Lesson 8th grade incomplete sentences. Incomplete sentences

Development of a Russian language lesson for 8th grade students on the topic: “Incomplete sentences.” This lesson developed using a system-activity approach to learning. There is a presentation that presents material on the topic in the form of a table, as well as tasks to enhance students’ activities in the lesson.

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Slide captions:

complete incomplete Two-piece Is the tram running? Who wrote the comedy "The Inspector General"? It's coming! Gogol Monocomponent Definitely logical Who are you waiting for? Teachers Uncertain - but-personal What was reported on the radio? About the weather for tomorrow Impersonal We must go to the stadium. But today I don’t feel like it. Nominative. Dense, impenetrable forest. Here is a coniferous one. Here's a leafy one

Read the text, taking pauses where necessary. Copy it using missing punctuation marks. Explain the use of dashes. Find one-part sentences. In ancient times, when there were very few literate people, sometimes this or that plant was sent instead of letters. IN Ancient Greece, for example, they sent the princes with a palm branch to announce victory... and with an olive branch to announce peace. Laurel branches spoke of glory. Oak branches spoke of strength and power. A wreath of laurel leaves is still a symbol of the winner and his reward.

From data simple sentences compose complex ones, avoiding unnecessary repetition. Write it down, placing a dash where necessary. My brother is interested in mountaineering. I am fond of skiing. During the day we admired the bright shine of the snowy peaks. In the evening we admired the clear silhouettes of the mountains against the dark blue sky.

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Subject. Incomplete sentences, their role in language.Dashes in incomplete sentences.

Goals: familiarize yourself with incomplete sentences and the use of dashes in them; develop the ability to correctly and appropriately use incomplete constructions in speech.

Equipment: textbook, educational texts, table.

Lesson type: lesson of learning new material.

I. Organizational stage

II. Updating of reference knowledge

Conversation

What is the grammatical basis of a sentence?

What is the subject? How can it be expressed?

What is a predicate? How can it be expressed?

Tell us about one-part sentences with the main member in the form of a predicate.

Talk about one-part sentences with the main member in the form of a subject.

III. Motivation educational activities

Teacher (reads a fairy tale ). Znaykin found a sentence: Petya came running first, Vasya ran second, and Kolya ran third.

“We need to fix it,” Znaykin winced, “it’s very boring to repeat it three times.” We remove this word from the second and third simple sentences, and put a dash in its place so that everyone knows about the omission and considers these sentences incomplete.

IV. Learning new material

1. Teacher's explanation

(Students are asked to write down in their notebooks the outline of the theoretical material presented by the teacher.)

They differ in structure and meaning complete and incomplete offers. Complete ones contain all the members of the sentence necessary for completeness of structure and meaning:

I'm reading an interesting book.

The predicate agrees with the subject and controls the object, definition interesting consistent with addendum book . As a result, a continuous chain of connections between words is formed. In incomplete sentences, the chain of connections is destroyed:

What book are you reading?

Interesting.

The answer to the question is an incomplete sentence, since it does not contain all the links in the chain of words, although the answer is clear from the context (linguistic environment). Definition an interesting book requires a link, a word book requires a control verb, and the verb, with its personal ending, suggests a link I .

Incomplete are sentences in which a member of the sentence is missing that is necessary for completeness of structure and meaning. Missing members can be restored from the context.

Incomplete sentences are often found in dialogue:

Look, look: it’s flying! - Pavlik suddenly shouted.

Where does it fly? Who?

Yes, Utochkin!

Petya completely forgot that Utochkin’s long-awaited flight from Odessa to Dofinovka was scheduled for today (V. Kataev).

The next day the girl wakes up at dawn and first of all asks:

What about the elephant? Has he come?

Came - Mom answers...

Is he funny?

A little bit (A. Kuprin).

Each remark adds something new to the topic of the dialogue.

One-part sentences can also be incomplete. For example:

What class are you in?

At eight o'clock.

