“Wonderful cathedral. Open lesson on the topic "Public speaking on a socially significant topic" presentation for a lesson in the Russian language (8th grade) on the topic Parsing sentences with someone else's speech

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 the speech with factual and theoretical material depends on its type, topic and composition of listeners. Skillfully selected facts and figures enrich the speech, making it specific, substantive, intelligible, and convincing. Facts must be reliable and absolutely accurate. They may be the result of observation, study of life, but the bulk of 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 summary, theses, plan are ready. It is useful to pronounce it orally, specifying the time of sounding, the pace corresponding to the norms of public speaking - 100-200 words per minute). This is the so-called rehearsal. When rehearsing, pay attention to the technique pronunciation. First of all, on spelling - exemplary literary pronunciation and on the correctness of stress. Pay attention to diction, speech rate, and voice volume. The voice should sound clear, moderately loud, and 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 is helped by expressive facial expressions, gestures, and posture. Often, speakers rehearse their speech in front of a mirror.

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

§ Reading text of speech

§ Playing it back from memory with reading individual fragments

§ Free improvisation

They read such speeches, the text of which cannot be deviated from: anniversary or welcoming speeches, as well as reports. The rest of the speech, as a rule, is 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 speeches. After all, speech self-improvement is the task of the speaker. He must think about how to achieve greater effect next time, better contact with listeners.

So, let’s summarize the main stages of preparing for a performance:

1. Determining 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. Delivering a speech;

8. Answering questions, leading a discussion;

9. Speech analysis.

PRACTICUM

EXERCISE 1. Read excerpts from speeches by outstanding scientists of our time to students1. What attention-grabbing techniques did speakers use at the beginning of their speech?

As the Eastern proverb says, it’s all a matter of chance, but chance rewards only those who deserve it. Thousands of examples can be given when certain historical monuments and documents were discovered by chance, by people very far from historical science. But can such random 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 sum of accumulated knowledge, when this or that find is comprehended and takes its place in that endless chain that we call the history of mankind

(academician).

It seems to me that there are no uninteresting specialties. There are only passive people who are unable to get carried away by what is in front of them. After all, in any field of activity there are unplowed layers, unresolved problems, they await the curious, thirsty for something new. And a living, active person will always find a field of activity 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 revealed by the authors in the main part. Give an assessment of the speech2.

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

What if I follow the path of Stanislavsky, who advised, when playing good, to look for why he is evil? This is the only thing I can see.

First of all, I know that I didn't dare. Maybe that's why I want to study public speaking. But, however, I can safely say that I do not like some of my “brave” and “impudent” to the point of vulgarity friends. I I prefer to have fear and gradually overcome it - it’s better than stupid self-praise.

Secondly, as you can see, I am not in great health. Or maybe that's not so bad? And it’s better to have average health, that is, neither too good nor too bad, but, recognizing your shortcomings, strive to make up for them...? Have you noticed that people who are rich in health or some other talent often waste it too quickly and unwisely? “Average” people develop what God has sent and can achieve a lot - well, that’s what I’m striving for.

Finally, thirdly - and most importantly: you, of course, want to ask: “How are you (your) mental gifts? I’ll answer honestly: “It’s a bit tight. It's a bit difficult. It’s a bit complicated.” But whoever has it easier, let him throw a stone at me. Seriously, it seems to me that we should have one, but fiery passion in this life: 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 a lot of words about my shortcomings. But isn’t love, according to Plato, as the wise Socrates said, the desire to make up for the lack of wisdom, truth and beauty? Long live our (mine and yours) shortcomings and the desire to make up for them! Hooray!

Control questions

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

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

3. What does it matter? preparatory stage in delivering an oratorical speech?

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

5. How should you rehearse a speech?

6. Why is speech analysis needed?

Topic 10. Using quotations

in an oral presentation

make extracts from them

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

This advice was followed by the most outstanding people of our science.

A. Disterweg (1790-1866),

Plan:

1. When are citations needed?

2. Methods of citing.

Literature:

1. Develop the gift of words. A manual for students. Comp.: i. – M.: Education, 1977. – P.151-153.

2. Kokhtev. Tutorial for students in grades 8-9 of general education. establishment –M.: Education, 1996. – P.86-96

1. When are citations needed?1

Quoting is used in the following main cases:

Ø To confirm your own thoughts , for example: “In the story "Dubrovsky" The landowner truthfully and reliably depicted the 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 it is decent to speak Spanish with God, French with friends, German with the enemy, Italian with the female sex,” But if he Russian language was skillful, then, of course, he would have added to this that it is decent for them to speak with all of them, for he would have found in him the splendor of Spanish, the liveliness of French, the strength of German, the tenderness of Italian, and, moreover, the richness and strong brevity of Greek and Latin in images.” .

