The role of one-part sentences. The concept of one-part sentences. Groups of one-part sentences according to the way of expressing the main member. The role of one-part sentences in speech. The concept of one-part sentences
Teacher
The concept of one-part sentences. Groups of one-part sentences according to the way of expressing the main member. The role of one-part sentences in speech.
Goals: give the concept of one-part sentences; about groups of one-part sentences according to the way of expressing the main member;
Slide 1. Spelling warm-up.
Proceed to classes, prosecute the law, prosecute conversations, pr..rise, pr..beat, pr..jam, pr..station, pr..increase the speed, pr..bright image , pr..oksky, pr..unpleasant, pr..interrupted, pr..knitted, pr..give shape, pr..be in despondency, pr..coastal, train pr..happens, pr..city, pr..glue, pr..sit, pr..city, pr..deeds of desires, pr..temple affairs, pr..tributes of antiquity, pr..reduce, pr..form, radio pr..emnik.
Slide 2. Self-test
Start classes, break the law, stop conversations, exceed, nail down, muffle, stationside, speed up, bright image, Okasky, most unpleasant, interrupted, tied, give form, be in despondency, coastal, train arrives, commuter, stick, sit down, barrier, limit of desires, temple chapel, ancient legends, diminish, transform, radioemnik.
Slide 3Find the grammatical basis in sentences. /Two-part proposals./
- What is special about the sentences on the right? Conclusion: Sentences whose grammatical basis consists of one main member are called one-part sentences.
Slides 4-5 Lesson topic and goals.
- So, we have one-part sentences before us.
1. I love thunderstorms in early May...
2. I was told about your request.
3. I can't sleep.
4. Spring.
- Look at how the first three sentences differ from the fourth. /In the 1st – 3rd sentences the main member is the predicate, and in the 4th - the subject/
Conclusion: According to the meaning and method of expression of the main member, one-part sentences are divided into the following groups:
1) with the main member in the form of a predicate;
2) with the main member in the form of the subject.
Slide 7 The concept of one-part sentences §212
- The second main member is not needed to understand the meaning of the sentence. Why? /return to slide 6/ One-part sentences do just as good a job of reporting as two-part sentences. As we see, the thought expressed in a one-part sentence is also complete, not truncated. Entry in the notebook “Russian language stylistics” §212 /last paragraph/
Slide 9 Warm up!
Slide 10 SELF-CHECK!
Slide 11 Definitely personal proposals. §213
- How can the predicate be expressed in O-L sentences?
1. I love the silence of complete nature, I love its babbling arches of forests, I love its diamond snow steppes. / verb., 1st letter, unit. hour, present vr./
2. Why are you standing there, swaying, thin rowan tree?/vb., 2nd l., present. vr./
3. I’ll go out, sit under the rowan tree, and listen to the nightingale. /verb, 1st letter, bud. vr./
4. Let's go out with you to wander in the moonlight. /verb, 1st letter, plural h., bud. vr./
5. Go away, gray winter!
6. Ring, ring, golden Rus', Commands the switch.
Worry, nahea lot of wind!
7. Write me a letter!
Reading and commentary §213.
- Still, what is the superiority of the O-L proposals? §213./reading and commentary/
So, as we see, the second main term is not needed to understand the meaning of the sentence.
I would like to draw your attention to the fact that this type of sentence is often used in poetic works, helping to convey the poet’s state of mind. In Russian, sentences with address often do not have a subject, being O-L. the scope of use of O-L sentences is extensive / colloquial speech, journalism, scientific and official business styles of speech / entry in the Stylistics notebook
Slide 13. Working with text.
Read the text.
Know yourself. Understand how your body changes and grows.
Keep your body clean. Wash often, brush your teeth and nails.
Make friends. Be a good friend yourself, learn to talk to friendsyamiand parents and listen to them.
Learn to say “No.” If you are asked to do something that youIf you feel awkward, say “No.”
