)

- Prove that this is a dialogue.(Two characters speak.)

Who's asking?(Jumping flea.)

Who is responsible?(Burn fly.) (Reading in pairs.)

- Who guessed what the “-” sign is used for?(Separates the words of each speaker.)

- Read what you need to pay attention to.

- Write down the dialogue. Find words with the spelling “Combinations ZHI and SHI.” Indicate the spelling.

- Which words have the spelling underlined?(Lives, lives.) Ex. 7 (p. 11).

(Work in pairs: optionI- Kolobok, optionII- Fox. Then a dramatization of the fairy tale “Kolobok”.)

- Read the information on the “Page for the Curious” yourself.

- From what language did the words “dialogue” and “monologue” come to us?

- What parts do they consist of and what do they mean?Ex. 8 (p. 12).

- Read an excerpt from a fairy tale.

- Is this a dialogue or a monologue?(Monologue, as one person speaks.)

- To whom is the monologue addressed?(To the bird.)

- Write down the first sentence with pronunciation.

2. Vocabulary Job

- What “polite” word does Thumbelina say?(Goodbye.)

- Why is the letter O highlighted?(We hear the sound [A], write the letter-voo.)

- What is the closest word in meaning when we say goodbye?("Goodbye".)

- Write this word down.

- Write words related to the wordGoodbye. Emphasize the letter O.(Farewell, said goodbye, farewell.)

V . Physical education minute

The wind blows in our faces

(Wave your arms at yourself.)

The tree swayed.

(Swing left and right.)

The wind is quieter, quieter, quieter,

(Sit down.)

The tree is getting higher and higher.

(Stand on your toes and stretch up.)

VI . Reinforcing the material learned

Ex. 9 (p. 12).

- Read the task and say what you need to do in the exercise.

- Read the text.

(The text is read by a student with good reading skills.)

- What is this - dialogue or monologue?(This is a dialogue, three characters speak.)

- How do you understand the last remark?(You can’t reproach, you shouldn’t be greedy and offend a person.)

- Write her off. ---- .

VII . Reflection Ex. 10 (p. 13).

- What drawing can be used to compose a monologue?(According to the second picture: one hare is bragging, the others are listening.)

- What picture can be used to create a dialogue?(According to the first picture, since two people are talking: Kolobok and the Wolf.)

(The first row makes up a dialogue for the first picture, the second row makes up a monologue for the second picture, the third row prepares an answer to the question: in what cases do we use dialogue in speech, and in what cases do we use monologue? Children read out 2-3 answers from each row. The teacher evaluates the answers.)

VIII . Summing up the lesson

- How to distinguish a dialogue from a monologue?(In spoken language: if two or more characters speak, this is a dialogue. In written language, dialogue can be distinguished by the dash that separates the words of each speaker.)

Homework

Execute exercise 11 (p. 14).

6. Read it. Name the fairy tale and its characters.

Terem-teremok! Who lives in the mansion?
- I, a bitter fly, and who are you?
- And I’m a jumping flea.
- Come live with me.

• Prove that you have read the dialogue. Which fairy-tale heroes participate in the conversation? Who asks and who answers?
• Read the role-play dialogue with a classmate.
• Guess what role the dash (-) sign plays in dialogic speech.
• Write down the dialogue. Check what you have written.

Pay attention! What happens in the dialogue change of statements two speakers. Each such statement is called replica. In written speech, the words of each participant in the conversation are written on a new line and preceded by a dash (-).

7. Remember the dialogue from the fairy tale “Kolobok”, which takes place between Kolobok and the Bear or between Kolobok and the Fox.

• Prepare to act out this dialogue.

Page for the curious

About the origin of words

Some words came into the Russian language from other languages: from Latin, Greek, French, German, etc. And very often the meaning of a word becomes clearer if you know its origin.

The words dialogue and monologue came to us from Greek language. Logos in Greek means “word, speech”, dia means “two”, mono means “one”. Therefore, the word dialogue can be translated as “speech of two,” and monologue as “speech of one.”

8. Read the lines from G. H. Andersen’s fairy tale “Thumbelina.”

Goodbye little bird! Goodbye! Thank you for singing to me so wonderfully in the summer, when all the trees were so green and the sun was warming so nicely!

• Is an excerpt from a fairy tale a dialogue or a monologue? Prove it. Who is giving the speech? Who is it addressed to?
• Write down the first sentence. Find the goodbye word and underline it. Choose a word that is close in meaning to it.
• Write out the “polite” word from the text. When do they say that? What other “polite” words do you know?

pr O shai

9. Read the lines from V. Oseeva’s story “Blue Leaves.”

Why, Lenochka, are the leaves on your trees blue?
- There is no green pencil.
- Why didn’t you take it from your girlfriend?
- I gave it to her, but she doesn’t take it.
- You have to give so that you can take.

• Did you read the dialogue or monologue? Explain your answer.
• Who's talking to whom? How do you understand the meaning of the last sentence?
• Prepare for expressive reading dialogue.
• Write down the last line.

10. Look at the pictures.

• Which drawing can be used to compose a monologue, and which can be used to create a dialogue? Compose text based on any picture. Get ready to tell it.
• Discuss: in what cases did you use dialogue in your speech, and in what cases did you use monologue?

11. Prepare a dialogue-conversation on the topic “Talking on the phone” or a story-monologue on the topic “What I especially remember during the summer holidays.”