Ø For a more vivid expression of your own thoughts.

Thus, he includes a line from the poem into 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 scattered storm"; Mashuk rises to the north.”

Ø To preserve the language features and coloring of the source text.

Outlining the content 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 an impudent, tradesman who suddenly found himself among noble people; the fear of Siberia has passed - he no longer promises God a pound candle and threatens to still live and rob merchants; orders to shout about your happiness to the whole city, “ring the bells; If it’s a triumph, then it’s a triumph, damn it!” his daughter marries such a man, “which has never existed in the world, who can drive everyone out of the city, and put him in prison, and whatever he wants.” My God! does generalship suit him? And he is frantically delighted, in a frenzied comic passion at the thought that he will be a general... “After all, why do you want to be a general? Because it happens that you go somewhere, couriers and adjutants will gallop everywhere ahead: horses! and there at the stations they won’t give it to anyone, everything is waiting: all these titular officers, captains, mayors, and you don’t even give a damn: you’re having lunch somewhere with the governor, and there: stop, mayor! Ha ha ha! That’s what, the channel, it’s tempting!”

This is how the raw passions of animal nature manifest themselves.”

2. Citation methods

Quotes are reproduced absolutely accurately, preserving all the features of the original. Quote in such a way that the idea of ​​the original is not distorted in any way. You cannot quote a part of the text that gives an incorrect or inaccurate idea of ​​​​the thoughts of the quoted author. We should also take into account when, where, under what circumstances, in what context the words we use as quotations were spoken (or written).

Exists two ways to quote:1

Ø Quote is an independent proposal and is framed as direct speech. In this case, the rules of punctuation for direct speech apply:

§ wrote: “A word is an expression of thought...and therefore the word must correspond to what it expresses.”

§ "How simpler word, the more accurate it is, the more correct it is
delivered - the more it gives the phrase strength and convincing
sti", - pointed out 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 quotation is included in the author’s sentence 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 “learn to write simply, accurately, clearly, then the real beauty of artistic truth will appear by itself.”

If the quotation is not given in full, then the omission is indicated by an ellipsis,which is put:

Ø before the quote (after the opening quotes), if the quote
is not given 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 a part inside it is missing:

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

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

In the article “The General Significance of Literature” indicated : “Knowledge of the exact meaning of words and their differences between each other, even the easiest, is necessary condition of all true thinking..."

PRACTICUM

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

Ø as direct speech;

Ø as part of a proposal .

Sample : « Its winter is drenched in the brilliance of luxurious poetry». (.)

1 way: Speaking about Pushkin’s poems dedicated to nature, V. G. Belinsky wrote about the poet’s skill: “His winter is bathed in the brilliance of luxurious poetry.”

Method 2: Winter in Pushkin's poems, according to , “doused in the brilliance 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” is something like “Onegin” in prose. The poet depicts in it the morals of Russian society during the reign of Catherine. Many paintings are a miracle of perfection in terms of fidelity, truth of content and mastery of presentation. (.)

TASK 2. Organize quotes into two topics (“The Beauty of Language” and “Working on the Word”). Arrange the quotes so that they reflect the sequence of thought development. Prepare an oral or written presentation on one of the topics using selected quotes.

Throughout his life, the writer never stops working on the word, and the greatest joy in this life is finding the right word. (.)

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

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

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

You marvel at the preciousness of our language: every sound is a gift; everything is grainy, coarse, 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 handle language somehow means to think differently: inaccurately, approximately, incorrectly. (.)

TASK 3. Group the quotes below according to the points in your outline.

Plan

2. Persuasiveness, evidence of the speech.

3. Colorful, emotional speech.

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

There is no shame in remaining silent if you have nothing to say. (Proverb.).

The word is not a sparrow: if it flies out, you won’t catch it . (Proverb.)

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

It's not the word, but the tone in which the word is pronounced . (Sky.)

