Teacher of Russian language and literature

highest category Stepanova Zh.A.

(Nizhny Novgorod )

Language Arts Lesson

“The role of one-part sentences in a literary text”

(using the example of Russian romances).

“The leading principle for active language acquisition should be meaning,” argued L.V. Shcherba. Therefore, in my opinion, the main principle when studying any linguistic unit should be semantic, that is, finding out the meaning that all units of language, including single-component sentences, have. The proposed lesson was developed and taught on the basis of teaching materials in the Russian language for grade 8, edited by S.I. Lvova as a general lesson on the topic “One-part sentences” (§§25 - 30). The Russian language course in the 8th grade begins with a comprehensive repetition of the functional varieties of the language at all levels: scope of application, task of speech style, stylistic and genre features, linguistic means. It is advisable to turn to stylistics when studying subsequent language material to deepen the knowledge already acquired. For example, one-part sentences are widely used in different styles of speech. Identifying what additional meanings these language units bring to speech when they are used becomes the content of this literature lesson.

This training session is also relevant in preparation for the State Examination in the Russian language for assignmentsB3, B6 Andpart C . The students’ task when completing part C is to write an essay-argument in a scientific or journalistic style, revealing the topic onlinguistic material : “The graduate must use the knowledge acquired in the process of studying the Russian language, operatelinguistic concepts , as well as specify your own judgments using arguments from the source text. The level of judgments and arguments presented -theoretical (based on knowledge, with generalizations and conclusions, with the correct use of linguistic concepts and terms).” The proposed lesson helps to systematize and deepen both theoretical information and practical skills on the topic “One-part sentences.”

Lesson objectives:

Educational:

Updating knowledge about one-part sentences;

Expanding the linguistic competence of students using the example of the functioning of one-part sentences in a literary text;

Educational:

Development of skills in using synonymous syntactic constructions;

Development of skills in making judgments on a linguistic topic;

Development of language reflection skills;

Educational:

Fostering love for the native language and native culture;

Formation of aesthetic tastes and needs of students;

- nurturing tolerance and communication skills in the process

group work;

Lesson equipment:

computer, multimedia projector, screen, handouts and multimedia presentation on the topic of the lesson.

Lesson type : cognitive type lesson;

During the classes:

Preliminary homework: comment on the statement

K.G. Paustovsky “You can create miracles with the Russian language.”

1. Leading dialogue:

I.S. Turgenev argued that the Russian language is “great, rich, powerful.” He is echoed by another master of the Russian word - K.G. Paustovsky, who believed that “you can do miracles with the Russian language.” These words of the writer will be the epigraph to our lesson. Comment on Paustovsky's statement.

2. Based on the students’ answers, the goal of the lesson is formulated: today in the lesson we will try to create linguistic miracles, and the subject of these miracles also lies in the proposal of K.G. Paustovsky. Give a full description of this proposal.

Let’s clarify the purpose of the lesson: linguistic miracles that one-part sentences create.

3. Formulate the topic of the lesson: “The role of one-part sentences in a literary text.”

4. Updating students’ knowledge - independent work:

Match:

A. Definitely personal. 1. A mighty, dashing tribe...

B. Vaguely personal.2. Wait a minute, brother monsieur!

IN. Generalized-personal.3. They built a redoubt.

G. Impersonal.4. You will never see such battles.

D. Nominal.5. Our ears are on top of our heads.

E. Two-part.6. Don't you dare, commanders?

AND. Two-part incomplete. Aliens tear up their uniforms

About Russian bayonets?

7. While there is life there is hope.

Peer review of work by students.

5. Our linguistic wonders we arewe start withlinguistic experiment. Exercise : replace one-part sentences with synonymous onessyntacticdesigns:

Here is this blue notebook with my children's poems.

I know that in the evening you will leave the ring road...

So they brought Gerasim to Moscow, bought him boots, sewed him a caftan for the summer, a sheepskin coat for the winter, gave him a broom and a shovel and assigned him to be a janitor.