What style of speech does this text belong to? What types of sentences are used in it?
Slide 14 Generalized meaning of O-L sentences
The forest is thick, green and full of rustles and squeaks. But then I enter it - and instantly everything hides and becomes wary: a man has come into the forest! I know that from all the forest hiding places, someone’s anxious eyes are watching me. A hunter's gun is not for making good acquaintances!
Now you want to see -becomeinvisible; if you want to hear, become inaudible; If you want to understand, freeze.
Don’t take a gun into the forest... (According to N. Sladkov.)
From whom is the story told? /1st person/
What form of the verb indicates this?/ Verbs of the 1st person, expressive, present tense./
What person are the verbs in the second paragraph? /In the form of the 2nd person, units. h., will express. on/off
What do you think, for what purpose does the author do this?/Very often, sentences of this type are used to convey the meaning of a generalized person, that is, the action applies to any person: this does not exclude an indication of the author, but enhances the expressive capabilities of the text./ §213 / last paragraph/
Do you think it is accidental that the first part of the second sentence uses reverse word order? Does this have anything to do with the meaning of the generalization? /Yes, the writer seems to be speaking not about himself, but about man in general, a man with a gun, whose appearance in the forest makes its inhabitants wary. Wed: But here I am entering the forest... - with this order of words in a sentence, the meaning of generalization disappears./ CONCLUSION: O-L sentences are used in texts to convey the meaning of a generalized person, and word order /inversion/ can introduce the meaning of generalization into a sentence. /Cm. Practice No. 000 p.86, oral/
QUESTIONS: 1. Interpret the term definitely personal. 2. Who is the actor in O-L sentences? 3. What role does the ending of the predicate play in O-L sentences? 4. How can the predicate be expressed in O-L sentences? 5. What meaning can O-L sentences have? 6. What are the stylistic features of O-L sentences?
Slide 15 Vaguely personal sentences. §214
Find the predicate-verb in sentences 1-2, determine in what grammatical form it is used. Forms of 3rd person plural. part of the present tense and many others. Parts of the past tense do not indicate any specific person: they, who exactly? Found it - we, you, they? Here the person performing the action is not important, but the action itself is important.
1. They lead a horse to me.
2. Then he is in the steppe
Found unconscious.
(M. Lermontov.)
/ Open the upper right part / §214
Slide 17 Reinforcement
They expected a miracle from him. They walked around him as if he were an alien from another planet. They believed that in terms of intelligence he was only slightly inferior to man. They believed that he was trying to talk to us and the point was only to understand his unusual sounds. Dozens of books and mountains of articles have been written about dolphins. (V. Peskov.)
1. How are the characters thought of in the sentences of this passage?
2. Can we say definitely who exactly showed attention to the dolphins?
CONCLUSION: in these sentences all attention is focused on the action, and the producer of the action itself is not named, because it does not matter at all who performed these actions, the agent is thought of indefinitely.
Slide 18 Generalized meaning of N-L sentences
Now determine the grammatical form of the predicates in sentences 1-2. / 3rd person present tense. / In these examples, the forms of the predicates again do not imply a specific person, but they are addressed to everyone, have a figurative meaning. / open the right side. §214 /last paragraph/
1. Chickens are counted in the fall.
(Proverb.)
2. They don’t seek good from goodness
(Proverb.)
Will you remember the separation with a strange smile,
You will remember a lot of things dear and distant,
Listening to the incessant murmur of wheels,
Looking thoughtfully into the high sky.
He uses a technique that allows him to convey his feelings and experiences without flaunting them, but as if putting them in the form of a generalization, transferring these experiences to everyone, including the listener. Entry in the Stylistics notebook
QUESTIONS: 1. Interpret the term not definitely personal. 2. Who is the actor in N-L sentences? How can the predicate be expressed in N-L sentences? 5. What meaning can N-L sentences have? 6. What are the stylistic features of N-L sentences?