Never speak without preparing for the topic. Look at materials on this issue in a newspaper, brochure, book. Always speak with notes in hand. (E. Yaroslavsky.)

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

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

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

TASK 4. Enter into the text of your speech suitable quotes, proverbs, and sayings. How did this change your performance?

??? Control questions

1. What is a quotation?

2. When are citations needed?

3. For what purpose are quotations used?

4. What methods of citing do you know?

Topic 11. Composing a monologue

for oral presentation

Practical work No. 2

Goal: learn to compose a monologue for oral presentation.

Equipment: cards with a diagram of preparation for the performance.

Instruction:

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. Make a final plan;

6. Work on the text of the speech;

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

Topic 12. Shutdown

over oral presentation

The end is the crown of the matter

Literature:

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

Thirdly, at the end of the speech, the speaker can outline the topic of the next one or ways of developing the ideas he has expressed. Thus, Ivan Petrovich Pavlov concluded his lecture from the cycle “Physiology of Digestion” with the words:

“So, you see that under the influence of ptyalin, starch has passed from an insoluble state to a soluble state. Next time you will see that the changes have gone much deeper.”1

Fourthly, the speaker can set some tasks, invite them to express their opinions, and 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 the speech about life path 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 one 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 work and increased talent given to him by nature. All this elevated the poor fisherman’s son and glorified his name.”2

The conclusion should be short and concise. This part of the speech should not be made too lengthy - this makes it difficult to perceive. Remember that the conclusion is prepared by the entire previous presentation. Its parts should not contain contradictions with the main part. Poor closing words can ruin the good impression of the entire speech. Therefore, they should be carefully considered.

PRACTICUM

EXERCISE 1 . Analyze examples of speech conclusions. What attention-grabbing techniques are used in them? What are the goals (impact on intellectual, emotional sphere listeners) do speakers set before themselves?

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

I think, dear sirs, that no matter how gently society treats its members, it must remember that justice is the same as mathematics. No mathematician would say 3x3 = 9, but for my friend = 10: to him 3x3 = 9 for everyone.

Also, the fact of a criminal act remains criminal - it doesn’t matter whether people you have never seen, or people close to you, even brothers and friends, are sitting in the dock. If you have come to judge a fact, then you must call it white if it 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 themselves...

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

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

TASK 2 . Do you consider the following ways to conclude a speech successful?

1. “Live life, don’t cross the field”; “You can’t even pull a fish out of a pond without difficulty”; “If you love to ride, you also love to carry a sled.”

2. “I realize that I was not able to explain everything as I should have, but still...”; “I hate to bore you with any more details, but, finishing my speech, I would 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 have already said everything”; "This is the end of my speech."

Control questions:

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

2. What might the end of a speech contain?

3. Why should the conclusion be brief?

Assignment for extracurricular independent work

Instruction: finish working on an oral monologue. Write a monologue for the final copy, prepare for the performance.

Topic 13. Oral presentation

Practical work No. 3

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

Instruction: Listen to the speeches of your classmates and analyze them according to the plan.

Oratory speech analysis plan

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

· the text provides important material, questions are addressed;

· important aspects of the problem are touched upon;

The speaker’s speech culture: correctness of words and expressions, their stylistic appropriateness, correct stress and pronunciation, etc.

4. Plasticity of the speaker: eye contact, posture, facial expressions, gestures...

5. Has the audience been reached?

5. General impressions of the performance.

1. Topic and purpose

Are you interested? Are they appropriate? Are they relevant?

2. Introduction

Is it interesting? Is an attention-getting technique used? Is it too long?

3. Main part

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

4. Conclusion

Clear? Is there a generalization of what was said?

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

Is the pace of speech appropriate? Monotonous? Is there a connection with the audience? Are there any speech errors?

6. Tips for the speaker

SECTION 3

YOUNG EDITOR

Topic 14. Types of texts

Plan:

1. Concept of text

2. Types of texts

Literature:

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

2. Babaytsev language. 10-11 grades. – M.: Bustard, 2004. – P.51-63

3. Kokhtev. Textbook for students in grades 8-9 of general education. establishment –M.: Education, 1996. – P.147-151

4. Speech. Speech. Speech: Book for teachers/Ed. T.A. Ladyzhenskaya. – M.: Pedagogy, 1990. – P.260-333.

1. Concept of text

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

Text- a combination of sentences that are related to each other in meaning and grammatically. Sentences in the text are arranged in a logically orderly sequence. The most important qualities of the text are integrity and coherence. 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.

