An interrogative exclamation clause is an example. What are the proposals for the purpose of the statement and intonation? Types of sentences for the purpose of the statement. Incentive exclamation sentence
Class: 2
During the classes
1. Repetition of the passed material
a) Work on cards in pairs.
- Let's remember what was taught so diligently yesterday.
(The task is on the card.)
Connect the parts of the statement with an arrow.
According to the purpose of the statement, sentences can be:
1) narrative (contain a question)
2) interrogative (contain an order or request)
3) incentive ( contain a story, narration)
b) Checking (on the blackboard diagram - assistant)
c) Self-assessment (c. 1)
2. Formulation of the topic of the lesson and the setting of educational tasks
(Sentences are written on the board.)
Read to yourself what is written on the chalkboard.
1. Autumn has come to visit us.
2.
Autumn has come to visit us!
- What is written on the board?
- Prove it.
(The sentence contains a complete thought, punctuation marks are put at the end of the sentence: (,), "!" Or "?").
- Guess which sentence will read ...?
- How did you guess?
- Now read sentence number 1.
- Do these sentences differ in what the person wants to say? (No, both sentences express the same thought; autumn has come to visit us.)
- Do these proposals have the same purpose? (Yes, both of these sentences are narrative in terms of the purpose of the statement, since they contain a message that autumn has come to visit us).
- How do these proposals differ? (The 1st sentence is pronounced calmly, and the 2nd with special feeling).
- Has anyone guessed what we will be interested in today in the Russian language lesson?
(In the lesson, we will be interested in sentences that are pronounced calmly and with special feeling.)
- And maybe someone has heard the names of sentences that are pronounced with a special feeling?
- Let's open the books and compare whether we have correctly identified the topic of the lesson. Let's read it.
- And in which block are we going to work today? (How our language works.) What problem is solved in the lessons with the indication of this block?
(In the lessons with the indication of the block "How our language is arranged", we discover the laws by which the Russian language lives.)
- So what are we actually going to do today?
- Back to the textbook. We read on p. 60 rubric, tell me what it is called?
- Do you understand all the words in the text? What new have you learned?
- This text contains the word intonation. How do you understand it? Read the hint.
- You know that I really like to doubt the importance of this or that topic of the lesson. But today I have such doubts: does intonation matter in people's lives? Reason. Give examples.
- The proof can be a poem that we read in the lesson of the surrounding world.
(Reading a poem with different intonations: contempt "Fi!", Discontent "Fu!", Surprise "Well!", Admiration "Vo!"
Aunt said:
- Fi, football!
Mom said:
- Fu, football!
The sister said:
- Well, football!
And I answered:
- In, football!
(G. Sapgir)
- Do you agree that by the intonation of a person you can determine how he treats you?
- And how do you understand the statements of psychologists that for a person intonation is more often more important than information?
4. Physical minutes for attention and consolidation of the studied material
- If I say the correct statement, then you make bends, and if it is false - your arms to the sides, forward, up.
A) The sentence is always pronounced or written for some purpose. (B)
B) Sentences can be interrogative and motivating. (H)
C) Suggestions for the purpose of the statement can be: narrative, interrogative and motivating. (V)
D) By intonation, these same sentences are of 2 types - exclamatory and non-exclamatory. (V)
E) If you turn a declarative exclamation sentence into a non-exclamatory one, then the purpose of the sentence will change. (H)
E) If you turn a declarative exclamation sentence into a non-exclamation point, then the sign at the end of the sentence will change. (V)
5. Initial fixing of new material
- Exercise 1. Work on your own.
- I would like you to figure out why this exercise is given?
Examination. Why is this exercise given?
- And now I suggest you work in pairs.
Make a conclusion and justify it.
Cards
Exercise. Read the sentences, determine the purpose of each sentence and the intonation of the sentences. Make a conclusion: what sentences for the purpose of the statement can be pronounced with exclamation intonation?
Well in the autumn forest!
Go to the forest and admire the beauty of nature!
Do you love the autumn forest ?!
Examination. Conclusion. Compare with the tutorial.
6. Charging by the ophthalmologist
- Look at the door, at the window, at the ceiling, at each other, at the board.
7. Differentiated work.
Work in permanent groups.
Task 1-2 for group.
Read it. Write suggestions for the diagram. Use the punctuation mark you want.
Woodpecker knocks on wood (.!?)
Young aspens whisper softly (.!?)
How good are golden leaves in the rays of the autumn sun (.!?)
Do you like the forest (.!?)______________________?
______________________.
______________________.
______________________!
The rest work according to the textbook Exercise 3, page 62.
After oral work, children signal their readiness (green circle) and sit down to do it in writing, preliminarily do a finger massage using a cube.