Incomplete sentences are often part of complex sentences:

The sun paints the earth, and labor paints man.

Incomplete sentences also include sentences in which there is no predicate - a link that subordinates minor members(additional circumstances):

Our strength is in unity, our valor is in boundless patriotism, in ardent love for the Motherland (A. Serafimovich).

The omission of a member within a sentence in oral speech can be marked by a pause, in place of which a dash is placed in the letter, for example:

Tatyana - into the forest, the bear is behind her (A. Pushkin). Streams run through the fields, and there are puddles on the roads (S. Marshak).

2. Working from a table from a presentation(Slide 1)

V. Generalization, systematization and control of students’ knowledge and skills

1. Practical work with language material

Task 1 (slide 2)

Read the text, taking pauses where necessary.

Copy it using missing punctuation marks.

Explain the use of dashes.

Find one-part sentences.

In ancient times, when there were very few literate people, sometimes this or that plant was sent instead of letters. In Ancient Greece, for example, they sent nobles with a palm branch to announce victory... and with an olive branch to announce peace. Laurel branches spoke of glory. Oak branches spoke of strength and power. A wreath of laurel leaves is still a symbol of the winner and his reward.

Task 2 (Slide 3)

Make complex sentences from these simple sentences, avoiding unnecessary repetition. Write it down, placing a dash where necessary.

My brother is interested in mountaineering. I am fond of skiing. During the day we admired the bright shine of the snowy peaks. In the evening we admired the clear silhouettes of the mountains against the dark blue sky.

2. Work with textbook exercises (teacher’s choice)

VI. Reflection. Summing up the lesson

Conversation

What are the proposals for structure and meaning?

What sentences are called incomplete?

Where are incomplete sentences most often used?

When is a dash used in an incomplete sentence?

VII. Homework

1. Repeat theoretical material about one-component and incomplete

Date:

Class 8

Topic: “Incomplete sentences.”

Purpose: to give an idea of the structural features of not full sentences and develop the ability to distinguish between incomplete and complete types one-part and two-part sentences and identify them in the text; intensify cognitive activity students; cultivate interest in knowledge and discovery; culture of communication, independence, will and perseverance, self-confidence, desire to achieve results.

Lesson progress

1.Organizational moment. Motivation for learning activities.

The bell rang loudly

Lesson begins

Guys, is everyone ready for the lesson?

Let's get ready for good and fruitful work in the lesson.

“Knowledge that is not replenished daily decreases every day,” says Chinese wisdom. So let our the lesson will pass under the motto:

"New day - new knowledge."

2. Repetition of the studied material on the topic “Simple sentence”. Form: “Blitz survey.” The teacher asks questions that require a “yes” or “no” answer.”

Is the definition the main member of the sentence? (No)

Is the subject a secondary part of the sentence? (No)

Is it possible to put a dash between the subject and the predicate? (Yes)

Can a predicate be a simple nominal? (No)

Can a predicate be a simple verb? (Yes)

Can the subject be expressed by an adjective? (Yes)

Is an object a minor part of a sentence? (Yes)

Is the predicate a secondary member of the sentence? (No)

Is there an agreed definition in the phrase sister's book? (No)

Do two-part sentences have one main clause? (No)

Is there a comma in the combination “neither light nor dawn”? (No)

Is the expression “I put on a dress” correct? (No)

Is the expression “mother dressed her daughter” correct? (No)

Is the word “five” a numeral? (No)

In the sentence “The sun has set,” is the sun an object? (No)

The sentence “What day is it today?” narrative? (No)

Is the definition agreed correctly in the combination “Long Trunk”? (No)

3.Explanation of new material.

a) Creation of a speech situation.

Who's yours class teacher?

What subject does she teach?

Analysis of the answers given. Write them and complete answers on the board.

a) Creation of a heuristic situation.

What is the topic of our lesson?

Determine for yourself which sentences are called incomplete?

4.Study the topic.

Practical work.