Subject of the text- this is what (who) it says. The topic of a text determines all its characteristics: ways of expressing the topic, types of speech, syntax of the text, ways and means of connecting parts of the text, etc.

When creating a text, you need to thoroughly understand its topic.. The text should be informative, i.e. contain a relevant message that is interesting to the addressee. Destination is the person(s) for whom the text is intended. The creator of the text must take into account the communication situation, 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 actions and events that follow each other over time.

The narrative is dynamic. There is movement in it. The narrative text is structured according to the following scheme: → → → →…

chain.

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

Let's consider description of a thunderstorm y 1:

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

But the cloud, now whitening, now blackening, was approaching so quickly that it was necessary to quicken the pace in order to make it home before the rain. Its leading clouds, low and black, like smoke and soot, ran across the sky with extraordinary speed. There were still two hundred steps to the house, but the wind had already risen, and a downpour could be expected at any second.<...>

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

Bending his head forward and fighting the wind, which was tearing out his scarves, Levin was already running up to Kolk and already saw something whitening behind the oak tree, when suddenly everything flared up, the whole earth caught fire and it was as if the vault of heaven had cracked above his head. Opening his blinded eyes, Levin, through the thick curtain of rain that now separated him from Kolk, saw with horror, first of all, the green crown of a familiar oak tree in the middle of the forest, which had strangely changed its position. “Is it really broken?” - Levin barely had time to think when, speeding up and speeding up the movement, the top of the oak disappeared behind other trees, and he heard the crash of a large tree falling on other trees.

The light of lightning, the sound of thunder and the sensation of an instantly cold body 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. Singular imperfective verbs denote the duration or repetition of actions. Yes, in Tolstoy “clouds ran across the sky with extraordinary speed,” “the dampness of the rain... could be heard in the air.”

Descriptions of an approaching and breaking thunderstorm are wonderful examples of narrative text in fiction (cf. also the description of a thunderstorm in “The Steppe”).

How means of communication of proposals words are used in narrative text first of all, first of all, first of all etc., indicating the beginning of the text; then, then, after that etc., indicating the course of events; finally, finally, in conclusion 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 arrives.(A. Kuprin)

A narrative can be presented as a series of denominative sentences. The narrative develops rapidly in the following examples:

The hut disappeared behind a hillock.

The sled is rushing straight ahead.

Turn, Gorki estate,

Garden, courtyard, white house .

(A. Tvardovsky)

2.2. Description

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

The subject of the description may be representatives of living and flora(human, animal, bird, etc.), nature, locality, room, etc. Description text is usually built according to the following scheme:

https://pandia.ru/text/78/331/images/image009_18.gif" width="31" height="42">

This method of communication is called parallel

First the sentence contains topic. Next behind it, sentences denote some attribute, property of the subject of speech, characterize some detail of the overall picture. The number of characterizing sentences is unlimited. Sentences that specify the overall picture are connected by a non-union or coordinating connection.

The description is most often static. The described object can be presented in one frame of a film, a slide, in one photograph, etc. When narrating, several frames of a film, etc. are needed.

The most common descriptions are portraits and nature.

Wonderful portrait characteristics Russian women gives

There are women in Russian villages

With calm importance of faces,

With beautiful strength in movements,

With the gait, with the look of queens.<...>

Stops a galloping horse

He will enter the burning hut.

("Jack Frost")

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

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

The distant shores and the crests of the oncoming waves seem different. The color of the sky itself changes, golden blue tent covering the endless sea. Foam on the crests of the waves seems golden. Gold Seagulls seem to be flying behind the stern. Alym gold The masts gleam, the painted side of the ship glistens...

A new day is born! How many meetings and adventures does it promise for the young happy sailor?

(I. Sokolov-Mikitov)

Keywords in the descriptive text are varied in meaning. They can denote external and internal signs and properties of an object, usually with an evaluative meaning: 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, they use artistic and visual media. In descriptive texts, as a rule, nominal predicates are used (in narrative texts - verbal ones). Nominal predicates ensure staticity, lack of movement in time.