I wanted to pick this burdock...

D composite :

In front of me lies my blue notebook with my children's poems.

I know that in the evening you will leave the ring road...

The servants brought Gerasim to Moscow, bought him boots, sewed him a caftan for the summer, a sheepskin coat for the winter, gave him a broom and a shovel and appointed him a janitor.

I decided to pick this burdock...

Conclusion from the experiment: what do one-part sentences bring to literary speech?

- Nominal : descriptiveness, laconicism and capacity;

- Definitely personal : lively intonation, close to colloquial speech;

- Vaguely personal : active character, dynamism, verbosity;

- Impersonal : involuntariness, spontaneity, uncertainty of speech;

6. Linguistic research: For this task, students are offered a genre that they were not familiar with in detail in literature lessons. Listening to I. S. Turgenev’s romance “Foggy Morning...”

Determine the genre of the work performed.

Determine the genre features of the romance:

content – ​​emotional experiences;

the presence of two lyrical heroes;

presence of an addressee, dialogical nature;

intimacy, intimacy;

7. Work in groups: linguistic express analysis of the texts of Russian romances (handouts on desks and in presentations on the screen).

1 group.

It’s solemn and wonderful in heaven! Exercise :

The earth sleeps in a blue radiance. 1.Find monocomponents

Why is it so painful and so difficult for me? proposals and determine

Am I waiting for what? Do I regret anything? type.

M.Yu. Lermontov. 2. Why in the texts of romances

Both sweet and painful... this type is often found

And the insane trembling subsided; suggestions?

And the heart is easy and at peace...

The words would flow so freely

But there is no one to listen to them -

Both sweet and painful!

E.P. Rostopchina

Both quiet and clear

And it smells like lilacs,

And somewhere a nightingale is ringing.

And it blows dreamily

Sweet laziness

From these wide alleys.

K.P. Medvetsky.

2nd group . Exercise:

You can’t say a word... 1. Find one-component

Numb... timid... trembling... sentences and define

The soul, cursing the shackles, their type.

Everything in the speech would be ready to pour out... 2. How is this type of sentence connected?

But you just look and remain silent - with the content of a romance?

No power, no word!.. 3. To what extent are these sentences

E.P. Are Rostopchin common in romances?

Guess it, my dear,

Why am I so sad

And I always sit alone

At the squinting window?

Why with such care?

Do I wait for something every day?

Every day I'm looking for something

And I can’t find something?

E. Krause.

Don't wake up, don't wake up

Of my madness and frenzy,

And fleeting dreams

Don't return, don't return!

D. Davydov.

3rd group.

I hear the lark's songs, I see centuries-old oaks,

I hear the trill of a nightingale... And over there is a pine forest.

This is the Russian side. These are native signs,

This is my homeland. This is the vastness of the motherland!

I see wonderful freedom, I see giant mountains,

I see fields and fields... I see rivers and fields,

This is Russian expanse, These are Russian paintings,

This is Russian land!.. This is Russian beauty!

I hear the songs of the round dance, I see the thrill of life everywhere,

The sonorous tramp of a trepak. Wherever I cast my gaze,

This is the joy of the people, This is the motherland

This is a man's dance!.. Endless space!

I come to life again in spirit,

I'm cheerful again, I'm happy

Exercise: And I involuntarily feel

The power of a hero is in the heart!

F.P. Savinov.

1. Find one-part sentences and determine their type.

2.Why is this type of sentence often found in the texts of romances?

4th group. Exercise:

We rode on a troika with bells, 1. Find one-part sentences

And in the distance flashed lights... and determine their type.

Oh, I wish I could follow you now 2. Why are these sentences less common?

I would like to dispel my soul from melancholy. found in romances?

K. Podrevsky

I don't care if I have enemies,

I have been accustomed to slander for a long time.

Let them scold, let them laugh,

I don't care!

E.P.Rostopchina

5 group. Exercise:

The cries of the snow-white gull, 1. Find one-part sentences and

The smell of sea and pine, determine their type.

