1. prove the truth of the stated position;
2. illustrate the idea being expressed. Which of these quotes are in quotation marks (without a paragraph) and which are in a paragraph (without quotation marks)?

Name in the commentary part the verbs and related words that indicate the nature of speech.

“The friend of my harsh days, my decrepit dove,” Pushkin addressed his nanny so touchingly. The illiterate serf Arina Rodionovna lived for many years in the Pushkin family, nursed their children. She especially became attached to Alexander. The boy was very fond of fairy tales that the nanny told him every evening. Songs, sayings, legends - everything was kept by her wonderful memory.

Our ramshackle shack
Sad and dark.
What are you, my old lady,
Silent at the window?

As in childhood, the poet asked the nanny:

Sing me a song like a titmouse
Lived quietly across the sea
Sing me a song like a damsel
Went for water in the morning...

In his poem dedicated to Mikhailovsky (1835), the poet sadly recalled his dead nanny:

Here is a disgraced house,
Where I lived with my poor nanny.
The old lady is gone...

(E. Freidel)

422. Find quotes. Which of them merge with the author's text into one sentence? Specify dialogue. Write by inserting the missing letters and opening the brackets. Perform a self test.

K. Paustovsky in the story "Golden Rose" recalls .. about how once a familiar writer pr .. brought his story to the editorial office of the newspaper "Sailor" .. tale, )y, although interesting on the topic and, of course, talented. Everyone read this story and was embarrassed: it was impossible to print "it in such a (not) careless form ..." ) one word. “The next morning,” recalls K. Paustovsky, “I read the story and was speechless. It was transparent, cast prose. Everything became convex, clear. From the former lump (n, nn) ​​awn and verbal confusion (not) there was even a shadow. At the same time, it was really (not) thrown out (n, nn) ​​about or added (n ..) one word.

It's a miracle! - I said. - How did you do that?

Yes, just ra .. put all the punctuation marks correctly, I especially carefully ra .. put dots. And paragraphs. It's a great thing..."

K. Paustovsky spoke about the role of punctuation marks in this way: “They exist to highlight a thought, bring words into the correct ratio and give the phrase lightness and correct sound. They firmly hold the text and do not allow it to crumble.

423. Read. Highlight someone else's speech (winged words) in a friend's story. Do you agree with the assessment given by the mother?

My friend says:

“I spent this vacation, imagine, in the Hawaiian Islands. Everything was perfect: gentle sun, luxurious plants. And swim around the clock. But I was glad to be back home! "And the smoke of the fatherland is sweet and pleasant to us." And I enjoy walking on asphalt, splashing through puddles and catching the rays of a not very gentle sun.

My mother said: “Your friend not only loves his homeland, but also speaks well. How appropriately he remembered Griboyedov's words, he managed to easily and appropriately include them in his story!

V. Belinsky said about Pushkin: “We also note his amazing ability to make the most prosaic objects poetic.”

Even V. Belinsky noted Pushkin's "amazing ability to make the most prosaic objects poetic."

424. Determine the main idea of ​​the quote and enter it into the text in two ways:

1) as direct speech; 2) as part of an offer.

Sample. “His winter is doused with the splendor of luxurious poetry” (V. Belinsky). 1) Speaking about Pushkin's poems dedicated to nature, V. Belinsky wrote about the skill of the poet: "His winter is doused with the brilliance of luxurious poetry." 2) Winter in Pushkin's poems, according to V. Belinsky, "is bathed in the brilliance of luxurious poetry."

Write down the topics of essays in which you can use the above quotes.

1. "Pushkin's poetry is amazingly true to Russian reality, whether it depicts Russian nature or characters." (V. Belinsky) 2. "The time will come when posterity will erect an eternal monument to him." (V. Belinsky) 3. “The Captain's Daughter is something like Onegin in prose. The poet depicts in it the customs of Russian society in the reign of Catherine. Many paintings in fidelity, ist .. not content and mastery of presentation are a miracle of perfection. (V. Belinsky)

425. Include sentences with quotes in the text, using different verbs in the commentary part of the sentence. Shorten the cited material if necessary. An omission in a quote is indicated by an ellipsis, for example:

Quote Text In the language of a person, many features of his character are manifested. Kindness and inexhaustible love for the world are manifested not only in the actions of the grandmother, but also in her speech, saturated with affectionate words and expressions. Grandfather, in contrast to grandmother, is rude, angry and cruel ... In his speech there is very little endearing vocabulary, but a lot of rude expressions, stinging ridicule. Features of the speech of Akulina Ivanovna Gorky characterizes descriptively.

Pass designation “What, child?<...>Want to fool around?" Citation materials "The language a man speaks is the key to his character." (K. Stanislavsky) "What are you, light, what are you, sir, Grigory Ivanovich?" “What, child? What, kitty? Want to fool around?" “What, witch, gave birth to beasts?” “How much I taught you, oak head, how to pray.” "She spoke cheerfully, affectionately, fluently." “She spoke somehow especially, singing the words, and they were easily strengthened in my memory, like flowers, just as tender, bright, juicy.”

426. Indicate in which of the following passages from student essays the quotations: 1) are not needed, since they do not at all confirm the expressed idea or do not supplement it; 2) are too large and can be reduced; 3) are inaccurate and need to be clarified. Write down one example for each case, making the necessary corrections.

Explain the placement of the dash in the quotation from The Song of the Falcon (after correcting this quotation first).

Valek and Marusya lived very poorly. They didn't even have their own home. They used to huddle (?) in a terrible stone (n, nn) ​​dungeon, where the rays of the sun did not penetrate at all, the gray vaults crushed. Vasya did not like the dungeon very much. V. G. Korolenko writes: “These gray vaults are definitely crushing.” 1. Ostap and Andriy - children of the same father, received the same upbringing. Ostap from the bursa “ran away in the first year”, while Andriy “studied more willingly and without stress”. 2. It is no coincidence that such words from the “Song of the Falcon” became winged: “The madness of the brave is the meaning of life!”

3. During the execution, Varenka’s father, “with white ... curled mustaches, white, brought (n, nn) ​​sideburns to his mustache and combed (n, nn) ​​forward with temples”, walked (not) lagging behind , who was punished, walked "with a firm trembling gait", "with his blush (n, nn) ​​face and white mustache and sideburns."

427. Write down the text. Pay attention to quoting methods. Perform punctuation analysis of the text. Disassemble sentences with direct speech.

“Nature,” Mikhail Prishvin argued, “is the birthplace of all talents, starting from the dew-sun that sparkled with all the lights, ending with talents that pass into the history of culture.”

And nature is part of the Motherland. Communication with nature elevates a person morally, brings up a sense of beauty; it teaches to think, to think in images, colors, sounds.

O edge of formidable spills
And quiet spring forces
Here by dawn and stars
I went through school.

In this school of nature, Yesenin was a diligent and tireless student.

(S. Koshechkin)

428. Prepare an oral presentation on the topic "On the requirements for oral presentation."

Plan

1. Content, clarity of expression.
2. Persuasiveness, persuasiveness of speech.
3. Expressiveness of speech.
4. Prepare for oral presentations.

Use quotes (if you need it), pre-group them in accordance with the points of the plan. How do you understand the underlined word?