Description can be provided series nominal offers:

Moscow of our childhood: trams as a curiosity; peaceful, slow horse-drawn horses; blue cotton robes of cab drivers, cabs, then without rubber tires. Slow traffic. Pedestrians between horses' heads. Houses on quiet, cozy streets. Signs, pretzels, rolls. Peddlers. Kerosene lanterns...

(A. Tsvetaeva)

In this passage, everything froze, everything seemed to stop, as in the fairy tale about the sleeping princess who was awakened by the prince with a kiss. The peace and stillness of the picture being presented does not disturb, but emphasizes and strengthens the proposal Slow traffic.

2.3. Reasoning

Reasoning- This is a type of speech in which a causal relationship between 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, strengthen or even change his opinion.

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

1) thesis (a position that needs to be proven);

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Slide captions:

Public speaking on public significant topic Lesson objectives: to consolidate knowledge about the features of public speaking; develop the ability to create your own statement on a socially significant topic; develop speech skills and abilities, the ability to control an audience; replenish lexicon students; cultivate culture oral speech. Prepare students for public speaking

Today in the lesson we will have to consolidate knowledge about oratory public speech, replenish our vocabulary, continue to work on the culture of oral speech; prepare for public speaking. Here are familiar words: eloquence, rhetoric, orator, oratorical pathos. Explain them lexical meaning, make up word combinations using all the methods subordinating connection words

Linguistic simulator eloquence rhetoric orator oratorical pathos

Test yourself rich eloquence oratorical voice study rhetoric speak with pathos talent of an orator

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 branch of linguistics that examines two questions: how to speak correctly and how to speak well Rhetoric A person giving a public speech Culture of speech Passionate inspiration, enthusiasm, enthusiasm, caused by some high idea Pathos 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 examines two questions: how to speak correctly and how to speak well Rhetoric A person giving a public speech Culture of speech Passionate inspiration, enthusiasm, enthusiasm , caused by some high idea Pathos 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 (70 years old) 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

Stoyanovo village

K. Shulzhenko

V. Bunchikov

I. Talkov

V. Ganichev

Requirements for oral presentation 1. Content, clarity of expression. 2. Persuasiveness, evidence of the speech. 3. Expressiveness of speech. 4. Mandatory preliminary preparation. Use quotes, having previously grouped them in accordance with the points of the plan. Preparation plan 1. Availability 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. Calling finale of the speech. Eighth-graders give examples, facts, practice, and prepare speeches. Homework: prepare a speech in a journalistic style on the topic “The meaning of the song.”

Reflection Today in class we repeated... What was new was the understanding that... I was convinced that... It will help me prepare a public speech... I reinforced the concepts:....

On the topic: methodological developments, presentations and notes

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

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

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

Lesson 83. Plug-in words, phrases and sentences (§ 62)

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

Frontal survey:

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

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

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

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

Do it my way, according to my proposal, do it exactly, still meet, it’s not warm like spring, appear unexpectedly, barely move, speak French, northwest wind, white stone house, fresh frozen fruit.
III. Getting to know new material.

Teacher Tips: Tell students that sentences contain information that adds something to the main content. These are plug-in structures. Unlike introductory words and sentences, inserted structures express additional comments, explanations, clarifications, and amendments. They increase the amount of information contained in a sentence. Insertive 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, inserted structures are most often distinguished by a pair of symbols - brackets, and sometimes - a dash. Brackets have greater emphasis than a dash and indicate a longer pause in speech. Inserted constructions in oral speech are pronounced with speed and a tone lower than the sentence in which they are inserted.

A 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 ethnic group in our country), a country of reindeer herders and hunters.
Assignments for students:

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

2. Notice how the inset design stands out in the letter.

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

1. In ex. 385 students analyze the use of plug-in constructions in the text, determine the purpose of plug-in constructions:

a) enriching the content of the proposal;

b) explanation of thought;

c) clarification of thoughts.

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

3. Creative work according to 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 Ermolai (he tried to get the dead bird and leaned his whole body on the edge), our dilapidated vessel was scooped up and sank, fortunately, not in a deep place.

A moment later we were standing in water up to our necks. Now I cannot 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 admit, it never occurred to me to laugh.