Slide 19Determine the type of offer
1. Stand boldly for a just cause. /Proverb./
2. I am sitting at a table by the open window. /IN. Bianchi./
3. This morning we started harvesting rye. /IN. Bianchi./
4. I look at the future with fear, I look at the past with longing.../M. Lermontov./
5. I was accepted into the basketball team.../N. Nosov./
6. You can’t untie a knot with one hand. /Proverb./
7. I’ll throw long nets into the sea and raise a white sail. /IN. Bryusov./
8. Tell me when you finish cleaning the room.
9. You can’t fill a bottomless barrel with water. /Proverb./
10. A casket was brought to someone from a master. /AND. Krylov./
Slide 20 Impersonal offers
Slide 21 Impersonal sentences §215 Go to slide 22 impersonal verbs.
Verbs usually denote the action of a person or thing, so the grammatical basis of a sentence consists of two main members - the subject and the predicate.
However, in the Russian language there is a group of verbs that denote an action without an actor (without an actor or object), therefore such verbs are called impersonal:
The boat was blown away by the wind.
Slide 23 Determine the way to express the predicate in impersonal sentences.
It's getting light (state of nature). Impersonal verb
Black smells nice e fly (state of the environment). Personal verb in impersonal meaning
I can not sleep (human condition). Reflexive verb in impersonal meaning
Be a thunderstorm! (inevitability). Infinitive
It's quiet in the forest (state of nature). Status word
I'm upset (human condition). Status word
There is no stronger beast than a cat (lack of something). Invariable verb form no
Slide 24. Determine the way to express the predicate
1. Most of all I (didn’t) want questions right now. 2. Twelve years ago we liked it here so much. 3. It’s (not) easy for us to look into each other’s eyes. 4. There is no way forwarded and n.. back. 5. Woodcock is nowhere to be seen. 6. Fill the hearts of the roast with wine, think about iteto (not) sweat. 7. It was fun for me to breathe the night freshness of those forests into my exhausted chest. 8. Savelich (wasn’t) with me.
Slide 25. Algorithm
Based on this algorithm, name the types of one-part sentences.
Algorithm for determining the type of simple sentence:
1. Identify the main members of the sentence.
2. Set: two-piece or one-piece.
3. If it is one-part, identify what the main member of the sentence is - the subject or the predicate.
4. If the subject is a denominative sentence.
5. If it is a predicate, determine whether the doer is implied.
6. If it is implied, find out: definite or indefinitely personal.
7. If not, this is an impersonal offer.
Night. I'm reading a book. It's dawn. There was a knock on the door.
Slide 26. Generalization.
Slide 27. Change one-part sentences into two-part ones:
1. Winter.
2. Forest. Glade. Desertion.
3. The school is preparing for the holiday.
4. Guests are expected in the house.
5. There was noise in the forest.
6. The chimney was whistling, humming, hooting.
7. Don’t take a gun into the foreste.
8. Know yourself.
30.06.2015 2812 298 Dementieva Lyudmila VasilievnaLesson objectives:
Educational- repeat and generalize theoretical material about one-part sentences, consolidate the ability to distinguish between types of one-part sentences; use one-part sentences in speech; determine the role of one-part sentences in the text, learn to reveal the author's intention ;
developing- promote the development of students’ written speech, expressive reading of literary texts, develop the skills of individual, independent work, and work in groups;
educational- cultivate love for the native language and nature;
DURING THE CLASSES
1. Organizing time
2. Topic message lesson , goal setting
The topic of our lesson is “Repetition and generalization about one-part sentences. The role of one-part sentences in the text"
Guys, what do you think the goals of this lesson will be?
WITH repeat and summarize material on the topic; analyze texts and find out the role of one-part sentences in them)
Teacher's addition: check how you can distinguish between types of one-part sentences (OP);how you know how to use them in speech.
You will work independently and collectively; Be attentive and kind to each other.