1. Do not be ashamed to remain silent if there is nothing to say. (Proverb) 2. The word is not a sparrow: it will fly out, so you won’t catch it. (Proverb) 3. Since the speech is not clear, it will not reach the goal. (Aristotle) ​​4. It's not the word, but the tone in which the word is pronounced. (V. Belinsky) 5. Never speak without preparing for the topic. Look for materials on this issue in a newspaper, brochure, book. 6. The worthy task of the orator is to avoid worn out and bored words, but to use the chosen and bright ones. (Cicero)

7. Knowing in advance what you want to say, you need to speak freely<...>and not try to pronounce the text written and memorized at home. (I. Andronikov)

Syntactic analysis of sentences with someone else's speech

Sample parsing

Oral analysis

This sentence is narrative, non-exclamatory, consists of two parts: commenting ( Everyone knows the words of I. Krylov) and a part in which someone else's speech is literally, accurately reproduced ( The strong always have the powerless to blame). The first part is pronounced with a warning intonation. The second - calmly, convincingly.

Written analysis

Narrative, non-exclamatory, consists of two parts. The first part is commentary; the second conveys someone else's speech.

Punctuation analysis of sentences with someone else's speech

Everyone knows the words of I. Krylov: "The strong are always to blame."

Oral analysis

At the end of a sentence there is a terminator - a period. Someone else's speech is highlighted with quotation marks and is written with a capital letter ( "The strong always blame the weak"). The commenting part comes before someone else's speech, and after it a colon is placed.

Written analysis

429. Disassemble orally and in writing two sentences.

1. As the poet wrote: "The cuckoo praises the rooster because he praises the cuckoo." 2. “And you, friends, no matter how you sit down, you are not good at musicians,” we often recall the words of the great fabulist. 3. “Ay, Pug, know she is strong,” we immediately pause and continue, “that she barks at the elephant.” 4. “And Vaska listens and eats,” the speaker ends his speech with criticism.

Repetition

test questions

1. What punctuation marks are used in sentences with direct speech if the commenting part is in the middle of direct speech?
2. In what cases is the second segment of direct speech capitalized?
3. What is a quotation? How is it formatted?
4. What is the difference between sentences with direct speech and sentences with indirect speech?
5. Is direct speech always enclosed in quotation marks?
6. In which speech - scientific or artistic - are quotations more often used, and in which - dialogue?

You can convey someone else's speech in different ways.

430. Read the sentences given on the left.

Answer the questions for each of the sentences.

1. Kolya happily said: “Vitya, I have already heard about your team’s 2-0 victory. Congratulations to you and your entire team!” 2. Kolya said that he had already heard about the victorious win - with a score of 2:0 - by Vitya's team and congratulated everyone. 3. Kolya sent a message about the victory of the Viti team with a score of 2: 0. 4. According to Kolya (according to Kolya), Vitin's team won with a score of 2: 0. 5. Kolya was delighted. Vitya's team should have won. 2:0 - a serious victory. But how seriously these guys trained! What is one goalkeeper worth! Didn't miss a single ball! Great team!

1, 2. You already know these ways of transmitting someone else's speech. How do they differ? (Pay attention to the highlighted words.) 3. This is a simple suggestion. What words help us understand that this sentence contains someone else's speech? 4. What introductory phrases and introductory sentences indicate the source of the message? 5. Does Kolya think to himself in quotation marks? It's like talking to yourself - an internal monologue.

When, in what cases is it appropriate to use one of these methods of transmitting someone else's speech?

Clue:

• if it is important to preserve all the features of someone else's speech that characterize the state, character, feelings of the speaker;
• if you need to indicate the source of the transmitted information;
• if you need to briefly convey the main thing in the message (for example, in brief news on the school radio);
• if you need to convey the inner speech of someone who speaks as if to himself, reflects, expresses his attitude to persons or events.

Which of these methods are more often used in the works of writers; at the beginning of informational news (when describing the main topics); when presenting a wide variety of speeches, etc.?

431. What do these combinations of signs signify? Select and write down examples for each combination of punctuation marks.

432. Get acquainted with the thoughts about culture from the book of Mikhail Alexandrovich Ulyanov - theater and film actor, director, screenwriter. Find a piece of text that reflects the main idea. Discuss the content of the text with parents, friends, classmates.

Culture... Speaking of culture, it is worth noting that it is not just erudition, knowledge of texts, facts, pictures, musical works, etc. When I say “culture”, I do not mean the culture of erudition, not having heard music, not being seen fine arts are all just parts of culture, if I may say so, its superstructures, but culture itself, its base is the ability to live without interfering with others, the ability to be useful without requiring laurel wreaths for that, the ability to make other people's joys and troubles your own. This is the ability to live your life wisely, without punishing anyone, without ruining anyone's life - that's what, it seems to me, culture, its personal basis. And probably, this is also following traditions, laws, faith.<...>

Real culture brings up not a manner of behavior, but a manner of life, a manner of perceiving the world as a whole, in which your "I" is only a part. But this small part is a significant and responsible unit, not indifferent either for yourself or for society as a whole. Only such a sense of oneself in the world forms a person with self-esteem.<...>

Write out, using this beginning, that part from the above text by M. Ulyanov, which talks about a tolerant (respectful, tolerant) attitude towards the world.

Culture is the ability to live...
True culture educates...
Only such a feeling of oneself in the world forms a person with a sense of his own dignity ...

V. Homework: Learn the rules on p. 180 § 61; do ex. 378, 383.

Lesson 83

Lesson Objectives: 1) to acquaint students with the purpose of plug-in constructions, the rules for highlighting plug-in constructions in oral speech and in writing, 2) to teach them to detect plug-in constructions in the text, determine their purpose, highlight punctuation marks in writing, 3) form the ability to use introductory words and plug-in constructions as a means of connecting sentences in a text.
I. Checking homework.

Front poll:

What words in a sentence are called introductory? What is the role of introductory words in a sentence?

How are introductory words and sentences distinguished in speech and writing?

Name the identifying features of introductory sentences. List the types of introductory sentences.

Checking ex. 378, 383.
II. Spelling work.

Do it in my opinion, according to my suggestion, do exactly the same, still meet, warms not like spring, appear unexpectedly, barely move, speak French, northwest wind, white stone house, fresh frozen fruits.
III. Introduction to new material.

Suggestions for the teacher: Tell students that the sentences contain information that adds something to the main content. These are insert structures. Unlike introductory words and sentences, plug-in constructions express additional comments, explanations, clarifications, and amendments. They increase the amount of information that is contained in the proposal. Plug-in constructions are less closely related to the sentence than introductory ones. At the same time, introductory constructions do not make the sentence complex: if it was simple, then it remains so. In writing, plug-in constructions are most often distinguished by a paired sign - brackets, sometimes - a dash. Parentheses have more excretory power than dashes, they indicate a large pause in speech. Plug-in constructions in oral speech are pronounced with acceleration and a lower tone than the sentence in which they are inserted.

The proposal is written on the board.

In the very center of Asia, behind the forests, behind the snowy passes lies the almost unexplored country of Tofalaria (the Tofs are the smallest nationality of our country), the country of reindeer herders and hunters.
Assignments for students:

1. Find an insert structure in the sentence, determine its purpose (it increases the information contained in the sentence).

2. Pay attention to how the plug-in construction stands out in the letter.

3. Reading the theoretical material on p. 182 § ​​62.
IV. Fixing the material.

1. In ex. 385 students analyze the use of insert structures in the text, determine the purpose of insert structures:

a) enrichment of the content of the proposal;

b) explanation of thought;

c) clarification of thought.