(I. Turgenev)
Assignments to the text:

1. Determine the purpose of the insert structures.

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

Lesson 84. Public speaking (exercise 386)

Lesson objectives: 1) introduce the features of oral statements of the journalistic style (addressee of the statement, convincing arguments, content, clarity of statement, use of quotes, 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, in public) and “journalistic” (one of the styles 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” (exercise 430 on p. 208 of the textbook).
Oral Presentation Requirements

2. Persuasiveness, evidence of the speech.

3. Expressiveness of speech.

4. Mandatory preliminary preparation. Use quotes (if you need them), first grouping them in accordance with the points of the plan.
II. Students read the assignment ex. 386, it turns out that it is necessary to prepare for a public speech on the topic “The Meaning of the Song.” Next they write it down in a notebook.
Preparation plan

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

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

4. Calling finale of the speech.

Eighth-graders give examples, facts, practice, and prepare speeches.
III. Homework: prepare a speech in a journalistic style on the topic “The meaning of the song.”

Lesson 85. Interjections in a sentence (§ 63)

Lesson objectives: 1) introduce students to the rules for identifying interjections in writing, the purpose of interjections, be able to detect interjections in a text, 2) teach them to determine their text-forming role, correctly pronounce sentences with interjections intonationally, 3) develop the ability to correctly place punctuation marks for interjections, 4) teach distinguish between the use of the interjection o when addressing and without addressing.
I. Checking homework.

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

You visited first.

(A. Pushkin)
Assignment: find the interjection.

Students pay attention to the fact that the interjection O used together with an address; punctuation is not placed after the interjection.

Students read theoretical information on p. 184-185, they conclude that interjections are not grammatically related to the sentence, are not part of the sentence, express different feelings, and are distinguished by a comma or exclamation mark. Eighth graders are introduced to the features of interjections.
Interjection (features)

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

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

3) Interjections are not parts of the sentence: Life,Alas , not an eternal gift.(A. Pushkin), but can be used in the meaning of other parts of speech: A ringing sound was heard in the forestaw .

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

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

5) Interjections do not change.

6) Interjection is a part of oral speech. IN works of art appear more often in dialogues.
II. Training exercises.

1. Ex. 391 students perform orally, find interjections, read A. Galich’s poem correctly intonationally, and determine the theme of the poem.

2. Ex. 392 is first performed orally. Students read expressively, expressing the feelings of the poets, then copy, using commas.

3. Selective dictation according to exercise. 393 (write sentences with interjection O , used only in conjunction with an address).
Recommendations for the teacher: Remind students that in this case there is no punctuation after the interjection.
4. Independent work.

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

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

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

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

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

5) Chu, somewhere high in the sky, a quiet, drawn-out sound was heard. (G. Skrebitsky)

6) The hounds are shouting: Oh, guys, thief! (I. Krylov)

7) Hey, answer me, who’s coming? (A. Blok)

8) Ah, evil tongues are worse than a pistol. (A. Griboyedov)
IV. Homework: § 63, compose a dialogue using interjections; write out seven sentences with interjections from I. A. Krylov’s fables (task of students’ choice).

Lesson 86 punctuation analysis

sentences with words, phrases

and sentences that are grammatically unrelated

with members of the sentence (§ 64)

Lesson objectives: introduce students to the procedure for oral and written syntactic and punctuation analysis of sentences with words that are not members of the sentence, teach them to perform oral and written syntactic and punctuation analysis of sentences with words that are not members of the sentence.
I. Checking homework.

The first student reads the dialogue, talks about punctuation marks for interjections, and determines the text-forming role of interjections. The second reads seven sentences from I. A. Krylov’s fables, 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 migration. How do birds, living in the tropics, determine the approach of spring in our country? Apparently, they are helped by the bird's biological clock.

As you know, the sun moves from the eastern regions of the sky to the western ones during the day. Surprising observations show the ability of birds to navigate by the sun. For many birds this ability is innate. Birds, according to scientists, also sense green odors, listen to sounds coming from below, and take into account the size centrifugal force, which arises during the rotation of the Earth, and respond to changes in its magnetic field.

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

Students are introduced to examples 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 inversions, introductory and insertive constructions.
Recommendations for the teacher: Pay attention to expressive reading of sentences with inversion, introductory and inserted constructions, and practicing correct pronunciation skills.

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

4. Independent work according to exercise. 398. additional task: perform a written syntactic analysis of one sentence (students' choice).
V. Homework: § 64, complete ex. 397 answer orally Control questions us. 189.

Lesson 87. Repetition of material on the topic

“Words that are not grammatically related to the members of a sentence.”