3. Repetition of theoretical material. Frontal survey.
What sentences are called one-part sentences?
What groups are OPs divided into?
Name the types of OPs with the main member being a predicate. How is the predicate expressed? Name the type of OP with the main member as the subject. What form is the subject expressed in?
4 .Practical task No. 1 : write down the sentences, emphasize the grammatical basis, determine the type of OP (students complete the task)
Task No. 2 . You need, after listening to a complex sentence without writing it down, build a diagram and indicate the type of each simple offers included in its composition.
(The task is performed at the board in a chain)
And now, guys, when we have repeated the material on the topic, I offer you work with the test.
(Tests are on the tables. Weak students are offered work using cards)
Task 6. Checking differentiated homework
Tell me, in what texts can the OP be found?
(mostly in works of art, especially in poetry; in newspaper, magazine articles, in scientific texts, in colloquial speech)
1 group of guysfrom your class received an advanced task: write out excerpts from lyrical poems in which OPs occur. Read your examples. Name the OP and their type.
(Students read the passages they found.)
2 group of guys had to select 6-7 sentences conveying the state of nature, using a reproduction of F. Vasiliev’s painting “Wet Meadow” ( she is in textbook). Read your work. Name the OP, their type. (students read their work)
7.Working with texts
Not bad guys, you did a good job. And after work, as you know, you want to relax a little. Let's take a break and dream. Imagine that now it’s not December, but June outside the window. And you are not in a lesson, but somewhere in a beautiful corner of nature. The sun, the blue sky, birds are singing around, butterflies are fluttering, you can breathe easily and freely... Listen to the wonderful music of nature...
(birds singing sounds set to music - 2 min.)
What did you imagine? Or maybe you remembered? Share with us,
Please (students answer)
What pleasant memories and dreams!.. My soul felt warm and my mood lifted. Why? Yes, because communication with nature is always a joy. We can enjoy her beauty, learn harmony and sincerity from her. And, of course, take care.
(The teacher reads the poem “Your Dignity”)
This poem, full of anxiety for the future of nature, was written by our fellow countryman, poet Ivan Zhupanov, a native of the Rognedensky district of the Bryansk region, now living in Bryansk.
He addressed his collection of poems “Tit in the Palm” specifically to you guys. Because you are our future. The future of the Russian land, Russian nature is in your hands.
At all times, the theme of nature has worried writers and poets. Who doesn’t know the wonderful poems of A. Pushkin, A. Fet, F. Tyutchev, I. Bunin, S. Yesenin and others! And these are not just hymns to nature. This is extraordinary mastery of words.
Let's try to get a little closer to the artistic world created by writers and poets, let's learn verbal skills.
Job by groups
As students analyze texts, they make notes in their notebooks about the role of one-part sentences.
Assignment for the first group. PoemI. Bunina “Dawn”
Read the text out loud. Answer the questions:
What is the theme of the poem?
What is his main idea? Find the lines in which it sounds. How do you understand them?
What pictures do you imagine when you read a poem?
What is a "church"?
What visual and expressive means does the author use? For what purpose?
What types of sentences are found in the poem?
Find the OP, name their type.
Try replacing impersonal sentences with two-part sentences. What's changing?
What role do OPs play in this?
Nature gives us the opportunity to admire sunrises and sunsets, listen to the song of a stream, enjoy the singing of birds, observe the life of animals and insects, and help if necessary. But only one thing is required of us - not to interfere or harm.
This is an excerpt from an article by Sladkov, a famous writer.
Assignment for the second group according to the proposed text
Answer the questions:
What style and type of speech does the text belong to?
What is the main idea of the text?
What are the first four P. in terms of the presence of a grammatical basis?
What are they used for?
Try replacing them with two-part ones. What will change?
Re-read the second paragraph. What are these proposals? What person are the verbs in? For what purpose does the author use this form?
What do you think is the point of the author's argument?
And O-L sentences help him in this.