Students pay attention to punctuation marks (brackets, dashes).
2. From ex. 387 write out sentences with plug-in constructions, the constructions are enclosed in brackets.

3. Creative work on ex. 389.

4. Dictation "Test yourself."
Towards the end of the hunt, as if to say goodbye, the ducks began to rise in such herds that we barely had time to load our guns. Suddenly, due to the strong movement of Yermolai (he tried to get the dead bird and leaned on the edge with his whole body), our dilapidated ship was scooped up and sank to the bottom, fortunately, not in a deep place.

In a moment we were up to our necks in water. Now I can’t remember the frightened and pale faces of my comrades without laughing (probably, my face was not distinguished by a blush then), but at that moment, I confess, it never occurred to me to laugh.

(I. Turgenev)
Tasks for the text:

1. Determine the purpose of the plug-in structures.

2. Determine the meaning of the introductory words.
V. Homework: Learn the rules on p. 182 § ​​62; do ex. 390.

Lesson 84

Lesson Objectives: 1) introduce the features of oral statements of a journalistic style (addressee of the statement, convincing arguments, content, clarity of statement, use of quotations, expressiveness of speech), 2) prepare students for public speaking.
Recommendations for the teacher: pay attention to the fact that students do not confuse the concepts of "public" (oral presentation for a large audience, to the public) and "journalistic" (one of the styles of the literary language in its oral and written form).
I. At the beginning of the lesson, we introduce students to the memo “Requirements for oral presentation” (Ex. 430 on p. 208 of the textbook).
oral presentation requirements

2. Persuasiveness, evidence of speech.

3. Expressiveness of speech.

4. Mandatory preliminary preparation. Use quotes (if you need it), after grouping them according to the points of the plan.
II. The students read the task. 386, it turns out that it is necessary to prepare for a public speech on the topic "The meaning of the song." Then they write it down in a notebook.
Preparation plan

1. The presence of an appeal (the addressee of the statement).

2. Convincing arguments (facts, examples, references to authority).

4. Conscription final of the speech.

Eighth graders give examples, facts, train, prepare speeches.
III. Homework: prepare a speech in a journalistic style on the topic "The meaning of the song."

Lesson 85

Lesson Objectives: 1) to acquaint students with the rules for distinguishing interjections in writing, the appointment of interjections, be able to detect interjections in the text, 2) teach to determine their text-forming role, pronounce sentences with interjections correctly intonation, 3) form the ability to correctly punctuate interjections with interjections, 4) teach distinguish between the use of the interjection about when addressing and without addressing.
I. Checking homework.

Public speeches of students on the topic “The Meaning of the Song”, the class reviews the performances according to the memo “Requirements for oral presentation” (see exercise 430 on p. 2).
II. Explanation of new material. The sentence is written on the board:
The disgraced house of the poet, oh my Pushchin,

You were the first to visit.

(A. Pushkin)
Task: find the interjection.

Students pay attention to the fact that the interjection about used together with the address, the punctuation mark after the interjection is not put.

Students read the theoretical information on p. 184-185, conclude that interjections are not grammatically related to the sentence, are not a member of the sentence, express different feelings, are distinguished by a comma or an exclamation point. Eighth graders get acquainted with the features of interjection.
Interjection (features)

1) A special part of speech, neither independent nor official.

2) Expresses feelings, moods, impulses, but does not name them.

3) Interjections are not members of the sentence: A life,Alas , not an eternal gift.(A. Pushkin), but can be used in the meaning of other parts of speech: A voice was heard in the forestay .

4) Derivatives (from independent parts of speech): Guard!

Non-derivatives: ah, ooh, well, hey and etc.

5) Interjections do not change.

6) Interjection - belonging to oral speech. In works of art, they are found more often in dialogues.
II. Training exercises.

1. Exerc. 391 students perform orally, find interjections, intonation correctly read A. Galich's poem, determine the theme of the poem.

2. Exerc. 392 is first performed orally. Students read expressively, expressing the feelings of the poets, then write off, placing commas.

3. Selective dictation according to exercise. 393 (write out sentences with an interjection about used only together with the appeal).
Recommendations for the teacher: Remind students that in this case, the punctuation mark is not placed after the interjection.
4. Independent work.

Sentences with missing punctuation marks are written on the board.
Assignment to students: write down, punctuating, indicate interjections, determine their role.

1) Oh, look how that star burns, burns and goes out. (A. Fet)

2) Oh, how well we learned to speak! Oh, how badly learned to listen! (R. Rozhdestvensky)

3) Alas, the palace of Bakhchisaray hides the young princess. (A. Pushkin)

4) Alas, sad and pale, she does not listen to praise. (A. Pushkin)

5) Chu, somewhere high in the sky, a low, lingering sound was heard. (G. Skrebitsky)

6) Psari shout Ahti guys thief! (I. Krylov)

7) Hey answer who is coming? (A. Blok)

8) Ah, evil tongues are worse than a gun. (A. Griboyedov)
IV. Homework: § 63, make up a dialogue using interjections; write out seven sentences with interjections from the fables of I. A. Krylov (assignment at the choice of students).

Lesson 86

sentences with words, phrases

and sentences that are not grammatically related

with members of a sentence (§ 64)

Lesson Objectives: to acquaint students with the order of oral and written syntactic and punctuation analysis of a sentence with words that are not members of a sentence, to teach them to perform oral and written syntactic and punctuation analysis of a sentence with words that are not members of a sentence.
I. Checking homework.

The first student reads the dialogue, talks about punctuation marks in interjections, determines the text-forming role of interjections. The second reads seven sentences from the fables of I. A. Krylov, determines what feelings the interjections express.
II. Repetition. Explanatory dictation.
One of the mysteries of nature is the ability of birds to determine the start time of flights. How do birds determine, living in the tropics, the approach of spring with us? Apparently, they are helped by the bird's biological clock.

As you know, the sun during the day moves from the eastern regions of the sky to the western. Surprise is caused by observations showing the ability of birds to navigate by the sun. For many birds, this ability is innate. Birds, according to scientists, also feel green smells, listen to sounds coming from below, take into account the magnitude of the centrifugal force that occurs during the rotation of the Earth, and respond to changes in its magnetic field.

(B. Sergeev)
III. Explanation of new material.

Students get acquainted with the samples of oral and written parsing on p. 18b-187 (§ 64), punctuation analysis on p. 188.
IV. Fixing the material.

1. In ex. 394 students expressively read the poetic lines of A. S. Pushkin. The class monitors the correct pronunciation of sentences with inversion, introductory and plug-in constructions.
Recommendations for the teacher: pay attention to the expressive reading of sentences with appeal, introductory and plug-in constructions, and the development of correct pronunciation skills.

3. In ex. 396 expressively read poems, highlighting the intonation of admiration for native nature when reading the appeal. Produce oral punctuation analysis.

4. Independent work on ex. 398. additional task: make a written syntactic analysis of one sentence (at the choice of students).
V. Homework: § 64, do exercise. 397 orally answer the control questions on p. 189.

Lesson 87

"Words that are not grammatically related to the members of the sentence."

Preparation for the control dictation

Lesson Objectives: generalize and systematize students' knowledge on this topic, identify gaps in students' knowledge.
I. Checking homework.