Preparing for the control dictation

Lesson objectives: summarize and systematize students’ knowledge on this topic, identify gaps in students’ knowledge.
I. Checking homework.

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

1. Ex. 399 are performed orally, they conclude whether the information contained in the insert structures is needed for the proper cultivation of seedlings.

2. Explanatory dictation according to exercise. 400 per p. 190. Students indicate the meaning of introductory constructions.
Test tasks

1. In which sentence should parentheses be used to form an insertion structure (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 the stray dogs, and there were countless of them here; they lived with him and doted on him.

d) I’m sure the field strawberries are already ripe.

Answer: c.
2. Find sentences with an interjection (no punctuation marks).

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: c, g.
3. Indicate the sentence with the address (no punctuation marks).

a) My friends, our union is wonderful.

b) Let the sun shine for you.

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

d) The tall wheat is noisy.

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

a) greater or lesser degree of certainty

b) order of thoughts and their connections

For comparison

d) source of message

Answer: c.
IV. Homework: repeat the material § 55-64; perform exercise 401.

Lesson 88. Control dictation
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?

Back 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 saucepans. However, before the advent of clay vessels, food was prepared in troughs carved out of stone. Hot stones were poured there, thus bringing the water to a boil.

This food was heavy! Just thinking about what our ancestors ate makes us feel a bit uneasy. 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.

Home of the sophisticated culinary arts, as scientists say, is Asia. 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 dictation text with words or sentences that are grammatically unrelated to the members of the sentence, and make a written syntactic analysis (at the students’ choice).

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

Someone else's speech
Lesson 89. The concept of someone else's speech (§ 65).

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

Lesson objectives: 1) introduce students to methods of conveying someone else’s speech (direct and indirect), the structure of a sentence with someone else’s speech (the part that conveys someone else’s speech and the commentary part); 2) teach how to pronounce sentences with someone else’s speech intonation correctly (with intonation of warning or explanation), 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 by timbre of voice the speech of different persons in the same passage.
2. Make 2-3 statements (of your choice) into quotations, adding your words and placing them either before the statement, or at the beginning of it, or in the middle, or at the end so 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 indirect speech with the replacement of pronouns and personal forms of the verb (where necessary). For example: Korolenko wrote that he reread “War and Peace” three times, and each time this work of Tolstoy seemed to him “more and more great.”

1. I am re-reading War and Peace. This is the third time, and each time this work of Tolstoy seems to me more and more great, and new sides continue to appear where before attention slid indifferently. Now, in my almost painful mood, the great, truthful, calm epic affects me in a deeply pacifying way, like nature itself. No one has written with such exciting truth... It is broad, free, sincere, truthful. What an amazing abundance of images, what a wave of life, these images are spiritualizing. (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 never seen anywhere. His language is amazing. I remember that when I first started reading Chekhov, at first he seemed somehow strange to me, as if awkward. But as soon as I read it, this language captured me. (L. Tolstoy)
3. ...I hasten to express in a few words my opinion about the drama “The Thunderstorm”. The language of the characters, both in this drama and in all of Ostrovsky’s works, has long been appreciated by everyone, as an artistically correct language, taken from reality, as well as the very persons speaking it. (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... You need to learn good intelligent speech for a long time and carefully - listening, remembering, noticing, reading and studying. But even though it’s difficult, it’s necessary.”
5. L. Landau, addressing young people, once said: “Your physics is worthless if it obscures 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... I, for example, don’t believe in it.”
6. Anna Akhmatova’s lyrics are an integral part of our national culture, one of the living and not losing 2 fresh branches on the tree of great Russian poetry. (A. Tvardovsky)
7. Whatever you say, but native language always remains family. When you want to talk to your heart's content, not a single one French word it doesn’t come to mind, but if you want to shine, then that’s a different matter. (L. Tolstoy)
8. The more flexible, the richer, the more diverse we acquire the language in which we prefer to think, the easier, the more varied and the richer we will express our thoughts in it. (F. Dostoevsky)
9. Oh, laughter is a great thing! There is nothing more that a person is afraid of than laughter... Fearing laughter, a person is held back from something that no force could hold him back from. (N. Gogol)
10. Punctuation marks exist to highlight a thought, bring words into the correct relationship and give the phrase ease and correct sound. They “hold the text more firmly and do not let it fall apart.” (K. Paustovsky)