Although a person who takes a gun with him does not always go into the forest for prey. For example,
I.S. Turgenev, a famous Russian writer, connoisseur and lover of nature, could travel tens of kilometers in a day without taking his gun off his shoulders, walking around admiring the beauty of nature. Although he loved to hunt.
But the hero of his story “Kasyan from the Red Sword,” a simple peasant, is categorically against the extermination of birds and animals. Kasyan is a man of extraordinary sensitivity and kind soul.
Assignment for the third group.
(read by role-playing students prepared in advance)
Answer the questions:
What style does the text belong to?
What is the shape?
What is the topic of the text?
What is the main idea expressed by Kasyan?
How do you understand his words about blood?
Why are there so many ellipses?
Is there an OP in the text? Name their type.
What role do incomplete and one-part sentences play in the text?
You have become acquainted with 3 different texts.
What general conclusion did you draw for yourself after paying attention to the language of the works?
8 .Now let's summarize for what purpose do authors use one-part sentences in their works?
( This is one of the means of realizing the author's plan)
What is the role of the OP in the texts? The table will help you answer.
The role of one-part sentences in the text
|
TYPE OF SINGLE SENTENCES |
ROLE IN THE TEXT |
|
1. DEFINITELY PERSONAL proposals |
v Conciseness, dynamism, actions and images v Way of expressing motivation to action v Ability to avoid repetitions in speech |
|
2. DEFINITELY PERSONAL proposals |
v Focusing on action.❖ The meaning of generality, transfer of actions to everyone |
|
3. IMPERSONAL offers |
❖ Transferring the state of nature and |
|
environment, human state of mind |
|
|
4. NAME sentences |
v Conciseness, laconicism when creating verbal pictures v Impression of speed of action |
(students, with the help of the teacher, summarize the material based on the table.)
Teacher:
I think that in the future, when working on an essay, you will work painstakingly on the content and skillfully use one-part sentences in speech.
9 .Lesson summary.
Our conversation about the inextricable connection between man and nature, with all life on Earth, is coming to an end. But in fact, the topic of our conversation is not exhausted - it is eternal.
Let each of you think about it again and, coming to the park, forest, simply communicating with nature, remember the words of the poet E. Yevtushenko:
Take care of these rivers, these waters,
Loving even a small blade of grass.
Take care of all animals inside nature ,
Kill only the beasts within yourself.
10. Homework
At home, review the material about one-part sentences and prepare for a test on the topic.
11. Reflection
What was the topic of our lesson?
Have we achieved the goals set at the beginning of the lesson?
What new did you learn in the lesson?
Where will you apply the acquired knowledge?
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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.
One-part sentences- sentences with one main member, only the predicate or only the subject: Silence. It's getting light. There's no one on the street. A one-part sentence has only one main member, and it cannot be called either subject or predicate. This is the main part of the sentence.
One-part sentences can be common or uncommon, depending on whether the main member is explained by additional words or not. There are two types of one-part sentences: verbal and substantive.
One-part verb sentence. A distinctive feature of verbal one-part sentences is their lack of subjectivity: the subject of the action is not represented in them, therefore the action is considered as independent. Such a one-part sentence includes the conjugated form of the verb as an auxiliary or linking verb, or is only such a verb: Are you going home?; They are singing outside the window; You can't fool him; He was having fun; You can't get through here. Verbal one-part sentences are divided into:
definitely personal;
vaguely personal;
generalized-personal;
impersonal;
Definitely personal proposals- one-part sentences denoting the actions or states of direct participants in speech - the speaker or interlocutor. The predicate (main member) in them is expressed in the 1st or 2nd person form of singular or plural verbs.
The category of person is in the present and future tense of the indicative mood and in the imperative mood. Accordingly, the predicate in definite personal sentences can be expressed in the following forms: I’ll tell you, you’ll tell me, let’s tell you, tell me, tell me, tell me, let’s tell you; I'm going, you're going, we're going, you're going, you're going to go, you're going to go, we're going to go, you're going to go, go, go, let's go.