Examination. 1, 2 groups you have a self-test (distribute the correct option)
1 embodiment
Do you like the forest?
Woodpecker knocks on wood.
Young aspens whisper softly.
2 variant of execution.
Do you like the forest?
Young aspens whisper softly.
Woodpecker knocks on wood.
How beautiful the golden leaves are in the rays of the autumn sun!
8. Lesson summary
What new secret of language did the lesson help us discover?
What did you particularly like?
What would you change in the lesson?
Check out your success sheets.
9. Reflection
- With what mood are we finishing the lesson?
Color the "fluffy" that has the same mood as yours.
10. Homework
I do not have to ask d / z. Well, if someone really wants, if there is a desire and time, you can pay attention to exercise 4.s.62.
Interrogative sentences contain the question. The purpose of the interrogative sentence is to inform that the speaker wants to learn something from the listener, to find out something. By asking a question, the speaker hopes to get an answer, which is why interrogative sentences are often found in dialogues.
In the design of an interrogative sentence, special language means are used:
- interrogative pronouns (what, what, who, whose, etc.),
- interrogative particles (whether, really, etc.),
- special intonation.
On the letter, at the end of the interrogative sentence, a question mark is put.
Interrogative sentences are divided into general and private. The purpose of general questioning proposals is to learn about the situation as a whole. The answer is yes or no. For example: Have you read this book? Frequently asked sentences ask for specific information about acting person, about a feature, quantity, etc., i.e. the speaker, knowing about the situation as a whole, wants to find out some details: What do you think about it? How are you doing? Frequently asked sentences actively use interrogative words and particles.
A special group is represented by alternative questions, which are similar in form to general interrogative sentences (there are no interrogative pronouns), but the answer to them cannot be given in the form of confirmation (yes) or negation (no): Is your brother a schoolboy or student?
There are interrogative sentences that do not imply an answer, but express various modal-expressive meanings. In form, they are interrogative sentences, but in content they are an affirmation or denial of something, an incentive to action, etc. These are rhetorical questions (often of an expressive-emotional nature). For example: How can you treat your own mother like that ?!
Exclamation clauses express the speaker's emotions, his feelings in relation to the message (joy, excitement, indignation, surprise, etc.). Any suggestions on the purpose of the statement can be exclamatory, that is, having an emotional connotation: narrative, interrogative and motivating ones.
Types of sentences according to the purpose of the statement and emotional coloring
| Non-exclamation points | Exclamation points | |
| Narrative sentences | You have a beautiful daughter. | What a beautiful daughter you have! |
| Interrogative sentences | Can you come tomorrow? | Can you really come tomorrow ?! Can you come tomorrow ?! |
| Incentive offers | Tell, perhaps, a hundred story to the child. | Well, tell the child a fairy tale! |
In the design of an exclamation sentence, different means are used: exclamation or amplifying particles (well, really, really, etc.), a special type of intonation (high intensity of pronunciation, an increase in the main tone towards the end of the phrase, etc.). At the end of an exclamation sentence, an exclamation mark is placed on the letter.
Non-exclamatory sentences are neutral sentences, without emotional connotation. Material from the site
Incentive offers contain an urge, order, request, call, advice to do something, addressed to the listener. The purpose of an incentive proposal is to influence the interlocutor, make him do something. This type of sentences is characterized by a specific intonation that changes depending on what kind of motivation is being implemented: a request, advice, warning, etc.
In the role of the predicate in the motivating sentence, the verb in the form of the imperative mood often appears: Let me in my beloved homeland, loving everything, die peacefully! (S.A. Yesenin). However, in Russian there are many other ways to formally express will-expression: particles, subjunctive mood of the verb, modal verbs, intonation, etc. For instance: " May there always be sunshine! ","Could you close the door? ","You should be silent! ","Well, march to sleep! "," Quiet! Get out! "And others.
On the letter at the end of the incentive sentence, a period or exclamation mark is put.
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On this page material on topics:
- what a beautiful book of narrative or stimulating
- point incentive
- come up with an incentive offer
- incentive-exclamation clause
- interrogative exclamation clause
An exclamation clause is a sentence characterized by emotional coloring and increased expressiveness. Exclamation sentences are distinguished by specific intonation and timbre coloring; Wed: Fire! We are on fire! They often contain interjections, particles, exclamatory pronouns; Wed: Well done! Oh, these helpers for me! That's what he told you! What a rain! What a scientist he is! Whom did he not ask!
Exclamation sentences can be built according to special syntactic models with lost or weakened grammatical and lexical meanings of the components; Wed: This motorcycle was given to you! Found time to dream! Many exclamation points are reversed (inverse) word order; Wed: My little head is gone! He will understand you! How sweet is the south wind! In written speech, an exclamation mark is placed at the end of an exclamation sentence.
