Speech. Text. Offer. Word. The text consists of sentences, and sentences. What does our speech consist of? Words, phrases, sentences, styles and culture of speech IV. A minute of penmanship

Primitive people themselves had to come up with words to designate this or that object. This is how speech appeared, which allowed a person to escape from the world of loneliness and ignorance. Later, writing was created, and humanity was able to transmit its knowledge. A lot of time has passed since the creation of the first word. To answer the question of what our speech consists of, we need to list many components.

Introduction

The main component of language is the word. Words are used to build sentences with which you can conduct a conversation and write essays. There are two types of speech - oral and written. Each of them has its own means of expression. As a person grows up, his speech “grows,” that is, in the learning process, everyone learns more new words, which allows him to make his speech more vivid and rich.

At a time when writing had not yet been invented, people composed beautiful legends, stories, stories, songs and retold them to each other. Thus, even today, a cultural heritage has been preserved, which is commonly called oral folk art. Then in educational institutions children were taught to write only what was important in everyday life. And even though a lot of time has passed since then and it is difficult to briefly describe what our speech consists of, its basic principles and components have remained the same.

Word

One of the components of speech is the word. This is the smallest lexical unit that denotes a specific object or action. Words can be used separately or in a linguistic lexical bundle. Simply put, words are made into sentences. This is one of the most important and has a number of properties:

The word has the main emphasis.
Carries a certain meaning.
Expresses reality in the form of lexical meaning.
It is an independent unit that a person reproduces and does not invent independently.
Fits freely in a sentence and can be used as a separate statement.
Consists of morphemes (the smallest units of language that are not broken by any elements).
They have a solid structure.
They are combined with each other according to established grammatical laws.
They transmit certain knowledge and exist in material form.

Offer

A person can use different words in a conversational text, but if they are used separately, without any thematic connection, then no one will be able to fully convey the necessary information. For example, you can say: “Wednesday, sea, train, family.” It will be just a set of words that denote different segments of human life. But if we link them together by adding several prepositions and a verb, we get: “On Wednesday the family went by train to the sea.” That is, you get a full-fledged information message. Such messages are called sentences, which are grammatically organized combinations of words.

Collocation and simple sentence

Sentences can be simple or complex. Before proceeding to their characteristics, you need to pay attention to such a concept as a phrase. This is a combination of several grammatically related words that are components of a sentence.

However, phrases are not:

Subject and predicate.
Homogeneous members of the sentence.
Phraseologisms.

Often phrases are confused with simple sentences. Simple sentences differ from complex ones by the presence of only one grammatical basis (subject and predicate). Complex sentences have several grammatical bases. Simply put, complex sentences are made up of several simple ones. Actually, this is all that our speech consists of, in terms of structure.

Style

Speech consists of sentences. But that is not all. Depending on the context, sentences change their sound and the way they convey information. Thus, sentences with the same meaning can be reproduced using different methods. Such methods are called speech styles. Simply put, these are speech means that arose in the process of development. They are used in various areas of communication. The main speech styles are:

Scientific style- used to transmit messages of scientific content. The authors of this style are scientists or specialists in a certain field.
Officially-business style- used in business communication, in an official setting. Documents are drawn up using this style. The style is also characterized by speech cliches.
Journalistic style- found in the media (articles, reports, essays, interviews, etc.). The style is characterized by the presence of socio-political vocabulary and emotional reproduction.
Conversational style - serves for the exchange of information in an informal setting. Speech is lively and expressive.
Art style - found in fiction. Its main feature is to express simple things through a variety of linguistic means.

We can say that words and styles of speech constitute the basic apparatus of communication. But for a full-fledged information exchange of messages, you need to know about the rules and culture of speech. And it would be nice to mention the means of speech as the main element that makes communication colorful.

Expressiveness of language

By means of linguistic expressiveness we mean those tools that make speech, be it a conversation or a written work, bright, colorful, lexically and emotionally expressive. Such tools are stylistic figures and tropes.

Paths are speech patterns that allow you to use words and phrases in a figurative sense. They are formed by combining two or more phenomena that are at least somewhat close, and a sign of one phenomenon can be described by another, creating a more vivid idea of it. Thus, new phrases with different meanings appear in speech. For example, the poet said “a lonely sail is white,” instead of “a ship is sailing.”