- Write down the proverbs by omitting the repeated word and adding a dash.

- Execute parsing sixth sentence.

The world is illuminated by the sun, and man is illuminated by knowledge.

A lie stands on one leg, but the truth stands on two.

A snake changes its skin once, but a traitor changes his skin every day.

A crooked tree is corrected by a plane, a bad person is corrected by the people.

Knowledge creates science, and ignorance creates faith.

6) Rust eats iron, and sadness eats the heart.(Proverbs)

Syntactic analysis of complex sentences.

b) Conversation using written proverbs.

How to pronounce the second part of the sentence?

How are the parts connected? complex sentence?

Which part of a complex sentence is complete and which part is incomplete?

Draw a conclusion.

(Conclusion: The omission of a sentence member in pronunciation can be expressed by a pause, and in writing it is indicated by a dash).

a) Syntactic analysis of a complex sentenceFrom the hollow there was a smell of dill, and from the lakes there was a smell of deep water.

What is the first part of the sentence? What is the second one? How are the parts of a complex sentence connected?

3. Auditory dictation.

Purpose of the work: to identify complete or incomplete sentences. (Indicate the sentence numbers in the column on the left side: (+ indicates complete, - incomplete sentence)

1. + Grozny is the capital of our republic.

2. – In the center of the city is the main mosque “Heart of Chechnya”.

3. + From the high-rise buildings of Grozny City there is a beautiful view.

4. + - Would you like to go on a tour of our city?

5. - - Of course.

6.+ Winter.

7. + - Do you like solving linguistic problems?

8. - - Like.

Teacher's explanations.

Please note that in an incomplete sentence, the omission of sentence members is confirmed by the presence in it of words dependent on this member.

The structure of one-part sentences is such that one of the main members is not missing, but impossible. Of course, we can, for example, “substitute” the subject into a definite-personal or indefinite-personal sentence, but then their very structure will change, they will become two-part. In incomplete sentences, the missing members are implied; they are omitted because their full meaning is obvious from the context, from the situation.

5. Consolidation of what has been learned

An exercise to distinguish between one-part and incomplete sentences.

Prove that the first sentence is two-part, the second is one-part impersonal, and the third is one-part nominal.

Evening is coming. It's getting dark. Evening.

Why can't the second and third sentences be called incomplete?

Working with the textbook. Reception "Researcher's Diary"

Divide the notebook page in half. On the left side, write “Knew(s)” and write down everything you knew about the incomplete sentence. On the right side, write “Learned” and write down what you learned about the incomplete sentence.

6. Lesson summary.

Working with text. Insert the missing words into the text, selecting them from the references and answer the questions:

For what purpose are incomplete sentences used in speech?

What is the scope of use of incomplete sentences?

Incomplete sentences make speech... more economical without compromising the meaning.

The scope of use of incomplete sentences is ... speech. They are frequent guests in ..., in relaxed artistic ... . Among ..., ... you can also find ... one-part sentences. They allow deep content to be “packed” into a condensed, compact form.

For reference: laconic, colloquial, dialogue, description, saying, proverb, incomplete.

7. Reflection.

The lesson was….I liked it….

I didn’t like it….In the lesson I learned (a)….

Homework.

Write a mini-essay “A January Day” using two-part, one-part and incomplete sentences.

Main objectives of the lesson:

“8th grade Lesson No. 41-42 Incomplete sentences”

8th grade

Lesson No. 41-42.

Complete and incomplete sentences. Features of the structure of incomplete sentences. Ellipsis.

Target:

give an idea of incomplete sentences.

Tasks:

develop the ability to distinguish between complete and incomplete sentences, incomplete and one-part sentences; the ability to synonymously replace incomplete sentences with complete ones.

develop organizational, information, communication, intellectual skills, creative and imaginative thinking;

create conditions for personal development and self-realization.