As exclamation sentences, sentences of all communicative types can be used: narrative, motivating and interrogative. In this case, the general content of the proposal is modified to one degree or another. In some cases, an exclamation point serves to express a high degree of a sign and to strengthen the degree of categoricality of a statement or expression of will; Wed: What a heavy rain! He will come tomorrow! Come back immediately! When did it happen! In other cases - with a different intonation - an exclamation point can be understood in a meaning opposite to that which is conveyed by the literal meaning of words.
So, affirmative declarative exclamation sentences acquire a negative meaning or express a negative attitude of the speaker to the communicated; Wed: I'll get upset about him!(= I won't); She will go with you!(= will not go); You understand a lot!(= you don't understand anything). A similar meaning of expressively colored negation can be expressed by non-negative sentences that are interrogative in form; Wed: Why did he go there!(= no need to walk); What gardens they are!(= these are not gardens); Who needs it!(= not needed by anyone); How do I know!(= don't know), while negative exclamation sentences express an expressively colored statement; Wed: Who does not know this!(= everyone knows); Where has he not been!(= was everywhere).
According to the degree of emotional coloring, sentences are classified into two types: exclamatory and non-exclamatory. The ability to correctly determine which one is suitable for specific case, will allow you to correctly understand the essence of the sentence, read it with the desired intonation and put the required punctuation mark at the end.
Non-exclamatory sentences are those that imply an ordinary, everyday tone and the absence of a bright emotional component. At the end of such sentences, a period is put. For example: It rains all day today. According to the schedule, the train will arrive in two hours.
Exclamation clauses are sentences that convey strong feelings and emotions of the speaker.
For example: We have great joy!
These sentences are ended with an exclamation mark, and their grammatical means registrations are as follows:
- An intonation that expresses joy, delight, sadness, surprise, anger, excitement, fear and other pronounced feelings. Pronunciation of exclamation sentences is carried out in a higher tone, with an emphasis on the word, which gives more emotional color.
- Interjections.
- Exclamation particles of pronominal, adverbial or interjection origin, giving the statement a characteristic emotional coloring: oh, well, well, how, where how, what for, what and others.
The use of three exclamation marks Usually, by using 3 exclamation marks at the end of a sentence, the author expresses a high degree of emotional arousal. So you can express joy or delight, anger or indignation. Offers "Get out !!!" or "Leave and don't come back !!!" talk about the deep feelings of the person who expresses them.
Types of offers
Narrative, interrogative and motivating sentences (by the type of utterance)
Depending on the purpose of the statement there are declarative, interrogative and motivational sentences.
Sentences are called narratives that contain a message about a fact of reality, phenomenon, event, etc. (asserted or denied). Narrative sentences are the most common type of sentences, they are very diverse in their content and structure and are distinguished by the relative completeness of thought transmitted by a specific narrative intonation: an increase in tone on a logically distinguished word (or two or more, but one of the increases will be the greatest) and calm lowering the tone at the end of the sentence: The wagon drove up to the porch of the commandant's house. The people recognized Pugachev's bell and ran after him in a crowd. Shvabrin met the impostor on the porch. He was dressed as a Cossack and grew a beard (P.).
Interrogative sentences are called sentences with the aim of prompting the interlocutor to express a thought that interests the speaker, i.e. their goal is cognitive.
The grammatical means for the design of interrogative sentences are as follows:
1) interrogative intonation- raising the tone of the word with which the meaning of the question is associated;
2) word arrangement(usually the word with which the question is associated is placed at the beginning of the sentence);
3) question words- interrogative particles, adverbs, pronouns, for example.
Interrogative sentences are divided into
actually interrogative,
interrogative
and interrogative rhetorical.
Actually interrogative sentences contain a mandatory question.
A kind of interrogative sentences, close to the proper interrogative ones, are those that, being addressed to the interlocutor, require only confirmation of what is expressed in the question itself. Such proposals are called interrogative-affirmative.
Interrogative sentences may involve a denial of what is being asked, it is interrogative negative sentences.
Interrogative-affirmative and interrogative-negative sentences can be combined into interrogative-narrative, since they are of a transitional nature - from question to message.
Interrogative-motivating sentences contain a motivation for action, expressed through a question.
In interrogative rhetorical sentences contain an affirmation or denial. These proposals do not require an answer, since it is contained in the question itself. Interrogative rhetorical sentences are especially common in fiction, where they are one of the stylistic means of emotionally colored speech.
In essence, counter questions (an answer in the form of a question) are also interrogative-rhetorical.
The form of an interrogative sentence can also have plug-in constructions, which also do not require an answer and serve only to attract the attention of the interlocutor, for example.
A question in an interrogative sentence may be accompanied by additional shades of a modal nature - uncertainty, doubt, distrust, surprise, etc.