The trails can be simple or difficult. Simple ones include:

Comparison- comparison of objects or phenomena, expressed through the use of conjunctions “as”, “as if”, etc.
Epithet- definitions that give greater imagery and emotionality.

There are more difficult trails:

Metaphor- replacement of one word with another, similar in properties (“dead silence”).
Metonymy - names change according to contiguity.
Synecdoche - use part of an object as a name and vice versa.
Allegory - a way to express certain concepts through artistic images, for example scales represent justice.
Irony - ridicule. The word is used in such a way that it takes on the opposite meaning.
Hyperbole - poetic exaggeration.
Litota - a gross understatement.
Periphrase - replacing words or phrases to avoid repetition.

As for stylistic figures, these are word turns fixed in stylistics.

A culture of speech

In spoken text, means of linguistic expressiveness are not used so often, but even here there are rules. The way a person communicates can determine his character. Speech can repel the interlocutor or attract his sympathy. In addition to a beautiful style, a person must be able to listen and not interrupt his interlocutor.

Speech etiquette is much more complex than it might seem. The basic rules of speech are as follows:

Brevity - it is better not to confuse the interlocutor with an excess of words that do not carry useful information.
Purpose - before starting a conversation, you need to determine for what purpose it is being done.
Diversity - the same story can be told to different people, but an individual approach must be taken into account.
You can't respond to rudeness with rudeness.
It is better to maintain your speech habits; a person who adopts a manner of speaking loses his “I”.

Conclusion

The article answers the question: “What does our speech consist of?” The main components of communication are words and sentences with which people exchange information messages. In addition, speech, whether written or oral, should be rich and vivid. That is why special speech means are used, giving the dry information background emotional content. And the third component of speech is its culture. True, this is a purely subjective factor that has an individual manifestation.

Subject."Parts of speech" (generalization of knowledge).

Lesson objectives. Promote the development of competent and beautiful writing skills; develop children's speech; enrich your vocabulary; consolidate the skills acquired on the topic “Parts of Speech”; repeat the composition of the word;

learn to quickly navigate the text; to cultivate the ability to feel, understand and love the beauty of our native nature.

Equipment.

Painting "Spring Landscape", reference cards; tests with multi-level tasks.

DURING THE CLASSES
I. Organizational moment

Teacher. We will respond actively
To behave,

So that dear guests

We wanted to come again! II. Announcing the topic of the lesson
U.
Everything has a name -
Both the beast and the object.
There are a lot of things around,
But there are no nameless ones.
And all that the eye can see is
Above us and below us, -

And all that is in our memory is
Signified by words.

How many wonderful and mysterious things are hidden behind these words. The language we speak is very rich.

We wanted to come again! Today in the lesson we will summarize knowledge on the topic “Parts of Speech”. Let's repeat the morphemes of words. Let's summarize the knowledge about the proposal.

III. Updating previously learned How do people communicate with each other?

We wanted to come again! Children.

With the help of language, speech. What kind of speech is there?

We wanted to come again! D.

With the help of language, speech. Oral and written.

We wanted to come again! What does our speech consist of?

With the help of language, speech. Our speech consists of sentences.

We wanted to come again! What does the sentence express?

With the help of language, speech. A sentence expresses a complete thought.

We wanted to come again! What are the suggestions for the purpose of the statement?

With the help of language, speech. Declarative, interrogative, exclamatory.

We wanted to come again! What do the proposals consist of?

With the help of language, speech. From words.

We wanted to come again! What are words made of?

With the help of language, speech. From syllables.

We wanted to come again! What are syllables made of?

Children answer questions.

IV. A minute of penmanship

I’ll put the notebook on a slant,
I hold my hand correctly
I will sit up straight and not bend over.
I'll get to work.

V. Vocabulary and spelling work

We wanted to come again! Put beautiful “clothes” on the vowel sounds [a], [o], [u], [s], [e], [i] and label them with letters.

Children complete the task.

– What types of consonants are there?

With the help of language, speech. Voiced and voiceless, hard, soft, paired and unpaired.

We wanted to come again! Find a correspondence between voiced and voiceless consonant sounds and the corresponding letters.

Option 1. Label the paired voiced consonant sounds [b], [v], [d], [d], [z], [z].

Option 2. Label the paired unvoiced consonant sounds [p], [f], [k], [t], [sh], [s].

Children complete the task.