Expected results:

distinguish between one-part and incomplete two-part sentences, correctly place punctuation marks in incomplete and complex sentences that contain incomplete ones; determine the role of incomplete sentences in the text of a work of art and in colloquial speech.

Lesson type:

mastering new knowledge.

Equipment:

handouts for pair and group work, textbook, reference material, stickers for FO

Lesson progress

Teacher activities

Student activity

Organizational moment

Greeting students. Creating an emotional and psychological mood.

Greetings from the teachers.

Determine groups and pairs to work in the lesson.

Updating knowledge on the topic “One-part sentences”

Let's start with an intellectual warm-up.

Look and name the “third wheel”.

They're calling. Open. Invite.

I dream, I try, I passed.

Night. Street. It will rain.

Fill out the card by determining the type of one-part sentence .


	Two-part				Nominal

Know how to properly evaluate yourself.

You were praised.

Frosty day.

There was a slight frost at night.

A friend in need is a friend indeed.

Work in pairs.

They remember the types of one-part sentences, justify the choice of the “third wheel”,

Fill out the card according to the following options:

1 option -1-5 offers

Option 2 – 6-10 sentences

Self-test - when connecting the points (starting from 1 column to 5) you should get symmetrical curves

Motivation for learning activities

Znaykin found a sentence: Petya came running first, Vasya ran second, and Kolya ran third.

Name keyword in this fairy tale.

Formulate the topic of the lesson, determine basic knowledge and skills.

They name the key word in the story they listened to, formulate the topic of the lesson, and determine the basic knowledge and skills that they must demonstrate in this topic.

Learning new material

Drawing up a supporting outline.

I'm not holding you; but where do you spend your evenings?

At the Larins'.

3. What is called context?

Has he left? - Yes, yesterday.

Who came? - Ivan Petrovich.

-Kostya, when you come back from school, buy some bread.

-I’ll buy it, grandma.

We've written down a few examples of incomplete sentences, but I think you can identify where and when incomplete sentences are used.

*Working with the textbook. Page 183. Material for observation §34.

Try to reconstruct these incomplete sentences. (Reading by roles) What has changed? Is it justifiable to use incomplete sentences in dialogue?

6. The meaning of incomplete sentences in oral speech.

7. The meaning of incomplete sentences in works of art. Analysis of the play by D.I. Fonvizin “The Minor” (act 4, scene XIII)

In a one-part sentence, where the main member is expressed by a verb, there is no subject and there should not be. We mentally substitute a personal pronoun. In nominal sentences there can only be minor members belonging to the subject group, i.e. definitions. If the minor member of the sentence belongs to the predicate group, then it is N.P. two-part proposal.

			Incomplete
Two-piece		Is there a tram? Who wrote the comedy "The Inspector General"?
One-piece	Definitely personal	Who are you waiting for?
	Vaguely personal	What was reported on the radio?	About the weather for tomorrow
	Impersonal	We need to go to the stadium	But I don't feel like it today
	Nominal	Dense, impenetrable forest	Here's a coniferous one. Here's a leafy one

11. Ellipsis is a figure of speech.

Compile a supporting summary based on the proposed table ( group work)

Resources: textbook §34, reference material

1. A sentence is called complete if it contains all the main and minor members necessary to understand its meaning.

2. A sentence is called incomplete in which any member of the sentence (main or secondary) is missing, but it is easily restored from the context.

3. A semantically complete segment of written speech (text), which makes it possible to accurately establish the meaning of a separate word included in it.

4. Yes, he left yesterday.

Subject and predicate

(two-part)

Ivan Petrovich came.

Predicate (two-part)

I will buy bread (single-component) The obligatory minor term is omitted.

5. Yes, indeed, incomplete sentences are characteristic of dialogue. Why do you think?

6. N.P. make speech more economical without compromising the meaning, allow you to achieve expressiveness, and convey the speaker’s excitement.

7. What will the characters’ lines be like if N.P. is replaced? full? Is such a change appropriate in a conversation?

N.P. give colloquial speech brevity, liveliness, spontaneity.