Incessant, serene, 2. For what purpose are these proposals met?

The splash of a thoughtful wave. enjoy romances?

In a pink-crystal haze

Dying sunset

The first sad star

Golden distant look

A wonderful month, full of affection,

In its royal splendor...

Z.D. Bukharov

"Nocturne"

Beautiful day, happy day,

And the sun and love!

A. Delvig

Fire, blue,

Like azure, like turquoise,

The bliss is full, alive,

Sparkling eyes!

S. Lyubetsky.

8. Conclusion of linguistic research:

What one-part sentences are practically never found in Russian romances and why? (Generalized personal sentences, since romance is a very personal, chamber genre).

What is the role of one-part sentences in artistic speech?

Impersonal designs convey the complex feelings of a person, his state of mind. The author's self is hidden behind the impersonal form that makes the narrative lyrical;

Definitely personal proposal emphasizes the action - enhances the meaning of the predicate, which reflects the state of the person;

In vaguely personal sentences the subject is relegated to the background. Such emphasized verbality makes this type of sentences rarely used in the texts of romances;

Name sentences perform a visual function. Naming objects, coloring them with various definitions, poets depict the state of nature, describe the external and internal state of a person, and evaluate the world around them.

Thus, exploring the role of one-part sentences in artistic speech, we saw how bright and expressive means one-part sentences are and how poor the Russian language would be if it were not for these syntactic constructions in our language.

9. Final stage.

- Homework is to write an artistic miniature (either in prose or poetry) using one-part sentences.

In conclusion, another musical gift - a romance by D. Davydov

"Don't wake up..."

Throughout the study, I tried to show the role of one-part sentences in spoken and written speech. The significance of such sentences is great because they are used in all styles and types of speech, giving the text laconicism, emotionality, brevity, dynamics, and making it possible to avoid unnecessary repetition of pronouns. Generalized personal sentences emphasize the commonality of all people in the world as a whole, as they unite them as equals, addressing them with teachings, proverbs, and aphorisms. The most common are impersonal sentences, without which we simply cannot express our thoughts and feelings. Such sentences vividly characterize the state of nature or a person, describe the landscape clearly and simply, specifically, laconically indicate what is or what is not. Denomination sentences help to bring the author’s intention to the very depths of our soul, highlighting some specific objects from the surrounding picture; it is with the help of them that we imagine the action in the form of a movie with changing frames. Without one-part sentences, speech would be too boring, simple and ugly. And they add imagery, expressiveness and emotionality, which helps to understand the author’s intention in books or in conversation.

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Project on the Russian language “Use of one-part sentences in speech”

The language of the people is the best, never fading and ever-blooming flower of their entire spiritual life... K.D. Ushinsky

Goal: to show all the richness and power of the Russian language using the example of one-part sentences Objectives: to learn to work with additional literature, with reference material, not just to memorize and reproduce knowledge, but to be able to apply it in practice, to express my own ideas in a creatively thought-out form that is convenient for me, to clearly see that give the language such important one-part sentences

Work plan: Research “The role of one-part sentences in speech” Script for a film episode based on the work of A.S. Pushkin “The Captain’s Daughter” Presentation of V. Serov’s painting “Girl with Peaches”

Study “The Use of One-Component Sentences in Speech” In one-component sentences, the grammatical basis consists of one main member, and the second main member is not needed to understand the meaning of the sentence or cannot exist at all. It's a quarter to four. Four. We wait. Half past five... Five... Silence... Six, seven... Dawn. N. Nekrasov All sentences in this text are one-part. According to the form of the main member, one-part sentences are divided into two main groups: with the main member - the predicate, with the main member - the subject.