I know that when you go outside the ring of roads in the evening, we’ll sit in a pile of fresh ones under a nearby haystack. (S. Yesenin);
In the depths of Siberian ores, keep proud patience. (A. Pushkin).
These sentences are very close in meaning to two-part sentences. Almost always, relevant information can be conveyed in a two-part sentence by substituting a subject into the sentence me, you, we or you.
Vaguely personal proposals- these are one-part sentences that denote the action or state of an unspecified person; the actor is not grammatically named, although he is thought of personally, but the emphasis is on the action.
The main member of such sentences is the form of the 3rd person plural (present and future tense, indicative mood and imperative mood) or the plural form (past tense verbs and conditional mood or adjectives): they say, they will speak, they spoke, let them speak, they would speak; (they are) satisfied; (he) is welcome.
For example:
They say in the village that she is not his relative at all... (N. Gogol);
They drove an elephant through the streets... (I. Krylov);
And let them talk, let them talk, but no, no one dies in vain... (V. Vysotsky);
It’s okay that we are poets, as long as they read us and sing. (L. Oshanin).
The 3rd person plural form of the predicate verb does not contain information about the number of figures or the degree of their fame. Therefore, this form can express: 1) a group of persons: The school is actively addressing the problem of academic performance; 2) one person: They brought me this book; 3) both one person and a group of persons: Someone is waiting for me; 4) person known and unknown: Somewhere in the distance they are shouting; I got an A on the exam.
Indefinite personal sentences most often contain secondary members, i.e. Vaguely personal sentences are usually common. As part of indefinite personal sentences, two groups of minor members are used: 1) Circumstances of place and time, which usually indirectly characterize the actor: There was singing in the hall. There is noise in the next class. In youth they often try to imitate someone (A. Fadeev); These distributors usually indirectly characterize the actor, denoting the place and time associated with human activity. 2) Direct and indirect objects placed at the beginning of the sentence: We were invited into a room; He is welcome here; Now they will bring him here (M. Gorky).
Generalized-personal proposals- these are one-part sentences in which the predicate verb denotes an action that is performed by a wide, generalized circle of persons.
The predicate verb in a generalized-personal sentence is in the same form as in definite-personal and indefinite-personal sentences. Proverbs are a striking example.
You can’t even catch a fish from a pond without difficulty.
Business before pleasure.
You never know where you will find the real word. (Paust.)
Generalized personal sentences are used in cases where it is important to name the action itself, and not the persons who perform it. Generalized-personal sentences are sentences in which the action is timeless and applies to any person or group of persons. Common in proverbs, sayings, aphorisms.
Definitely personal and indefinitely personal sentences can have a generalized meaning, that is, the action referred to in the sentence applies to all persons in general.
Impersonal offers- these are one-part sentences that speak of an action or state that arises and exists independently of the producer of the action or the bearer of the state.
A feature of the grammatical meaning of impersonal sentences is the meaning of spontaneity, involuntariness of the expressed action or state. It manifests itself in a variety of cases when it is expressed: action ( The boat is carried ashore); condition of a person or animal ( I couldn't sleep; He is cold); state of the environment ( It's getting dark; Feels fresh); the state of affairs ( Poor staffing; Experiments cannot be postponed) etc. According to D. E. Rosenthal, impersonal sentences are characterized by “a shade of passivity and inertia.”
According to the school classification, infinitive sentences are also classified as impersonal (that is, sentences with the main predicate member expressed by an independent infinitive).
The main term can be expressed:
The 3rd person singular form of an impersonal or personal verb: It's getting light! The smell of spring through the glass (L. May);
Neuter form: You, happiness, were covered with snow, carried away centuries ago, trampled under the boots of soldiers retreating into eternity (G. Ivanov); There was not enough bread even until Christmas time (A. Chekhov);
In a word No(in the past tense it corresponds to the neuter form did not have, and in the future - the 3rd person singular form - will not): And suddenly consciousness will answer me that you have never existed and never existed (N. Gumilyov).