8. What will proverbs become if we replace N.P. full? Is this justified?

N.P. help to express thoughts in a concise form and avoid unnecessary repetition of words.

9. Night. Complete silence. It's night above the Arctic Circle. There is complete silence in the ice.

10. If a verb is missing, a dash is added.

A bird is red with its feathers, and a man is red with his skills.

N.P. may be part of a complex sentence.

Petya said that he was sick.

11. Ellipsis in linguistics and rhetoric is the deliberate omission of unimportant words in a sentence without distorting its meaning or to enhance the effect. For example: We turned villages into ashes, cities into dust, swords into sickles and plows (Zhukovsky). Instead of bread there is a stone, instead of teaching. - beater (Saltykov-Shchedrin). Officer - with a pistol. Terkin - with a soft bayonet (Tvardovsky).

When checking, add supporting notes ( felt-tip pen, other marker color range )

FO: "Traffic Light"

green – excellent

yellow - good

red - satisfactory

Reinforcing the material learned

Task 1.

Task 2.

Task 3.

Task 4.

Explain the use of dashes.

Task 5*.

a) 1, 2; b) 5, 6; c) 3, 7; d) 4, 8

Execute practical work in groups

Peer review- "Ambassador" reception.

FO: "Traffic Light"

green – excellent

yellow - good

red - satisfactory

Knowledge control

Find incomplete sentences.

1. First I put books in my bag, then notebooks.

2. Everyone solved the problem, but I didn’t solve it.

5. How are you feeling? - Not bad.

6. It is not the place that makes a person, but the person that makes the place.

8. I have a course today.

10. First, the ship's hull disappeared over the horizon, and then the masts.

Students highlight incomplete sentences on the card.

Self-test.

Evaluation criteria:

"5" - no errors

“4” - 1-2 errors

“3” - 3-4 errors

“2” - more than 4 errors

Homework

§34, exercise No. 352

Compose a dialogue on the topic “Talking on the phone” using incomplete sentences. Try to insert the missing parts of the sentence.

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“PRACTICAL WORK WITH LANGUAGE MATERIAL”

PRACTICAL WORK WITH LANGUAGE MATERIAL

Task 1.

Write down incomplete sentences, put a dash in place of the missing parts of the sentence.

1) It is not the place that makes the person, but the person the place. 2) A lie stands on one leg, the truth on two. 3) The wise man blames himself, the ignorant others. 4) A snake changes its skin once, but a traitor changes its skin every day. 5) A tree is precious in its fruits, but a man is precious in its deeds.

Task 2.

Replace complete personal sentences with incomplete ones where appropriate. Rewrite using punctuation marks.

1. The world is illuminated by the sun, and man is illuminated by knowledge. 2. How long has it been since the plane arrived? - The plane arrived a long time ago. 3. Where do the birds fly? - Birds fly to places where there is no winter. 4. The steppe was golden yellow, and the sky was bright blue.

Task 3.

Make complex sentences from these simple sentences, avoiding unnecessary repetition. Write it down, placing a dash where necessary.

Task 4.

Read the text, taking pauses where necessary.

Copy it using missing punctuation marks.

Explain the use of dashes.

Find one-part sentences.

In ancient times, when there were very few literate people, instead of letters, sometimes this or that plant was sent. In Ancient Greece, for example, they sent nobles with a palm branch to announce victory... and with an olive branch to announce peace. Laurel branches spoke of glory..., oak branches spoke of strength and power. A wreath of laurel leaves is still a symbol of the winner and his reward.

PRACTICAL WORK WITH LANGUAGE MATERIAL

Task 1.

Write down incomplete sentences, put a dash in place of the missing parts of the sentence.

Task 2.

Replace complete personal sentences with incomplete ones where appropriate. Rewrite using punctuation marks.

Task 3.

Make complex sentences from these simple sentences, avoiding unnecessary repetition. Write it down, placing a dash where necessary.