Definitely personal sentences Definitely personal sentences are one-part sentences with a predicate - a verb in the form of the 1st or 2nd person of the indicative or imperative mood (I'm going, you're going, we're going, you're going; I'm going, you're going, let's go, let's go; go, go). Since the endings of verbs in these forms indicate quite clearly the subject (I, you, we, you), the subject is not necessary. For example: Endless Russia Why are you flying, swallow, to the window, Like eternity on earth! What, free, will you eat? You go, you go, you go, you go, A.A. Delvig Days and miles don't matter! I love a thunderstorm at the beginning of May... P.A. Vyazemsky F.I. Tyutchev The use of definitely personal one-part sentences gives the narrative greater dynamism, energy, brightness, accuracy, makes it more laconic, while sentences with pronouns are “speech more sluggish, calm, but no more clear.”

Indefinite-personal sentences Indefinite-personal sentences are one-part sentences with a predicate - a verb in the form of the 3rd person plural in the present and future tense and in the plural form in the past tense. One quiet, warm morning a letter was brought to the hospital. (A.P. Chekhov) What's new in the newspapers? (M.A. Sholokhov) Then they found him unconscious in the steppe. (M.Yu. Lermontov) They lit a fire on the shore, started cooking fish soup, and started singing. A haystack was placed near this aspen tree in the summer. (M. Prishvin) In vaguely personal sentences, attention is focused on a fact, event, action. The character remains either unidentified, or he is vague or unknown, and therefore it is impossible to indicate him. In either case, the sentence lacks a grammatical subject. In vaguely personal sentences, the author's actions are not as important as what is happening in the world around him. We can understand information about the character (or persons) only from the context or from the situation.

Generalized-personal sentences Generalized-personal sentences are one-part sentences without a subject with a predicate-verb that names an action related to any person. This type of sentence is general in nature. This meaning is conveyed by the 2nd person singular or plural verb forms. Generalized personal sentences are typical for proverbs, aphorisms, and for narratives with a generalized meaning. The special feature is the action taking place at any time without any restrictions. If you love to ride, love to carry a sleigh (proverb). Tears cannot help your grief (proverb). They don’t carry firewood into the forest (proverb) Generalized personal sentences are used when the author wants to emphasize a natural picture with a slow change of actions. They also reflect the feelings and thoughts of the author, his opinion towards the world around him. The reader empathizes with the hero, since he has fully become a participant in the actions of the work thanks to the use of generalized personal sentences.

Impersonal sentences Impersonal sentences are one-part sentences with a predicate in which there is not and cannot be a subject. For example: It was not light for a long time in the morning. (A. Platonov) And now you can’t hear the nightingale in the grove! (I.I. Kozlov) It froze in the evening. Impersonal sentences convey the state of nature (phenomena), the physical, internal state of a person (chilling, unwell). In such sentences, a subject is not needed, it is not even implied. In the main place there is only a verb expressing a state, a phenomenon. Very often, such sentences are found in colloquial speech in order to give the conversation a vernacular, especially when using the infinitive, which carries an emotional connotation. Therefore, such impersonal sentences are often found in slogans and in journalistic speech in order to give the text accuracy, conciseness and encourage active action. Artists of words turn to infinitive sentences as a means of creating a casually conversational coloring of speech and introduce them into dialogues and monologues rich in emotions.

Nominal sentences Nominal sentences are verbless one-part sentences in which the main member is expressed by a noun. For example: Forest. Tent. The splash of a river wave. (Yashin) Smoke from the fire. A pile of damp greatcoats. (Surkov) The greenery of the fields, the babbling of the groves, the trembling of the lark in the sky, the warm rain, the sparkling waters - having named you, what should I add? V.A. Zhukovsky Denominative sentences are used in fiction (poetry, prose), in newspaper and magazine essays, and articles. With their help, writers and journalists usually at the beginning of their works (or chapters, parts) very laconically and vividly draw the place and time of action, landscape, and setting. The author's skillful selection of nouns helps to clearly imagine the landscape drawn with words. For example, listing the objects flashing before the eyes makes it possible to imagine the picture as if in motion, reminiscent of film frames quickly replacing each other.