The first student reads expressively a poem by N. M. Rubtsov (exercise 397), highlighting the intonation of admiration for Russia while reading the appeal, indicating separating and highlighting commas. The second performs an oral punctuation analysis of the second sentence.
II. Frontal survey on the questions given on p. 189.
III. Repetition of material.

1. Exerc. 399 are performed orally, they conclude whether the information contained in the plug-in structures is needed for the correct cultivation of seedlings.

2. Explanatory dictation according to ex. 400 on p. 190. Students indicate the meaning of introductory structures.
Test tasks

1. In which sentence should parentheses be used to design an insert construction (punctuation marks are not placed)?

a) According to the doctor, the patient will be discharged in a week.

b) The surrounding mountains can be said to be completely bare of woody vegetation.

c) Uncle Pavel welcomed all stray dogs, and they were not numerous here, they lived with him and did not look for a soul in him.

d) Field strawberries, I'm sure already ripe.

Answer: c.
2. Find sentences with an interjection (punctuation marks are not placed).

a) Long live the sun!

b) There is nothing more joyful than work.

c) Oh, how cold it is on the road.

d) What a cold night!

Answer: in
3. Indicate a sentence with an appeal (punctuation marks are not placed).

a) My friends, our union is beautiful.

b) Let the sun shine for you.

c) Burn forever indestructibly that good heat in your chest.

d) High wheat makes noise.

Answer: a.
4. Find the extra meaning of the introductory words:

a) greater or lesser degree of certainty

b) the order of thoughts and their connection

For comparison

d) the source of the message

Answer: c.
IV. Homework: review the material § 55-64; execute ex. 401.

Lesson 88
The science of nutrition, like the art of cooking, has its own history. Without a doubt, the first man was also the first cook. So the art of cooking is older than other arts?

Even in the Stone Age, people cooked food using fire. Animal carcasses were roasted on hot coals or on a spit.

During excavations of ancient settlements, clay pots are found, which are considered the venerable ancestors of modern pans. However, before the advent of clay vessels, food was cooked in troughs carved from stone. Hot stones were poured there, thus bringing the water to a boil.

This food was heavy! At the mere thought of what our ancestors ate, it becomes somehow uncomfortable. But the man of those distant times constantly struggled with everything: with harsh nature, with enemies, with diseases. Presumably, such rough food was just right for him.

Asia is the birthplace of sophisticated culinary art, as scientists say. Subsequently, constantly changing, enriching, influenced by fashion and obeying local traditions, it spread throughout the world. (149 words)

(V. Kudasheva)
Grammar task.

1. Write out one sentence from the text of the dictation with words or sentences that are not grammatically related to the members of the sentence, and make a written syntactic analysis (at the choice of students).

2. Indicate the meanings of the introductory words in the text of the dictation.

someone else's speech
Lesson 89

Direct and indirect speech (§ 67). Indirect speech (§ 68)

Lesson Objectives: 1) introduce students to the ways of transmitting someone else's speech (direct and indirect), the structure of a sentence with someone else's speech (the part that transmits someone else's speech and the commenting part); 2) to teach intonation correctly (with the intonation of a warning or explanation) to pronounce sentences with someone else's speech, to distinguish between verbs of different semantics in the commentary part; 3) teach to detect sentences with indirect speech, explain their text-forming role, replace direct speech with indirect speech, distinguish between sentences with direct and indirect speech.

1. Read the statements of writers and scientists, distinguishing the speech of different people in the same passage by the timbre of the voice.
2. Make 2-3 statements (of your choice) quotes by adding your own words and placing them either before the statement, or at the beginning, or in the middle, or at the end in such a way that it is clear where your words are and where the words are writer, scientist, so that it is easy to read the text with a quote. Punctuation marks - as in direct speech.
3. State the content of several statements in the form of indirect speech with the replacement of pronouns and personal forms of the verb (where necessary). For example: Korolenko wrote that he re-read War and Peace three times, and each time Tolstoy's work seemed to him "more and more great."

1. I am rereading War and Peace. This is the third time, and each time this work of Tolstoy seems to me more and more great, and new aspects continue to emerge where before attention slipped indifferently. Now, in my almost morbid mood, the great, truthful, calm epic acts on me in a deeply soothing 2 way, like nature itself. No one has written with such breathtaking 2 truth... It is broad, free, sincere, truthful. What an amazing abundance of images, what a wave of life, these images inspire. (V. Korolenko)
2. ... Thanks to his sincerity, Chekhov created new, completely new, in my opinion, forms of writing for the whole world, the likes of which I have not seen anywhere else. His language is amazing. I remember that when I first began to read Chekhov, at first he seemed to me somehow strange, as if awkward. But as soon as I got a grasp, this language captured me. (L. Tolstoy)
3. ...I hasten to state in a few words my opinion about the drama "Thunderstorm". The language of the characters, both in this drama and in all Ostrovsky's works, has long been appreciated by everyone, as an artistically correct language, taken from reality, as well as the very persons speaking them. (I. Goncharov)
4. Academician D. Likhachev in the book “Letters about the Good and the Beautiful” writes: “Our language is the most important part of our general behavior in life. And by the way a person speaks, we can immediately and easily judge who we are dealing with ... It takes a long time and carefully to learn good intelligent speech - listening, remembering, noticing, reading and studying. But even though it’s difficult, it’s necessary.”
5. L. Landau, addressing the youth, once said: “Your physics is worthless if it covers everything else for you: the rustle of the forest, the colors of the sunset, the ringing of rhymes. This is some kind of truncated physics... For example, I don’t believe in it.”
6. The lyrics of Anna Akhmatova are an integral part of our national culture, one of the living and freshest branches on the tree of great Russian poetry. (A. Tvardovsky)
7. Say what you like, but the native language always remains native. When you want to speak to your heart’s content, not a single French word comes into your head, but if you want to shine, then it’s another matter. (L. Tolstoy)
8. The more flexible, the richer, the more diverse we learn for ourselves the language in which we preferred to think, the easier, the more diverse and the richer we will express our thought in it. (F. Dostoevsky)
9. Oh, laughter is a great thing! There is nothing more afraid of a person than laughter ... Fearing laughter, a person is restrained from what no force would have kept him from. (N. Gogol)
10. Punctuation marks exist to emphasize the thought, put the words in the correct ratio and give the phrase lightness and the right sound. They are firmer "hold the text and do not allow it to crumble." (K. Paustovsky)

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Slides captions:

Public speaking on a socially significant topic The objectives of the lesson: to consolidate knowledge about the features of oratory; to form the ability to create their own statement on a socially significant topic; develop speech skills, the ability to master the audience; to replenish the vocabulary of students; educate the culture of oral speech. Prepare students for public speaking

Today in the lesson we have to consolidate knowledge about oratory public speech, replenish our vocabulary, continue working on the culture of oral speech; prepare for public speaking. Before you are familiar words: eloquence, rhetoric, orator, oratorical pathos. Explain their lexical meaning, make phrases using all the ways of subordinating words.