Task 4.

Read the text, taking pauses where necessary.

Copy it using missing punctuation marks.

Explain the use of dashes.

Find one-part sentences.

Task 5*.

Write out the sentences below in the following order: a) complete two-part sentences; b) complete one-part sentences; c) incomplete sentences, understandable only in context; d) incomplete elliptic sentences.

1. With true friends, sorrows and joys are divided in half (proverb). 2. One in the field is not a warrior (proverb). 3. There is no path in the dense forest. Not a single path, not a single path (Prishvin). 4. A person is valued not by his years, not by his money, but by his intelligence (proverb). 5. The geese stretched out like a string... They fly silently... (Prishvin). 6. He no longer wanted to leave (Goncharov). 7. A loud and fast shot struck in the darkness. Behind him is the second, third (Paustovsky). 8. There is November darkness around me (Bulgakov).

CONTROL

What sentences are called incomplete?

Find incomplete sentences.

3. By the next lesson you must solve two problems.

4. The snow on the road was cleared quickly.

7. The water in the river was rising quickly.

8. I have a course today.

9. At night, mosquitoes squeaked overhead again.

Task 5*.

CONTROL

What sentences are called incomplete?

Find incomplete sentences.

1. First I put books in my bag, then notebooks.

2. Everyone solved the problem, but I didn’t solve it.

3. By the next lesson you must solve two problems.

4. The snow on the road was cleared quickly.

5. How do you feel? - Not bad.

6. It’s not the place that makes a person, but the person that makes the place.

7. The water in the river was rising quickly.

8. I have a course today.

9. At night, mosquitoes squeaked overhead again.

10. First, the ship’s hull disappeared over the horizon, and then the masts.

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"RM - card"

					Nominal

					Nominal

					Nominal

					Nominal

Know how to properly evaluate yourself.

You were praised.

Frosty day.

There is nothing more beautiful than a worthy mother happy with her child in her arms.

There was a slight frost at night.

I stand and admire the northern lights.

Petya was allowed to walk near the house.

Whispers, timid breathing, trills of a nightingale.

We need to cultivate conscience and clarity of mind in people.

A friend in need is a friend indeed.

Know how to properly evaluate yourself.

You were praised.

Frosty day.

There is nothing more beautiful than a worthy mother happy with her child in her arms.

There was a slight frost at night.

I stand and admire the northern lights.

Petya was allowed to walk near the house.

Whispers, timid breathing, trills of a nightingale.

We need to cultivate conscience and clarity of mind in people.

A friend in need is a friend indeed.

Know how to properly evaluate yourself.

You were praised.

Frosty day.

There is nothing more beautiful than a worthy mother happy with her child in her arms.

There was a slight frost at night.

I stand and admire the northern lights.

Petya was allowed to walk near the house.

Whispers, timid breathing, trills of a nightingale.

We need to cultivate conscience and clarity of mind in people.

A friend in need is a friend indeed.

Know how to properly evaluate yourself.

You were praised.

Frosty day.

There is nothing more beautiful than a worthy mother happy with her child in her arms.

There was a slight frost at night.

I stand and admire the northern lights.

Petya was allowed to walk near the house.

Whispers, timid breathing, trills of a nightingale.

We need to cultivate conscience and clarity of mind in people.

A friend in need is a friend indeed.

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"RM - reference summary"

Supporting notes on the topic “Incomplete sentences”, grade 8

1. Which sentence is called complete?
2. Which sentence is called incomplete?
3. What is called context?
4. Which parts of the sentence are omitted? Has he left? - Yes, yesterday. Who came? - Ivan Petrovich. - Kostya, when you come back from school, buy some bread. - I’ll buy it, grandma.
5. Scope of use of incomplete sentences.
6. The meaning of incomplete sentences in oral speech
7. The meaning of incomplete sentences in works of fiction.
8. The meaning of incomplete sentences in proverbs. The world is illuminated by the sun, and man is illuminated by knowledge. If you chase two hares, you won’t catch either.
9. Difference between incomplete sentences and one-part sentences.
10. Placement of punctuation marks.