Additional shades can be of an emotional nature, for example,
shade of negative expression: Are you deaf or what?;
a touch of politeness (softening the question is usually achieved with the help of the not particle): Will you come to me tomorrow? Wed: Will you come to me tomorrow?
Incentive are the sentences that express the will of the speaker, their purpose is to induce action.
They can express:
1) order, request, supplication, for example;
2.) advice, suggestion, warning, protest, threat,
3) consent, permission, for example;
4) a call, an invitation to joint action, for example;
5) desire.
Many of these meanings of incentive sentences are not clearly distinguished (for example, entreaty and request, invitation and order, etc.), since this is expressed more often intonationally than structurally.
By grammatical means of registration incentive offers are:
1) incentive intonation;
2) predicate in the form of imperative mood;
3) special particles that bring an incentive tone to the sentence (come on, come on, come on, yes, let it be).
Incentive offers vary by the way of expressing the predicate:
The most common expression of the predicate imperative verb.
An incentive tone can be introduced into the meaning of the verb. special particles.
As a predicate incentive sentence can be used verb in the indicative mood (past and future tense).
As a predicate - verb in the form subjunctive mood ... Among these proposals, proposals stand out with the word to, and the verb can be omitted. Such sentences characterize colloquial speech.
Predictable in an incentive sentence can be infinitive.
The particle infinitive would expresses a soft request, advice.
V colloquial speech incentive sentences are often used without verbal expression of the predicate- a verb in the form of an imperative mood, clear from the context or situation. These are peculiar forms of sentences of live speech with a leading word - a noun, adverb, or infinitive. For instance: Carriage to me, carriage! (Gr).
The structural center of incentive sentences (also in colloquial speech) can be the corresponding interjections: let's go, march, chick, etc.
Exclamation clauses
Exclamation points are sentences that are emotionally colored, which are conveyed by a special exclamation intonation.
Various types of sentences can have an emotional connotation: both declarative, interrogative, and motivating.
For instance,
narrative-exclamatory: He met death face to face, as a fighter follows in battle! (L.);
interrogative exclamation: Who would have dared to ask Ishmael about that ?! (L.);
incentive-exclamation: - Oh, spare him! .. wait! - he exclaimed (L.).
Grammar design tools exclamation sentences are as follows:
1) intonation, which conveys a variety of feelings: joy, annoyance, grief, anger, surprise, etc. (exclamation sentences are pronounced in a higher tone, with emphasis on the word directly expressing emotion), for example.
2) interjections, for example: Ah, alas, Uh, Ahti, Ugh;
3) exclamation particles interjection, pronominal and adverbial origin, giving the expressed emotional coloring: well, oh, well, where, how, how, what, what, etc.
Common and uncommon sentences
Uncommon a sentence is called that has only the positions of the main members - subject and predicate.
Proposals that, along with the main ones, have positions minor members are called widespread.
The sentence can be spread by concordant, controlled and adjoining word forms (according to the rules of inferred relations) included in the sentence by means of phrases, or by word forms referring to the entire sentence as a whole. The distributors of the offer are generally called determinants... As a rule, various circumstances and additions that express a semantic subject or object are determinant.
Thus, the distributors of the sentence can be included in the predicative stem of the sentence, spreading either the composition of the subject, or the composition of the predicate, or they can be the distributors of the stem as a whole. The term "determinant" was introduced by N.Yu. Shvedova.
Simple and complex sentences
A simple sentence has one predicative center organizing it and thus contains one predicative unit.
A complex sentence consists of two or more predicative units combined in meaning and grammar. Each of the parts of a complex sentence has its own grammatical structures.
A complex sentence is a structural, semantic and intonational unity. This thought of integrity complex sentence was substantiated in the works of N.S. Pospelova.
Though parts of a complex sentence structurally resemble simple sentences (conventionally they are sometimes called that), they cannot exist outside of a complex sentence, i.e. outside the given grammatical association, as independent communicative units. This is especially evident in a complex sentence with dependent parts. For example, in the sentence I don't know how it happened that we are still unfamiliar with you (L.) none of the available three parts can exist as a separate independent sentence, each of them requires explanation. As analogs of simple sentences, parts of a complex, when combined, can undergo structural changes, i.e. they can take on a form that is not characteristic of a simple sentence, although at the same time these parts have their own predicativeness.
Parts of a complex sentence can be combined
as equal, grammatically independent, For example: Branches of cherry blossoms look out of my window, and the wind sometimes strews their white petals on my desk (L.);
and how addicts, For example: On three sides, the cliffs and branches of Mashuk were blackened, on top of which an ominous cloud lay (L.).
The main difference between a simple and a complex sentence is that simple sentence - monopredicative unit, complex - polypredicative.