Linguistic simulator eloquence rhetoric speaker oratorical pathos

test yourself rich eloquence oratorical voice study rhetoric speak with pathos oratory talent

Test Orator The science of the laws of preparing and delivering a public speech in order to have the desired impact on the audience Eloquence An applied section of linguistics that deals with two questions: how to speak correctly and how to speak well Rhetoric A person delivering a public speech Culture of speech Passionate enthusiasm, uplift, enthusiasm, caused by some high idea Paphos Ability, ability to speak beautifully, convincingly; oratorical talent

Test yourself Orator The science of the laws of preparing and delivering a public speech in order to have the desired impact on the audience Eloquence An applied branch of linguistics that deals with two questions: how to speak correctly and how to speak well Rhetoric A person delivering a public speech Culture of speech Passionate enthusiasm, uplift, enthusiasm , caused by any high idea Paphos Ability, ability to speak beautifully, convincingly; oratorical talent

Kozhinov Vadim Valerianovich Date of birth: June 5, 1930 Place of birth: Moscow, USSR Date of death: January 25, 2001 (age 70) Place of death: Moscow, Russia Citizenship: USSR, Russia Occupation: literary critic, publicist Language of works: Russian.

Chaliapin Fyodor Chaliapin Fyodor Chaliapin Fyodor Chaliapin Fyodor F. Chaliapin

N.Plevitskaya

L. Ruslanova

B. Shtokolov

D. Hvorostovsky

Tula folk choir

v. Stoyanovo

K. Shulzhenko

V. Bunchikov

I. Talkov

V. Ganichev

Requirements for oral presentation 1. Content, clarity of expression. 2. Persuasiveness, evidence of speech. 3. Expressiveness of speech. 4. Mandatory preliminary preparation. Use quotations, after grouping them according to the points of the plan. Preparation plan 1. The presence of an appeal (addressee of the statement). 2. Convincing arguments (facts, examples, references to authority). 3. Elimination of categoricalness (use of introductory and plug-in structures). 4. Conscription final of the speech. Eighth graders give examples, facts, train, prepare speeches. Homework: prepare a speech in a journalistic style on the topic “The Meaning of the Song”.

Reflection Today at the lesson we repeated ... The new understanding was that ... I was convinced that ... It will help me to prepare a public speech ... I consolidated the concepts: ....

On the topic: methodological developments, presentations and notes

Russian language lesson in grade 8 "Public speaking on a socially significant topic"

International humanitarian law (IHL) is studied not only in literature lessons. Russian language lesson in grade 8 based on the story "Smile" by R. Bradbury improves the skills of writing journalistic texts ...

Preliminary plan, work on facts and theoretical material

It is necessary to draw up a preliminary speech plan, which will then be refined. It is also called a work plan. The saturation of speech with factual and theoretical material depends on its type, topic and composition of listeners. Skillfully selected facts and figures enrich the speech, make it concrete, substantive, intelligible, and convincing. Facts must be true and absolutely accurate. They may be the result of observation, the study of life, but the bulk of the facts are drawn from reference books, scientific literature, newspapers, magazines, documents and other sources.

How to rehearse a speech?

The full text of the speech or its abstract, abstracts, plan are ready. It is useful to pronounce it orally, specifying the sound time, the tempo corresponding to the norms of public speaking is 100-200 words per minute). This is the so-called rehearsal.. When rehearsing, pay attention to the technique pronunciation. First of all, on orthoepy - exemplary literary pronunciation and on the correctness of stress. Pay attention to diction, to the pace of speech, to the volume of the voice. The voice should sound clear, moderately loud, not monotonous. It is necessary to pay attention to pauses, to phrasal and logical stresses, with the help of which speech segments or words are distinguished. The speaker must be able to express various feelings and experiences with his voice. This helps expressive facial expressions, gestures, posture. It is not uncommon for speakers to rehearse their speech in front of a mirror.

How to give a speech? There are 3 ways to speak:

§ Reading text speech

§ Playing it from memory with reading individual fragments

§ Free improvisation

They read such speeches, from the text of which it is impossible to deviate: anniversary or welcoming speeches, as well as reports. The rest of the speeches, as a rule, are delivered, because when reading a speech, the speaker risks losing contact with the audience and the impact on it is reduced to zero.

After the speech is delivered, it needs to be analyzed.

This is necessary in order to find, highlight and take into account its shortcomings in further performances. After all, speech self-improvement is the task of the speaker. He should think about how to achieve a greater effect next time, better contact with the audience.

So, let's summarize the main stages of preparation for the performance:

1. Definition of the topic, purpose, title, audience assessment.

2. Drawing up a preliminary (working) plan;

3. Selection of theoretical and factual material;

4. Drawing up the final plan;

5. Work on the text of the speech;

6. Rehearsal;

7. Making a speech;

8. Answering questions, leading a discussion;

9. Analysis of speech.

WORKSHOP

EXERCISE 1. Read excerpts from speeches by prominent scientists of our time to students1. What methods of attracting attention did the speakers use at the beginning of the speech?

As an Eastern proverb says, everything is a matter of chance, but chance rewards only those who deserve it. Thousands of examples can be cited when certain historical monuments and documents were discovered by chance, by people who were very far from historical science. But can such accidental finds be called discoveries? No and no again. A discovery is always something that, through the work and perseverance of a researcher, turns out to be connected in time and space with the entire amount of accumulated knowledge, when this or that find is comprehended and has taken its place in that endless chain that we call the history of mankind.

(academician).

It seems to me that there are no unattractive specialties. There are only passive people who are unable to be carried away by what is in front of them. After all, in any field of activity there are unplowed layers, unresolved problems, they are waiting for the inquisitive, thirsting for something new. And a living, active person will always find a field of activity for himself where a lazy dreamer sees only boredom. Hard work is the mother of talent, which means it leads to success and recognition(academician).

TASK 2. Analyze an example of a student speech on the topic "Let me introduce myself." Pay attention to the formatting of the introduction and conclusion. List the ideas disclosed by the authors in the main part. Rate speech 2.

Isn't it clear to every person sitting here that talking about oneself is the most difficult and thankless task, even though every speaker expects gratitude and praise? But why is it difficult: because it’s hard to say good things about yourself, because it’s not good to be immodest, and because it’s immodest to show your merits when you yourself are perfectly aware that you still have very few merits and merits.

But what if I follow the path of Stanislavsky, who advised me to play good and look for what he is evil in? This is the only thing I can see.

First, I know that I did not dare. Maybe that's why I want to do public speaking. But, by the way, I can safely say that some of my “brave” and “daring” friends to the point of vulgarity are not sympathetic to me. I I prefer to have fear and gradually overcome it - this is better than stupid self-praise.

Secondly, as you can see, I do not shine with health. And maybe it's not so bad after all? And it is better to have average health, that is, not too good, and not too bad, but, being aware of your shortcomings, strive to make up for them ...? Have you noticed that people who are rich in health or some other talent often squander it too quickly and unwisely? “Average” people, on the other hand, develop what God has sent, and can achieve a lot - well, that’s what I strive for.

Finally, the third - and most important: you, of course, want to ask: “How are you (you) with mental talents? I will answer honestly: “Tough. Difficult. It's hard." But whoever has it easier - let him throw a stone at me. Seriously, it seems to me that in this life we ​​should have one, but a fiery passion: to develop our mind, improve the wisdom given to us, make up for the shortcomings of our knowledge - then, perhaps, we will be happy.

In a word, I can still say many words about my shortcomings. But isn't love, according to Plato, as the wise Socrates said, a desire to make up for the lack of wisdom, truth and beauty? Long live our (mine and your) shortcomings and aspirations to make up for them! Hooray!

test questions

1. Tell us about the classical scheme of the oratorical process.

2. What are the conditions for successful preparation for a speech?

3. What is the significance of the preparatory stage in delivering a public speaking speech?

4. Name the main stages of preparing for a speech.

5. How should you rehearse your speech?

6. Why do we need an analysis of oratory?

Topic 10. Using quotes

in oral presentation

extract from them

and thus create a reserve of thoughts for yourself ...