From the lesson “Incomplete Sentences” you will learn about the differences between complete sentences and incomplete ones. Students will learn to distinguish between one-part and two-part, common and non-common syntactic constructions. To consolidate new material, you will consider the most vivid examples.

Topic: One-part sentences

Lesson: Incomplete Sentences

3. Russian philological portal ().

1. Read the poem by Oleg Grigoriev.

Mark complete and incomplete sentences. Sort them into sentence parts.

—Did you dig a hole? - I was digging. — Did you fall into a hole? - Fell. -Are you sitting in a hole? - Sitting. —Are you waiting for the stairs? - I am waiting. — A pit of cheese? - Cheese. - How's your head? - Intact. - So he's alive? - Alive. - Well, I went home!

2. There is an “extra” in each row of words. Define this word.

In the grove.., there are a lot of carrots.., in the presentation.., during the revolution...

From memory.., without boats.., in the road.., in the air...

In all severity.., to wisdom.., to care.., about research...

On tulle.., in shampoo.., Natal conveyed.., about herbarium...

In the stirrups.., in the udder.., in the flames.., on the stone...

Russian language lesson. 8th grade.

Topic: Incomplete sentences.

Lesson type: Learning new material.

Objectives: establish the purpose of incomplete sentences; to develop the ability to recognize these sentences in the text and distinguish them from monocomponent ones.

Develop the skill of competently using incomplete sentences in your own statements and their correct punctuation in writing.

Lesson progress:

I.Org moment.

II.Checking homework.

1) Analysis of proposals:

The Constitution is the fundamental law of the state.

Assignment: characterize these sentences from the point of view of the presence of a grammatical basis. Explain the placement of the dash in these sentences.

(These are two-part sentences, common. The dash is between the subject and the predicate, expressed by a noun in the nominative case.)

(December 12 is the most important public holiday - Constitution Day of the Russian Federation. As you know, on this significant day in 1993 the current Constitution of the Russian Federation was adopted.

The adoption of the Constitution is rightfully considered one of the most significant events in the history of any country, which is why a similar holiday exists in many countries around the world. The Constitution of Russia is a solid foundation for the democratic development of the state.)

2. Blitz survey:

Which sentences are called one-part sentences, which two-part ones?

Name the types of one-part sentences.

3. Returning to the sentences, try to transform them into one-part sentences.

(Constitution. Basic law of the state. December 12. Constitution Day of the Russian Federation.)

Describe these proposals.

Think about it: in a one-part sentence, where there is only a subject, is it important to have a predicate? Why?

(In such sentences, the picture that they strive to capture is important, and this can be done with the help of objects that are expressed in the sentence by the main member - the subject)

And where is only the predicate, is it important to have a subject? (No, without indicating the person performing the action, it is clear from the form of the predicate verb who is performing the action).

III.Explanation of new material.

1) Language analysis of sentences (analyze the sentences from the point of view of the completeness of the sentence structure) (write in a notebook)

* Yellow lilies have been open since sunrise. (two-part, common)

* Yellow lilies open from sunrise, and white ones open at ten o'clock.

Do you understand what we're talking about? we're talking about in the second part of the sentence? How did you guess? (referred to the first part)

Is the second part of the sentence complete in its structure? (No, it's incomplete)

2) Determining the topic of the lesson (entry in notebook: “Incomplete sentences”)

3) Setting goals : learns to recognize incomplete sentences in the text, distinguish them from one-part sentences; use incomplete sentences in your own statements; develop the skill of correct punctuation in writing.

3) So what is an incomplete sentence? ? Please give me a definition. In case of difficulty, we turn to the theoretical material of the textbook P.28 p. 114 (we use the insert technique - we read the material with a pencil in our hands)

Sentences are called incomplete , in which any member of the sentence that is necessary in meaning and structure is missing, but which is easily restored based on the speech situation. Those. the meaning of incomplete sentences is perceived based on the situation or context. Both main and minor members of a sentence can be omitted.