Conclusion: Throughout the study, I have tried to show the role of one-part sentences in spoken and written speech. The significance of such sentences is great because they are used in all styles and types of speech, giving the text laconicism, emotionality, brevity, dynamics, and making it possible to avoid unnecessary repetition of pronouns. Generalized personal sentences emphasize the commonality of all people in the world as a whole, as they unite them as equals, addressing them with teachings, proverbs, and aphorisms. The most common are impersonal sentences, without which we simply cannot express our thoughts and feelings. Such sentences vividly characterize the state of nature or a person, describe the landscape clearly and simply, specifically, laconically indicate what is or what is not. Denomination sentences help to bring the author’s intention to the very depths of our soul, highlighting some specific objects from the surrounding picture; it is with the help of them that we imagine the action in the form of a movie with changing frames. Without one-part sentences, speech would be too boring, simple and ugly. And they add imagery, expressiveness and emotionality, which helps to understand the author’s intention in books or in conversation.

Script for a film episode based on a chapter from A.S. Pushkin’s work “The Captain’s Daughter” Chapter II Leader Act 1 Road. The carriage was driving through thick fog; nothing was visible in the darkness. Snow is everywhere. Savelich sits on the control panel, quacking occasionally. Grinev. Well, well, Savelich! that's enough, let's make peace, it's my fault; I see for myself that I am guilty. Yesterday I misbehaved, and I wronged you in vain. I promise to behave smarter and obey you in the future. Well, don't be angry; Let's make peace. Savelich. Eh, Father Pyotr Andreich! I'm angry with myself; It's all my fault. How could I have left you alone in the tavern! What to do? I was confused by sin: I decided to wander into the sacristan’s house and see my godfather. That's it: I went to see my godfather and ended up in prison. Trouble and nothing more!.. How will I show myself to the eyes of the gentlemen? what will they say when they find out that the child is drinking and playing? Sad deserts crossed by hills and ravines. Everything is covered with snow. Sun at sunset. The carriage was traveling along a narrow road made by peasant sleighs...

“Girl with Peaches”... Famous painting by V. Serov... Cheerful, joyful mood... Bright, bright morning... Breakfast... Abramtsevo. A place near Moscow. The artist is visiting Savva Ivanovich Mamontov, a rich man who deeply understood and loved art. The owner of the house listened to the reason for the painter’s visit and gave advice: paint Verushka, my daughter. The girl was restless. She never wanted to pose, that is, sit in one position for a long time. “Try,” Savva Ivanovich assured, “you will succeed.” Verushka, cheerful and glowing, flew into the room, quickly telling some funny story. She sat opposite Serov. Fresh rosy face. Tanned hands. Black coal eyes. The girl stopped talking for a moment and just looked at the artist. It was in this state that Serov depicted her.

This work can be used as a visual aid when studying one-part sentences in the eighth grade. I believe that in my project I showed the role of one-part sentences in colloquial speech and in the works of writers and poets, giving them imagery, emotionality and expressiveness.

Organization of research activities of students in the Russian language lesson on the topic “One-part sentences.

The role of one-part sentences in speech"

Vasyuta Irina Vasilievna, MAOU Secondary School No. 4, teacher of Russian language and literature, Novy Urengoy, Yamalo-Nenets Autonomous Okrug

Subject (focus) lesson

Children's age 13-14 years old

Location Class

Goals:

1. Develop the ability to distinguish one-part sentences from two-part ones, distinguish one-part sentences by their meaning, structural features, and determine their role in speech.

2. Develop the ability to compose texts using one-part sentences, use one-part sentences in different styles of speech, use one-part and two-part sentences as syntactic synonyms.

During the classes.

In Russian language lessons, we continue to study simple one-part sentences, their composition, stylistic functions using examples of literary texts of Russian literature, as well as those created independently.

Motivation. Tasks for setting student personal goals.

Students are offered a questionnaire. “Why am I studying this topic, what results should I achieve?”

I am studying the topic in order to:

get a good grade;

learn to construct one-part sentences;

write a beautiful essay;

carry out research work on one of the types of one-part sentences;

to please the teacher;

learn to understand a literary text and the role of one-part sentences in it;

through your creative/research work, encourage your classmates to respect and take care of Russian literary art;

check whether I can do such creative work well;

your own answer.