By combining a state category word (with a modal meaning) with an infinitive (compound verbal predicate): When you know that you cannot laugh, then - then it is precisely then that this shaking, painful laughter takes possession of you (A. Kuprin); It's time to get up: it's past seven (A. Pushkin);
Short passive participle of the neuter gender (compound nominal predicate): Wonderfully arranged in our world! (N. Gogol); My place is not tidy!.. (A. Chekhov);
Infinitive: You will never see such battles (M. Lermontov); Well, how can you not please your loved one? (A. Griboyedov); The blizzard will sing and ring for a long time (S. Yesenin).
Substantive one-part sentence. The main member is expressed in the form of a noun. Substantive sentences are not just verbless, they do not even involve action. Depending on their meaning, substantive sentences are divided into:
nominative;
genitive.
nominative.
Nominative sentences affirm the existence of an object in the present tense: Night. Street. Flashlight. Pharmacy. (Blok A.A.).
Genitive sentences, in addition to beingness and the present tense, have the meaning of redundancy, enhanced by emotional overtones. Genitive sentences can be common: Gold, gold, how much evil comes through you! (Ostrovsky A.N.)
Nominal- this is one of the types of one-part sentences, the form of the main member in which is similar in expression to the subject.
The main member of nominative sentences is expressed by the nominative case form of the noun and a phrase that includes the nominative case. In principle, it is also possible to use a pronoun, usually in colloquial speech: "Here I am!" - Ariel said, floating into the living room. The use of the independent nominative case is possible in these sentences, since their meaning is a message about the being, presence, existence of an object or phenomenon. Consequently, only one grammatical tense is assumed - the present.
Types of nominative sentences
Denominal existentials state the fact of the existence of an object. The subject is expressed in the nominative case of any nominal part of speech: Mom, porridge, cat, spoon, book, bright cover...
Demonstratives point to an object. In the grammatical basis, in addition to the subject, expressed in the nominative case of any name, the demonstrative particles VOT or VON appear: Here's a sofa, lie back and relax (Gr.).
Estimated and named evaluate the subject from the speaker's point of view. In the grammatical basis, in addition to the subject, expressed in the nominative case of any name, various expressive-emotional particles appear: What a night! Here's to you, grandma, and St. George's day.
Preferably denomination express a strong desire for something. In the grammatical basis, in addition to the subject, expressed in the nominative case of any name, particles appear ONLY BY, ONLY BY, IF: Just not a test.
Incomplete is a sentence characterized by incomplete grammatical structure due to the omission of certain formally necessary members (major or secondary), which are clear from the context or setting even without naming.
The incompleteness of the grammatical structure of such sentences does not prevent them from serving the purposes of communication, since the omission of certain members does not violate the semantic completeness and definiteness of these sentences.
In this regard, incomplete sentences differ from unspoken sentences, which are statements interrupted for one reason or another, for example: But wait, Kalinina, what if... No, it won’t work that way...(B. Pol.); - I am, mom. Am I... People say that she...(B. Pol.).
The correlation with complete sentences is revealed by the presence in such sentences of words that retain the grammatical functions and forms characteristic of them in the corresponding complete sentences. They are the ones that indicate the “empty” positions of the omitted members of the sentence. Incomplete sentences are especially common in colloquial styles of language; they are widely used in fiction, both in conveying dialogue and in description.
Types of Incomplete Sentences. Incomplete sentences are divided into contextual and situational. Contextual incomplete sentences with unnamed members of the sentence that were mentioned in the context are called: in nearby sentences or in the same sentence (if it is complex).
Among the contextual proposals stand out:
Simple sentences with unnamed main or secondary members (individually or in groups). Lack of subject:
- Wait, who are you? - Kurov was surprised.