This advice has been followed by the most eminent men of our science.

A. Diesterweg (1790-1866),

Plan:

1. When are quotations needed?

2. Methods of citation.

Literature:

1. Develop the gift of words. Student aid. Comp.: i. - M.: Enlightenment, 1977. - S.151-153.

2. Kokhtev. Textbook for students in grades 8-9 general. inst. -M.: Enlightenment, 1996. - P.86-96

1. When are quotations needed?1

Quoting is used in the following main cases:

Ø To confirm my own thought, for example: "In the story "Dubrovsky" truthfully and authentically painted the landowner's life and customs of the serf-owners of that time. Great Critic , Noting this feature of the work, he wrote: "Ancient life of the Russian nobility".

Ø To introduce the reader or listener to someone's authoritative opinion.

Speaking, for example, with a report on the beauty and richness of the Russian language, one can quote the following statement:

“Charles the fifth, the Roman emperor, used to say that in Spanish with God, French with friends, German with the enemy, Italian with the female sex, it’s decent to speak,” But if he were skilled in the Russian language, then, of course, added would that it would be decent for them to speak with all of them, for I would find in it the splendor of Spanish, the liveliness of French, the strength of German, the tenderness of Italian, moreover, the richness and brevity of the Greek and Latin language, strong in images.

Ø For a more vivid expression of one's own thoughts.

So, he includes a line from a poem in the fabric of his narrative, believing that it is impossible to find a better comparison:

“Yesterday I arrived in Pyatigorsk, rented an apartment on the edge of the city ... I have a wonderful view from three sides. To the west, the five-headed Beshtu turns blue, like "the last cloud of a scattered storm"; Mashuk rises to the north.

Ø To preserve the features of the language and color of the original text.

Outlining the Contents of the First Scenes of the Fifth Act of the Comedy "Inspector", resorts to quoting the text of the play, for example:

“From a coward, he (the mayor) becomes impudent, a tradesman who suddenly got into noble people; the fear of Siberia has passed - he no longer promises the god a pound candle and threatens to still live and rob merchants; he orders the whole city to shout about his happiness, “to roll into the bells; If it's a celebration, then it's a celebration, damn it! his daughter marries such a person, "that there has never been in the world, that can drive everyone in the city, and put them in jail, and whatever he wants." My God! Does the generalship suit him! And he is in a frantic delight, in a furious comic passion at the thought that he will be a general ... “After all, why do you want to be a general? Because, if it happens, you go somewhere, courier and adjutants will gallop forward everywhere: horses! and there at the stations they won’t give it to anyone, everything is waiting: all these titular, captains, mayor, and you don’t even blow your mustache: you dine somewhere with the governor, and there: stop, city man! Ha ha ha! That's what, channeling, it's tempting!

This is how the gross passions of animal nature are manifested.

2. Methods of citation

Quotations are reproduced exactly, with all the features of the original. Quote in such a way that the thought of the original is not distorted in any way. You can not quote such a part of the text that gives an incorrect or inaccurate idea of ​​​​the thought of the quoted author. It should also be taken into account when, where, under what circumstances, in what context the words we use as quotations were spoken (or written).

Exist two ways to quote:1

Ø The quote is an independent sentence and is made out as a direct speech. In this case, the rules of punctuation for direct speech apply:

§ wrote: "The word is an expression of thought ... and therefore the word must correspond to what it expresses."

§ “The simpler the word, the more accurate it is, the more correct
delivered - the more it gives the phrase strength and convincingly
sti", - indicated Bitter in the article "On Prose".

§ “Take care of the purity of the language, as a shrine! - wrote genev .- Never use foreign words. The Russian language is so rich and flexible that we have nothing to take from those who are poorer than us.”

Ø The quote is introduced into the composition of the author's proposal as part of it. If a quotation is syntactically related to the author's text and is part of a sentence, then it is usually written with a lowercase letter:

§ Speaking about Pushkin's poetry, he wrote that in the poet's poems “for the first time, living Russian speech spoke to us, for the first time the real Russian world was revealed to us.”

§ M. Gorky encouraged young writers "to learn to write simply, accurately, clearly, then the real beauty of artistic truth will appear by itself."

If the quotation is incomplete, then a gap is indicated by an ellipsis,which is set:

Ø before the quote (after the opening quotes), if the quote
is given not from the beginning of the sentence, For example:

wrote: “... in art, simplicity, clarity and brevity are the highest perfection of the art form, which is achieved only with great talent and great work”;

Ø in the middle of a quote if the part inside it is omitted:

In one of the articles on Belinsky wrote: “Even before ... there were good verses in Russian, but when Pushkin’s works appeared, everyone saw that they still had no idea how beautiful Russian verses could be”;

Ø after quote (before closing quotes), if the quoted sentence is not completed , for example:

In the article "The General Importance of Literature" pointed out : "Knowledge of the exact meaning of words and their differences among themselves, even the easiest, is a necessary condition for any true thinking ..."

WORKSHOP

EXERCISE 1. Enter the quotes below into self-composed texts in two ways:

Ø as direct speech;

Ø as part of an offer .

Sample : « His winter is bathed in the splendor of sumptuous poetry». (.)

1 way: Speaking about Pushkin's poems dedicated to nature, V. G. Belinsky wrote about the skill of the poet: "His winter is bathed in the splendor of sumptuous poetry."

2 way: Winter in Pushkin's poems, according to , "drenched in the splendor of luxurious poetry."

1. Pushkin's poetry is surprisingly faithful to Russian reality, whether it depicts Russian nature or characters. (.) 2. The time will come when posterity will erect an eternal monument to him (Pushkin). (.) 3. "The Captain's Daughter" - something like "Onegin" in prose. The poet depicts in it the customs of Russian society in the reign of Catherine. Many paintings, in their fidelity, truth of content, and mastery of presentation, are a miracle of perfection. (.)

TASK 2. Divide citations into two topics (“The beauty of language” and “Work on the word”). Arrange the quotes so that they reflect the sequence of development of thought. Prepare an oral or written report on one of the topics using selected quotes.

Throughout his life, the writer does not stop working on the word, and the greatest joy in this life is the right word found. (.)

You need a lot of soiling, the more the better. It is impossible to write without blots ... A person should be tormented if he does not find a single place on the page to cross out and forward. (.)

The true beauty of language, acting like a force, is created by the precision, clarity, sonority of the words that shape the pictures, characters, ideas of books. (M. Gorky.)

In order to say well what he wants to say (by the word "say" I mean any artistic expression of thought), the artist must master the skill. (L.N. Tolstoy.)

You marvel at the treasures of our language: every sound is a gift; everything is grainy, large, like pearls themselves ... (.)

The technique of literary work comes down, first of all, to the study of language, the main material of any book.... (M. Gorky.)

To deal with the language somehow means to think somehow: inaccurately, approximately, incorrectly. (.)

TASK 3. Group the quotations below according to the points in the plan.

Plan

2. Persuasiveness, evidence of speech.

3. Colorfulness, emotionality of speech.

4. You need to prepare for oral presentations (messages, reports, reports).

Don't be ashamed to be silent when you have nothing to say. (Proverb.).