VI. Reproduction of basic knowledge

We wanted to come again! Read the words written on the board.

[l’ustra] [m’al] [y’olka] [kl’uf] [y’ula] [y’asny] [pal’to] [s’adu]

– Now determine what parts of speech these are.

With the help of language, speech. Noun.

We wanted to come again! Name the words where at the beginning of the word two sounds are indicated by one letter.

With the help of language, speech. Name a word where the paired consonant sound does not correspond to the letter when written.

We wanted to come again! Beak.
And now - the auction.
He will sum it up.
The one who knows more

He receives awards.

Write vocabulary words from memory.

Children write down vocabulary words from memory for three minutes.

We wanted to come again! VII. Generalization of knowledge about the proposal

With the help of language, speech. Name the symbol of Russian nature.

We wanted to come again! Birch.

With the help of language, speech. Noun.

We wanted to come again! What part of speech is this word?

With the help of language, speech. What question does it answer? To the question

What?

With the help of language, speech. U. What does it mean?

We wanted to come again! Item.

With the help of language, speech. Now make a proposal.

We wanted to come again! A young birch tree sways in the wind.

Write it down.

Children write in notebooks, one student writes at the blackboard.

On the desk.

With the help of language, speech.– What rules do you need to know in order to write this sentence correctly?

You need to know the following rules:
– the sentence is written with a capital letter;
– writing unstressed vowels at the root of the word;
– writing an unchecked unstressed vowel;
– paired consonant at the root of the word; – combination -cha
– paired consonant at the root of the word; ; unstressed vowel at the end; -tsya
; writing prepositions;

We wanted to come again!– a period is placed at the end of the sentence.

With the help of language, speech. State the basis of the sentence.

We wanted to come again! The birch tree is swaying.

Name all the parts of speech!

Children indicate parts of speech.

With the help of language, speech.– What is a noun? This is a part of speech that denotes an object and answers questions, To the question

We wanted to come again! Who?

With the help of language, speech. What is an adjective? This is a part of speech that denotes the attribute of an object. Answers the questions,Which?,which?,which?

which?

With the help of language, speech. U. What questions does the verb answer? What does it mean? Verb answers questions

what to do? what to do?

Music plays, a girl enters, dressed in a Spring costume. She talks about the miracles that happen in spring.

Spring reads a poem, performing the appropriate movements. Children repeat these movements.

In the spring the butterfly woke up,
She smiled and stretched!
Once she washed herself with dew,
Two - she spun gracefully,
Three swayed and crouched
And she flew to the flowers.

IX. Linguistic moment

By reading words, students determine their belonging to parts of speech.

X. Syntactic five-minute

Children determine the grammatical meaning of endings in various forms of a noun, adjective, and verb.

We wanted to come again! Make sentences based on the diagrams.

With the help of language, speech. Early spring has arrived.

We wanted to come again! Write it down and highlight the stem of the sentence. Children complete the task.

-What's the next sentence?

With the help of language, speech. The spring sun is warming.

We wanted to come again! Write down this sentence and give a phrase.

With the help of language, speech. Sun which? spring.

Children write in notebooks, one student writes at the blackboard.

XI. Game "Make a word"

We wanted to come again! Compose words by taking the indicated morphemes from other words.

Children write in notebooks, one student writes at the blackboard.

With the help of language, speech. The result is a word.

We wanted to come again! What do the words written on the board have in common?

With the help of language, speech. This is an infinitive verb because it answers the question: what to do?

We wanted to come again! Which morpheme indicates this form of the verb?

With the help of language, speech. Suffix -th.

We wanted to come again! Find words with the same root.

With the help of language, speech. .

We wanted to come again! How do they differ in composition?

With the help of language, speech. The second word has a prefix.

We wanted to come again! Fine. Now you have to look at these diagrams and think about where the mistakes were made.

Children write in notebooks, one student writes at the blackboard.

With the help of language, speech. The second diagram is incorrect. Drive by , manifest - No ъ sign, since the prefix ends in a vowel, and the fourth scheme is also incorrect - I'm full , collision .

– The separating solid sign is written after a prefix that ends in a consonant, and before a root that begins with e, e, Yu, I– iotated vowels.

We wanted to come again! Come up with words for the first and third schemes and sort them according to their composition.

Children name their examples of words.

With the help of language, speech. Departure, explanation, volume, detour.