- Rostislav Sokolov, - the boy introduced himself and even bowed at the same time(B. Pol.).
Absence of predicate:
- Did you leave your wife, Mikola?
- No,she me(Shol.).
Absence of both subject and predicate:
- Does the baker Konovalov work here?
- Here!- I answered her(M.G.).
Absence of predicate and circumstances: Kalinich stood closer to nature.Khor - to people, to society(T.).
Lack of predicate and object: Who was waiting for him?Empty, uncomfortable room(B. Pol.).
Absence of a minor member of a sentence (addition, circumstance) in the presence of a definition relating to the missing member: The mother slipped the carrots to the father, but forgot to give him gloves.I handed mine to my father(S. Bar.).
Complex sentences with an unnamed main or subordinate clause.
- Well, where are your Near Mills? - What do you want? You say, not mills? - Where? - What do you mean, “where”? Here. - Where is it? -Where are we going(Cat.). The last sentence does not name the main part.
Incomplete sentences forming part of a complex sentence with an unnamed member present in another part of the complex sentence.
In a compound sentence: In one hand he held a fishing rod,and in the other - kukan with fish(Sol.). In the second part of a complex sentence, the main members present in the first part are not named.
In a complex sentence: Lopakhin jumped into the trench and,when he raised his head, saw how the leading plane, absurdly falling onto the wing, became covered in black smoke and began to fall obliquely(Shol.). In the subordinate part of the sentence when he raised his head, the subject common to the main part is not named.
In a non-union complex sentence: This is how we go:on level ground - on a cart, uphill - on foot, and downhill - like a jog(Sol.). In the explanatory part of a complex sentence, the predicate mentioned in the explanatory part is not named.
Situational called incomplete sentences with unnamed members that are clear from the situation, prompted by the situation. For example: One day, after midnight, he knocked on Crane’s door. She pulled back the hook... -Can?- he asked in a trembling voice(M. Alekseev).
Occasionally there was a hooting sound somewhere. Apparently, not close.
- Calm down, - my neighbor said peacefully(S. Bar.). While I was waiting in line, the printing presses began to crank behind me. Only women worked for them today.
- I'm behind you!- I warned and ran to my car(S. Bar.).
Incomplete sentences are especially typical for dialogic speech, which is a combination of replicas or a unity of questions and answers. The peculiarity of dialogic sentences is determined by the fact that in oral speech, along with words, extra-linguistic factors also appear as additional components: gestures, facial expressions, situation. In such sentences, only those words are named, without which the thought becomes incomprehensible.
Among dialogic sentences, a distinction is made between sentences-replicas and sentences-answers to questions.
Reply sentences represent links in a common chain of replicas replacing each other. In a replica of a dialogue, as a rule, those members of the sentence are used that add something new to the message, and the members of the sentence already mentioned by the speaker are not repeated, and the replicas that begin the dialogue are usually more complete in composition than the subsequent ones. For example:
- Go get a bandage.
- Will kill...
- Crawling.
- You won’t be saved anyway(New.-Pr.).
Suggestions-answers vary depending on the nature of the issue. They can be answers to a question in which one or another member of the sentence is highlighted:
- What do you have in your bundle, eagles?
“Crayfish,” the tall one answered reluctantly.
- Wow! Where did you get them?
- Near the dam(Shol.).
There may be answers to a question that requires confirmation or denial of what was said:
- Do you have a woman?
- No way.
- And the uterus?
- Eat(New.-Pr.).
Could be answers to a question with suggested answers:
- What haven’t you tried: fishing or loving?
- First(M.G.).
And finally, answers in the form of a counter question with the meaning of the statement:
- How will you live?
- What about the head, and what about the hands?(M.G.).
- Tell me, Stepan, did you marry for love? - asked Masha.
- What kind of love do we have in our village? - Stepan answered and grinned.(Ch.).
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..."
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