The word is not a sparrow: fly out - you will not catch . (Proverb.)

If the speech is not clear, it will not reach the goal. (Aristotle.)

It's not about the word, it's about the tone in which the word is pronounced. . (ski.)

Never speak without being prepared for the topic. Look for materials on this issue in a newspaper, brochure, book. Always present with a summary in hand. (E. Yaroslavsky.)

Speak ... only about what you yourself understand well and what you are convinced of. Only then will they believe you . (E. Yaroslavsky.)

The worthy task of the speaker is to avoid the worn and boring words, and to use the chosen and bright ones. (Cicero.)

Knowing in advance what you want to say, you need to speak freely ... and not try to pronounce a text written and memorized at home. (I. Andronikov.)

TASK 4. Enter quotes, proverbs, sayings that are suitable in meaning into the text of your speech. How has your performance changed as a result?

??? test questions

1. What is a quotation?

2. When are quotations needed?

3. For what purpose are quotes used?

4. What ways of quoting do you know?

Topic 11. Drawing up a monologue

for oral presentation

Practical work No. 2

Purpose: to learn how to compose a monologue for oral presentation.

Equipment: cards with a scheme for preparing for a performance.

Briefing:

1. Your monologue can be informational, problematic or propaganda in nature;

2. Determine the topic, purpose, title, evaluate the audience;

3. Draw up a preliminary (working) plan;

4. Select theoretical and factual material;

5. Draw up a final plan;

6. Work on the text of the speech;

7. Submit a draft text to the teacher for consultation and correction.

Topic 12. Completion of work

over oral presentation

The end is the crown

Literature:

Secondly, at the end of the speech, its main theses can be briefly repeated, the main idea and importance for the listeners of the analyzed topic can be emphasized once again.

Thirdly, at the end of the speech, the speaker can outline the topic of the next or the development of the ideas expressed by him. So, Ivan Petrovich Pavlov completed his lecture from the cycle "Physiology of Digestion" with the words:

“So, you see that under the influence of ptyalin, starch passed from an insoluble state to a soluble one. Next time you will see that the changes have gone much deeper.

Fourthly, the speaker can set some tasks, invite him to express his opinion, argue.

The conclusion may be short or absent altogether. The nature of the end of the speech depends on the purpose of the speech: to influence the intellectual or emotional sphere of the listeners. These spheres can intersect, which is due to the peculiarities of human perception. , analyzing a speech about the life path of Lomonosov, wrote: “The end of the speech should round it off, that is, connect it with the beginning. For example, in a speech about Lomonosov, you can say:

“So, we saw Lomonosov as a fisherman boy and an academician. Where is the reason for such a wonderful fate? The reason is only in the thirst for knowledge, in the heroic labor and the multiplied talent allotted to him by nature. All this exalted the poor son of the fisherman and glorified his name.

The conclusion should be short and concise. This part of the speech should not be made too lengthy - this makes it difficult to perceive it. Remember that the conclusion is prepared by the entire previous presentation. In its parts there should be no contradictions with the main part. Unsuccessful closing words can spoil the good impression of the whole speech. Therefore, they should be carefully considered.

WORKSHOP

EXERCISE 1 . Analyze examples of speech conclusions. What attention-getting techniques do they use? What goals (impact on the intellectual, emotional spheres of listeners) do speakers set for themselves?

My friends, I have given you one of the views on the problem, I have shown you the direction of my searches, the way of thinking. But I did not come here to teach, but to argue on issues that concern everyone, I came to learn. I remember too well and share the testament of the great Greek statesman and poet Solon, who literally said the following: “I grow old, always learning!” How wonderful! That is why I want to feel the beating of thought in our scientific dialogue, to hear other opinions and points of view. Yes, yes, I came here to argue, to learn to think!

I think, gracious sirs, that no matter how softly a society treats its members, it must remember that justice is the same mathematics. No mathematician will say 3x3 = 9, but for my girlfriend = 10: he 3x3 = 9 for everyone.

Also, the fact of a criminal act remains criminal - it doesn't matter if people who you have never seen are sitting in the dock, or people close to you, even brothers, friends. If you have come to judge a fact, then you must call him white if he is white; if the fact is not pure, then they must say that it is not pure, and let the defendants know that they have to wash and wash ...

I will finish my speech with one anecdote from Eastern life - sometimes it does not hurt to look back at the East, which has beautiful sayings and beautiful anecdotes. One Turkish narrator says that there was a judge in Turkey who had to judge the deeds of his father; he sentenced his father to 90 blows with a stick and, mixing tears with ink, signed the verdict. During the execution of the sentence, when the father was being beaten, the son stood right there and cried, and when the blows were stopped, he was the first to rush to hug and kiss his father.

Imitate in the good East: when you see that an act is criminal, say that it is criminal, and then, remaining human, squeeze in your arms people who deserve punishment through their own fault...

TASK 2 . Do you think the following ways of concluding a speech are successful?

1. “To live life, not to cross the field”; “Without labor, you can’t even pull a fish out of a pond”; "If you like to ride, love to carry sleds."

2. "I am aware that I did not manage to explain everything as it should, but still ..."; “I hate to bore you with some more details, but, finishing the speech, I would also like to add that ...”.

3. "As you can see, nothing can be changed (corrected), .."; "We can only wait and hope for a successful combination of circumstances ...".

4. "That's all"; "I've already said everything"; "This is the end of my speech."

Test questions:

1. What role does the conclusion play in the oratorical monologue?

2. What can the end of oratory contain?

3. Why should the conclusion be short?

Task for extracurricular independent work

Briefing: finish the oral monologue. Write a monologue on a clean copy, prepare for a speech.

Topic 13. Oral presentation

Practical work No. 3

Purpose: to present your oratorical monologue; evaluate the monologues of comrades.

Briefing: listen to the speeches of your classmates and analyze them according to the plan.

Oratory analysis plan

1. Disclosure of the topic. The topic is open if:

important material is given in the text, questions are disclosed;

important aspects of the problem are touched upon;

The culture of the speaker's speech: the correctness of words and expressions, their stylistic relevance, the correctness of stress and pronunciation, etc.

4. Plastic speaker: eye contact, posture, facial expressions, gestures ...

5. Is there contact with the audience?

5. General impressions of the performance.

1. Theme and purpose

Interested? Appropriate? Relevant?

2. Introduction

Is it interesting? Have you used an attention grabbing technique? Isn't it too long?

3. Main part

Is the plan well thought out? Is all material relevant? Are there enough examples? Is the content specific? Has the goal been achieved?

4. Conclusion

It's clear? Is there a generalization of what has been said?

5. Pronunciation Is the speaker confident? Is the posture correct? Gestures?

Is the pace of speech good? Monotone? Is there contact with the audience? Are there any speech errors?

6. Tips for the presenter

SECTION 3

JUNIOR EDITOR

Topic 14. Types of texts

Plan:

1. The concept of the text

2. Types of texts

Literature:

1. Antonov's speech. Rhetoric lessons. - Yaroslavl: Academy of Development, 1997. - P.133-150.

2. Babaitsev language. 10-11 grades. - M.: Drofa, 2004. - S.51-63

3. Kokhtev. Textbook for students in grades 8-9 general. inst. –M.: Enlightenment, 1996. – P.147-151

4. Speech. Speech. Speech: A book for teachers / Ed. T.A. Ladyzhenskaya. - M.: Pedagogy, 1990. - S.260-333.

1. The concept of the text

Text- the largest unit of the syntactic system, the result of complex mental and speech activity. Knowledge of the language and proficiency in speech involves the ability to build a text and perceive it (understand when listening, reading).