2. Updating knowledge.

2.1. Blitz survey (“yes”, “no”)

Are definitely personal sentences two-part sentences?

Are these one-part sentences?

Do they need a subject?

Could 3rd person pronouns be subjects in indefinite sentences?

Could 1st and 2nd person pronouns be subjects in them?

Are the concepts related? impersonal verbs And impersonal offers?

Is it possible to restore the subject in impersonal sentences?

2.2. Parse sentences.

All around, gray clouds are floating towards a distant land with deep melancholy.

In a quiet slumber under the canopy I hear the whisper of the pine forest.

What style do the sentences belong to?

What is their theme?

How are they different from each other?

Announcing the topic of the lesson.

Work with text.

Autumn.

Lovely late autumn. It's a little chilly in the morning. But during the day the sun takes its toll. You walk along a bizarre motley carpet of multi-colored leaves, look at the clouds running across the sky and think, think...

Comprehensive text analysis.

Name the topic of the text.

What style does it belong to?

Explain spelling.

What sentences regarding the presence of main members in the grammatical basis are used?

Transform the text by adding a second main term to the grammatical basis.

Which text sounds more concise? More figurative? Why?

Work in groups. Study of given texts.

Purpose of use.

The attention in definite personal pronouns is focused on the action; they are often used in fiction, journalism, and colloquial speech. The use of definite personal sentences in speech, oral and written, makes it lively, relaxed, dynamic, and emotional. Vaguely personal sentences allow you to focus all attention on the nature of the designated activity, completely distracting from the question of the actors. With their help, only the manifestation of human activity is expressed. In this respect, they are opposed to impersonal sentences expressing the action of elemental forces. Impersonal sentences convey the state of nature, the state of man, the expression of desires, assumptions, orders, and the state of the environment.

Thus, one-part sentences are divided into several types according to the presence of the main member in the grammatical basis, according to stylistic and semantic functions. In order to correctly use one-part sentences in speech, it is necessary to study in more detail the types of one-part sentences.

Task for group No. 1.

5.1.Compare different editions of an excerpt from the poem “Vasily Terkin” by A.T. Tvardovsky. Draw a conclusion about which syntactic structure the author prefers? Why do you think? Underline the main terms in these sentences, determine how they are expressed.

Draft

To whom is life, to whom is death, to whom is glory.

At dawn the crossing began.

That shore was steep, like an oven,

And, gloomy, jagged, the Forest grew black high above the water,

The forest is alien, untouched.

And below them lay the right bank, -

The snow is rolled, trampled into the mud, Level with the edge of the ice.

Crossing

It started at six o'clock.

Final edition

Crossing, crossing...

Left bank, right bank,

The snow is rough, the edges of ice...

To whom is memory, to whom is glory,

Who wants dark water?

No sign, no trace...

Task for group No. 2.

Do the experiment. Take two identical indoor plants and water them throughout the experiment. Place one plant on the windowsill and the other in a dark place. After a few days, you will see that the leaves of the second plant have turned yellow.

Draw a conclusion from the experience.

(from a biology textbook)

Analyze one of the sentences: (The table is filled out on the interactive whiteboard, each group writes down a sentence)

Task for group No. 3.

Analyze the text. What sentences are most often used in it? Why? For what purpose? Underline the main terms in these sentences, determine how they are expressed.

Over the summer, a small rural school was renovated. The walls in the classroom were re-whitened, and they became so clean, fresh, without a single stain. We replaced the trim on the windows and made a new porch. Now it is called the tower.

(according to N. Nosov)

Analyze one of the sentences: (The table is filled out on the interactive whiteboard, each group writes down a sentence)

Task for group No. 4.

Analyze the text. What sentences are most often used in it? Why? For what purpose? Underline the main terms in these sentences, determine how they are expressed.