We wanted to come again! Look how much we repeated today.

XII. Lesson summary

We wanted to come again! What did we do in class today? What would you like to talk about in the next lesson?

Speech. Text. Offer. Word.

Text consists of sentences and offers - from words.

Text_____________________________________________________________

__________________________________________________________________

Offer - a word or several words expressing a complete

thought.

Offer_______________________________________________________

__________________________________________________________________

Each sentence is pronounced with some purpose.

A sentence in which something is reported (narrated) is called

narrative.

__________________________________________________________________

answers the question who? Or what?

The predicate means what is said about the subject. It answers

questions: what does it do? What did you do? What will it do? What did you do? What will he do?

__________________________________________________________________

The offer includes main members and minor ones. Main members -

subject and predicate. Minor members explain the subject,

predicate or minor member

In order to find words that are related to each other in meaning, put

one word question

to another .___________________________________________________________

__________________________________________________________________

Similar words.

Words that have something in common in meaning and the same root

are called

cognate.__________________________________________________________

__________________________________________________________________

Sounds and letters.

Sounds we pronounce and hear. Letter we write and we see. Sound in writing

indicated by a letter. Letters b b sounds are not indicated.

There are six vowel sounds: a, and, o, y, s, e.

There are ten vowel letters: a, i, o, y, s, e, e, e, yu, i.

Vowel letters e, e, yu, i denote two sounds at the beginning of a word, after vowels,

after ъ,ь.

Letters e, yo, yu, i after consonants indicate the softness of the consonant sound and

vowel.

When pronouncing a vowel sound air flows freely , can be heard

syllables.

__________________________________________________________________

Hyphenation:

The word transfer by syllables, words of the same syllable are not transferred. One

letter can't be left on a line or transfer to another.

Letters b, j when hyphenating words cannot be separated from the letter in front.

When hyphenating words with double consonants one consonant remains on

line, and another

is transferred.______________________________________________________________

__________________________________________________________________

Soft sign

At the end of a word, the softness of the consonant sound is indicated by b.

Stressed and unstressed vowels.

Unstressed vowels at the root of a word need to be checked. For check

change the word like this so that the unstressed vowel becomes

percussion.__________________________________________________________

__________________________________________________________________

Collocation

The phrase- two words related in meaning. IN

phrases one word depends on another . Subject and predicate Not

form

phrase.__________________________________________________________

__________________________________________________________________

Composition of the word.

Root - this is a common (identical) part of words with the same root. Root in

words of the same root are written the same.___________________________

Ending- This is the variable part of the word. The ending serves to connect words in

proposal. _____________________________________________________

Cognates are formed using prefixes and suffixes.

__________________________________________________________________

Console- this is the part of the word that comes before the root and serves to

formation of new words.__________________________________________

Suffix- this is the part of the word that comes after the root and serves to

formation of new words._________________________________________

Spelling words with voiceless and voiced consonants at the root.

Paired voiced: b b' c c' d g' d d' f h h'

Paired deaf: p p‘ f f‘ k k‘ t t’ w s s’

Unpaired voiced: l l' m m' n n' r r'

Unpaired deaf: x x’ c h’ sch’

Paired voiced consonant at the end of a word replaced at

pronunciation in pairs by deaf people. Words with paired consonants at the end

need to be checked. To check, change the word like this: so that after a consonant

there was a vowel.__________________________________________________________

Paired consonants at the end of a word or before other consonants need to

check. In these cases, the sound and letter may not match. Test

Words are words that have a vowel after a consonant.

To find out which letter represents a consonant sound, need to change

word or choose a single-root word in which after the consonant

there is a vowel.________________________________________________________________

Spelling of unstressed vowels at the root of a word.

Tested unstressed vowels can be in the prefix, in the root, in

suffix, at the end . Before writing a vowel in an unstressed

__________________________________________________________________

Verbs vary by numbers. A singular verb means

action of one object. If the verb denotes the action of two or more

objects, then it is in the plural

number.________________________________________________________________

_________________________________________________________________

The verb changes tenses.

Verbs in present tense answer questions: what am I doing? What

are you doing? What is he doing? What are we doing? What you are doing? What are they doing?

__________________________________________________________________

Verbs in past time to answer questions: what did you do? What did you do?