Text- a combination of sentences that are related semantically and grammatically. The sentences in the text are arranged in a logically coherent sequence. The most important qualities of the text - wholeness and connection. Integrity is the semantic internal unity of the text, and coherence is the presence of formal (grammatical) and semantic connections of sentences in the text1.

Theme of the text- this is what (about whom) it says. The topic of the text determines all its characteristics: ways of expressing the topic, types of speech, syntax of the text, ways and means of linking parts of the text, etc.

When creating a text, you need to comprehend its topic well.. The text must be informative, i.e. contain a relevant message that is of interest to the addressee. Destination is the person(s) for whom the text is intended. The creator of the text must take into account the situation of communication, the nature of the addressee of the speech and a number of other factors.

2. Types of texts

2.1. Narration

Narration- This is a type of speech that usually reports on actions and events that follow each other in time.

The story is dynamic. It has movement. The text-narrative is built according to the following scheme: → → → →…

chain.

The first sentence contains a topic: an indication of an agent, a natural phenomenon, etc. At the beginning of a sentence there may be words somehowpah, once etc., indicating the time and place of the event. The main indicator of the text-narrative is the form of perfective verbs. The following sentences (2nd, 3rd, etc.) show how one action (event, etc.) is replaced by another, one picture - another. The number of such offers is unlimited.

Consider thunderstorm description at 1:

... Levin fell silent and drew the attention of the guests to the fact that the clouds had gathered and that it was better to go home from the rain.<...>

But the cloud, now turning white, now turning black, was advancing so quickly that it was necessary to add a step more in order to be in time for home before the rain. Leading it, low and black as smoke with soot, the clouds ran across the sky with unusual speed. There were still two hundred paces to the house, and already the wind had picked up, and one could expect a downpour at any second.<...>

In this short period of time, the cloud had already moved its center so far into the sun that it became dark, as in an eclipse. The wind stubbornly, as if insisting on its own, stopped Levin and, tearing off the leaves and blossoms from the lindens and ugly and strangely exposing the white branches of the birches, bent everything in one direction: acacias, flowers, burdocks, grass and tops of trees. The girls working in the garden ran screaming under the roof of the people's room. The white curtain of heavy rain had already captured the entire distant forest and half of the near field and was rapidly moving towards Kolk. The dampness of the rain, breaking into small drops, was heard in the air.

Bending his head forward and struggling with the wind, which was tearing his handkerchiefs from him, Levin was already running up to Kolk and already saw something whitening behind the oak, when suddenly everything flared up, the whole earth caught fire and it was as if the vault of heaven cracked overhead. Opening his blinded eyes, through the thick veil of rain now separating him from Kolk, Levin saw with horror, first of all, the green top of a familiar oak tree in the middle of the forest had strangely changed its position. "Did it break?" - Levin had hardly time to think, when, speeding up and speeding up his movement, the top of the oak disappeared behind other trees, and he heard the crack of a large tree that had fallen on other trees.

The light of lightning, the sound of thunder, and the sensation of a body instantly drenched in cold merged for Levin into one impression of horror.(....)

(L. Tolstoy . Anna Karenina)

The characteristic features of a narrative text are perfective verbs, denoting actions that replace each other in time. Imperfective singular verbs denote the duration or repetition of actions. Yes, Tolstoy "clouds with extraordinary speed ran across the sky", "the dampness of the rain ... was heard in the air."

Descriptions of an approaching and bursting thunderstorm are wonderful examples of narrative text in fiction (cf. also the description of a thunderstorm y, "Steppe").

how means of communication of proposals words used in narrative text first of all, first of all, in the first place etc., indicating the beginning of the text; then, then, after that etc., denoting the course of events; finally, in the end, finally etc., often concluding the text. The sequence of actions, change of events, etc. can be expressed by the lexical meaning of verb forms:

Day and night pass. A cloudy and dry morning comes.(A. Kuprin)

The narrative can be represented by a series of denominative (nominative) sentences. The story develops rapidly in the following examples:

The house was hidden behind a hillock.

The sled runs straight ahead.

Turn, estate Gorki,

Garden, backyard, white house .

(A. Tvardovsky)

2.2. Description

Description -This is a type of speech in which, with varying degrees of completeness, the signs and properties of various objects are indicated.

The subject of the description can be representatives of the living and plant world (human, animal, bird, etc.), nature, settlement, premises, etc. The text description is usually built according to the scheme:

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This type of communication is called parallel

First the offer contains topic. Next after it, sentences denote some feature, property of the subject of speech, characterize some detail of the overall picture. The number of characterizing sentences is unlimited. Sentences concretizing the overall picture are connected by a non-union or coordinative connection.

The description is mostly static. The described subject can be presented in one frame of a film, a transparencies, in one photograph, etc. When narrating, several frames of a film are needed, etc.

The most frequent descriptions of the portrait and nature.

wonderful portrait characteristics Russian women gives

There are women in Russian villages

With calm gravity of faces,

With beautiful strength in movements,

With a gait, with the eyes of queens.<...>

Stop a galloping horse

He will enter the burning hut.

("Jack Frost")

Let's give an example descriptions nature1(keywords highlighted):

Especially good sunrise sun over ocean! Being a sailor, standing on watch, I observed many times how ascending the sun changes its color: sometimes it swells up with a flaming ball, sometimes it is covered with fog or distant clouds. And everything around suddenly changes.

Distant shores, crests of oncoming waves seem different. The color of the sky is changing golden blue a tent covering the boundless sea. Foam on the crests of the waves seems gold. Golden seagulls seem to be flying behind the stern. Scarlet gold the masts shine, the painted side of the ship shines ...

A new day is born! How many meetings and adventures does he promise a young happy sailor?

(I. Sokolov-Mikitov)

Keywords in the descriptive text are varied in meaning. They can denote external and internal features and properties of an object, usually with an estimated value: the state of a person, natural phenomena, etc. When describing, they are mainly used adjectives and nouns with evaluative meaning, imperfective verbs, state names and etc.

When describing, more often than in narration and reasoning, artistic and visual means. In descriptive texts, as a rule, nominal predicates are used (in narrative texts - verbs). Nominal predicates and provide static, lack of movement in time.

Description can be provided series nominal suggestions:

Moscow of our childhood: trams as a curiosity; peaceful, slow trams; blue wadded dressing gowns of cabbies, cabs, then still without rubber tyres. The slowness of traffic. Pedestrians between horse heads. Houses of quiet, cozy streets. Signboards, pretzels, rolls. Peddlers. Kerosene lanterns...

(A. Tsvetaeva)

In this passage, everything froze, everything seemed to stop, as in a fairy tale about a sleeping princess who was awakened by a kiss by a prince. Peace, immobility of the presented picture does not violate, but emphasizes, strengthens the proposal The slowness of traffic.

2.3. reasoning

reasoning- This is a type of speech in which a causal relationship of events and phenomena is established. Reasoning requires a logically coherent system of evidence, since the purpose of reasoning is to convince the addressee of something, to strengthen or even change his opinion.

A typical (complete) reasoning is built according to a scheme in which three parts are distinguished:

1) thesis (position to be proved);