It's getting dark. There is no wind anymore. Tumbleweed bushes settled along the border. Now the plowmen can rest too. It’s good to lie on the edge of a transparent forest and look into the clear sky. There the first stars begin to glow dimly. It smells delicately of blossoming oak buds.

He is dozing sweetly, and his bare feet are aching from fatigue. It seems that you are still following the plow in a shallow furrow.

(according to V. Zakrutkin)

Analyze one of the sentences: (The table is filled out on the interactive whiteboard, each group writes down a sentence)

Checking the groups' research work.

Students mutually check the tasks completed by each group on the interactive board and draw conclusions about the use of one-part sentences in different styles of speech.

Completing a creative task.

The essay is a miniature. (Optional topics available)

Our city on New Year's Eve.

I'm not feeling well...

First snow! How many feelings it evokes!

Rules for crossing the roadway.

Listening and reviewing students' work.

Reflection.

Diagnose personal growth through reflection

Fill out the table

Exercise

Homework.

Complete research work on one of the topics (optional):

The use of one-part sentences in the epistolary genre (Analysis of Tryapichkin’s letter to Khlestakov (N.V. Gogol. “The Inspector General,” act 5, scene VIII);

The use of one-part sentences in colloquial speech (A.S. Pushkin “The Captain’s Daughter”, chapter “Orphan”);

Analyze the use of one-part sentences in a geometry textbook.

Sentences whose grammatical basis consists of two main members (subject and predicate) are called two-part.

Sentences whose grammatical basis consists of one main member are called one-part sentences. One-piece sentences have a complete meaning, and therefore the second main member is not needed or even impossible.

For example: In the summer I will go to the sea. Dark. It's time to go. Magic night.

Single-part sentences, unlike incomplete ones, are understandable out of context.

There are several types of one-part sentences:

Definitely personal
vaguely personal,
generalized-personal,
impersonal,
nominative (nominative).

Each type of one-part sentence differs in its meaning and form of expression of the main member.

Definitely personal proposals- these are one-part sentences with the main member of the predicate, conveying the actions of a certain person (speaker or interlocutor).

In definitely personal sentences the main member is expressed by a verb in the form of 1st and 2nd person singular and plural indicative mood(present and future tense), and in the imperative mood ; the producer of the action is defined and can be called personal pronouns of the 1st and 2nd persons I , You , We , You .

For example: I love thunderstorm in early May(Tyutchev); We will endure trials patiently(Chekhov); Go, bow down fish(Pushkin).

In definitely personal sentences the predicate cannot be expressed by a 3rd person singular verb and a verb in the past tense. In such cases, the proposal does not indicate a specific person and the proposal itself is incomplete.

Compare: Do you know Greek too? - I studied a little(Ostrovsky).

Vaguely personal proposals- these are one-part sentences with the main member of the predicate, conveying the actions of an indefinite subject.

In vaguely personal sentences the main member is expressed by a verb in the 3rd person plural form (present and future tense in the indicative mood and in the imperative mood), the plural form of the past tense of the indicative mood and the similar form of the conditional mood of the verb.

The producer of the action in these sentences is unknown or unimportant.

For example: In the house knocked stove doors(A. Tolstoy); On the streets somewhere far away they're shooting (Bulgakov); Would you give person relax in front of the road(Sholokhov).

Generalized-personal proposals

Generalized-personal proposals- these are one-part sentences with the main member of the predicate, conveying the actions of a generalized subject (the action is attributed to each and every individual).

The main member in a generalized personal sentence may have the same methods of expression as in definite personal and indefinite personal sentences, but most often expressed by a 2nd person singular and plural present and future tense verb or a 3rd person plural verb.

For example: Good for bad don't change (proverb); Not very old these days respect (Ostrovsky); What sow, then you will reap (proverb).

Generalized personal sentences are usually presented in proverbs, sayings, catchphrases, and aphorisms.

Generalized-personal sentences also include sentences containing the author’s generalization. To give a generalized meaning, the speaker uses a 2nd person verb instead of a 1st person verb.

For example: You're going out sometimes outside and you're surprised air transparency.