What they were doing? What did you do? Verbs in the past tense can be distinguished by

suffix –l- Past tense verbs in singular

change by gender: masculine - what did you do? Feminine - what did you do?

Middle gender - what did it do? The gender of the verb in a sentence depends on the gender

the name of the noun with which it is associated

meaning.__________________________________________________________________________

__________________________________________________________________

Verbs in future tense answer the questions what will it do? What will happen

do? What will they do? What will happen

do?____________________________________________________________

__________________________________________________________________

Verb in indefinite form answers the question what to do? Or what

__________________________________________________________________

Not gives the verb a negative meaning. Not written with verbs

apart_________________________________________________________

How words change

Nouns, adjectives and verbs change

by numbers (singular, plural).

A singular noun refers to one thing. Name

a singular adjective denotes a characteristic of one thing.

A singular verb denotes the action of one thing.

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Lesson 4. A SENTENCE CONSISTS OF WORDS

30.04.2013 42701 0

Lesson4. A sentence consists of words

Goals: give students an idea that a sentence consists of words; teach how to determine the number of words in a sentence, write down the outline of a sentence; develop students' speech, memory, and creative abilities.

Equipment : textbook; drawn characters from the fairy tale “Turnip”.

During the classes

I. Mobilizing part of the lesson .

II. Updating of reference knowledge .

Setting goals and objectives for the lesson.

Question :

– What does our speech consist of? (Our speech consists of sentences.)

Teacher . Today we will find out what sentences consist of, and the Russian folk tale “Turnip” will help us with this.

III. Formation of new knowledge, abilities, skills .

 Work according to the textbook: p. 9.

Conversation with students on questions:

– Remember the beginning of the fairy tale. ( Grandfather planted a turnip.)

- How many words do you hear in this sentence? ( Three.)

-What is the first word? second? third?

– What does the proposal consist of?

Conclusion : A sentence consists of words.

– The proposal can be written in the form of a diagram. Using the diagram you can find out how many words there are in a sentence. Each individual word is indicated by a stripe.

One strip represents one word. There are three stripes in our diagram, which means there are three words in the sentence.

– Why do you think the first word in a sentence is indicated not just by a stripe, but by a stripe with a dash in front? ( This is the beginning of a sentence.)

– How can you know when a sentence is finished? ( There is a period at the end of the sentence.)

With the help of the teacher, children make sentence diagrams based on the remaining drawings.

The turnip has grown big. ( .)

Grandfather called grandma. ( .)

The grandmother called her granddaughter. ( .)

The granddaughter called Zhuchka. ( .)

Bug called the cat. ( .)

The cat called the mouse. ( .)

– Particular attention should be paid to the sentence in the last picture:

I pulled out a turnip!

There are only two words in this sentence, so they are indicated by two stripes.

The sentence is pronounced joyfully, excitedly, with a raised voice. In such cases, at the end of the sentence there is not a period, but an exclamation point. It can be seen at the end of the diagram of this proposal.

Physical education minute

■ Creative work of students. Theatricalization of the Russian folk tale "Turnip".

TURNIP

Grandfather planted a turnip and said:

- Grow, grow, turnip, sweet! Grow, grow, turnip, strong!

The turnip grew sweet, strong, and big.

Grandfather went to pick a turnip: he pulled and pulled, but couldn’t pull it out.

Grandfather called grandma.

Grandma for grandfather

Grandfather for the turnip -

The grandmother called her granddaughter.

Granddaughter for grandmother,

Grandma for grandfather

Grandfather for the turnip -

They pull and pull, but they can’t pull it out.

The granddaughter called Zhuchka.

A bug for my granddaughter,

Granddaughter for grandmother,

Grandma for grandfather

Grandfather for the turnip -

They pull and pull, but they can’t pull it out.

Bug called the cat.

Cat for Bug,

A bug for my granddaughter,

Granddaughter for grandmother,

Grandma for grandfather

Grandfather for the turnip -

They pull and pull, but they can’t pull it out.

The cat called the mouse.

A mouse for a cat

Cat for Bug,

A bug for my granddaughter,

Granddaughter for grandmother,

Grandma for grandfather

Grandfather for the turnip -

They pulled and pulled - and they pulled out the turnip.

IV. Lesson summary. Reflection .

– What new did you learn in the lesson?

– What did you like most? Why?

– What caused the difficulty? Why?

Thank you for the lesson.