Impersonal offers

Impersonal offers- these are one-part sentences with the main member of the predicate, conveying actions or states that arise regardless of the producer of the action.

In such sentences it is impossible to substitute the subject .

The main member of an impersonal sentence may be similar in structure to a simple verbal predicate and is expressed:

1) an impersonal verb, the only syntactic function of which is to be the main member of impersonal one-part sentences:

For example: It's getting colder / it was getting cold /it will get colder .

2) a personal verb in an impersonal form:

For example: It's getting dark .

3) the verb to be and the word not in negative sentences:

For example: Winds did not have / No .

Main member, similar in structure to the compound verbal predicate , may have the following expression:

1) modal or phase verb in impersonal form + infinitive:
For example: Outside the window it started getting dark .

2) linking verb to be in impersonal form (in the present tense in the zero form) + adverb + infinitive:
For example: It's a pity / it was a pity to leave with friends.
It's time to get ready on the road.

Main member, similar in structure to the compound nominal predicate , is expressed:

1) linking verb in impersonal form + adverb:
For example: It was a pity old man.

On the street. it was becoming freshly.

2) linking verb in impersonal form + short passive participle:

For example: In the room it was smoky .

A special group among impersonal sentences is formed by infinitive sentences .

The main member of a one-part sentence can be expressed by an infinitive that does not depend on any other member of the sentence and denotes an action possible or impossible, necessary, inevitable. Such sentences are called infinitive.

For example: Him tomorrow be on duty. Everyone stand up! I'd like to go to Moscow!

Infinitive sentences have different modal meanings: obligation, necessity, possibility or impossibility, inevitability of action; as well as inducement to action, command, order.

Infinitive sentences are divided into unconditional (Be silent!) And conditionally desirable (I'd like to read).

Nominative (nominative) sentences- these are one-part sentences that convey the meaning of being (existence, presence) of the subject of speech (thought).

The main member in a nominative sentence can be expressed by a noun in the nominative case and a quantitative-nominal combination .

For example: Night, Street, flashlight, pharmacy .Pointless and dull light (Block); Three wars, three hungry pores, what the century has awarded(Soloukhin).

Denominative sentences may include demonstrative particles over there , Here , and to introduce an emotional assessment - exclamation particles WellAnd , Which , like this :

For example: Which weather! Well rain! Like this storm!

Distributors of a noun sentence can be agreed upon and inconsistent definitions:
For example: Late autumn .

If the disseminator is a circumstance of place, time, then such sentences can be interpreted as two-part incomplete:
For example: Soon autumn . (Compare: Soon autumn will come .)
On the street rain . (Compare: On the street it's raining .)

Denominative (nominative) sentences can have the following subtypes:

1) Proper existential sentences expressing the idea of ​​the existence of a phenomenon, object, time.
For example: April 22 years old. Sineva. The snow has melted.

2) Demonstrative-existent sentences. The basic meaning of beingness is complicated by the meaning of indication.
For example: Here mill.

3) Evaluative-existential (Dominance of evaluation).
For example: Well day! Oh yes...! And character! + particles well, then, also for me, and also.

The main member can be an evaluative noun ( beauty . Nonsense .)

4) desirable-existential (particles only, if only).
For example: If only health. Not just death. If happiness.

5) incentive (incentive-desirable: Attention ! Good afternoon ! and incentive-imperative: Fire ! and so on.).

It is necessary to distinguish constructions that coincide in form with them from nominative sentences.

The nominative case in the role of a simple name (name, inscription). They can be called proper-nominal - there is absolutely no meaning of beingness.
For example: "War and Peace".

The nominative case as a predicate in a two-part sentence ( Who is he? Familiar.)

The nominative case of the topic can be classified as an isolated nominative, but in terms of content they do not have the meaning of existentiality, do not perform a communicative function, and form a syntactic unity only in combination with the subsequent construction.
For example: Moscow. How much has merged in this sound for the Russian heart... Autumn. I especially love this time of year.