- I'm angry with my son.

- For what?

- For an evil crime. (A.S. Pushkin)

(Restore the missing members of the sentence)

In which style of speech are incomplete sentences more common?

(Incomplete sentences are very common in spoken language, particularly in dialogue, where the initial sentence is usually an extended, grammatically complete one, and subsequent remarks tend to be incomplete sentences because they do not repeat words already named.)

4) We continue to analyze the proposals.

It was getting dark, and the clouds were either moving away or setting in from three sides: on the left - almost black, with blue gaps, on the right - gray, rumbling with continuous thunder, and from the west, from behind the Khvoshchina estate, from behind the slopes above the river valley , - dull blue, in dusty streaks of rain, through which the mountains of distant clouds turned pink (Bun.).

What is interesting about a sentence from a punctuation point of view? (Presence of a dash).

Why is there a dash in the sentence?

(A dash is placed when omitting members of a sentence that are restored in the context of dialogue lines or adjacent sentences.)

- Do you like pies? green onions? I am like passion! (M.G.)

5) Returning to what was said earlier, remind us why in single-component sentences do not necessarily have another main member of the sentence?

-Discuss in pairs/groups: How can you explain the omission of sentence members in incomplete sentences?

(1.so as not to repeat

2.sphere of use of incomplete sentences – colloquial speech, in which, as a rule, we strive for brevity.

3.incomplete sentences help convey the speaker’s excitement and allow for expressiveness)

IV. Monitoring understanding of the topic.

1. Explanatory dictation.

2. Having written down the sentences, they then (orally) restore the omitted parts of the sentences in incomplete sentences, comparing complete and incomplete sentences.

1) Gain intelligence in learning, courage in battle. 2) The world is illuminated by the sun, and man is illuminated by knowledge. 3) A river is known to be floating, but a person is in trouble.

What is the scope of use of incomplete sentences (we said that in colloquial speech)

(They are found in proverbs and sayings. They help to express a thought more clearly and clearly in a concise form).

3. Blitz survey

Are the following sentences incomplete?

1. Early morning. 2. It's dawn. 3. Latest news I find out on the radio. 4. They bring us newspapers during the day. (All complete, one-piece).

Determine what these sentences are:

Were you informed of my arrival? (Full, single-stage)

Reported. (Incomplete, single-part)

Will it finally get warmer soon? (Full, single-stage)

Soon. (Nepln., single-part.)

V. Working with text.

1). It was the end of November. 2). We had to sail all the way to Gibraltar amid a storm with sleet. 3) But they sailed quite safely. 4). There were many passengers, the ship looked like a huge hotel with all the amenities. 5). Life there flowed smoothly. 6). We got up at that early hour, when it was dawning so slowly and uninvitingly over the gray-green watery desert, heavily agitated in the fog. 7). We put on flannel pajamas, drank coffee, chocolate, and then sat in the baths and did gymnastics, stimulating our appetite and feeling good. 8). Until eleven o'clock they were supposed to walk briskly along the decks, breathing in the cold freshness of the ocean. 9). At eleven - refresh yourself with sandwiches with broth. 10). Having refreshed ourselves, we read the newspaper with pleasure and calmly waited for the second breakfast, more varied than the first. 11). The next two hours were devoted to rest. (I.A. Bunin “Mr. from San Francisco”)

1. What types of one-part sentences predominate in the text?

2. What is the role of one-part sentences in this text?

(They are a vivid syntactic means of expressiveness, helping the author to convey to the reader the main ideological meaning of the work. The text contains many vaguely personal and impersonal sentences that do not imply an image of the figure. The importance of the action itself is emphasized here.

These sentences emphasize the impersonality and lack of individuality of those who consider themselves masters of life. Everything they do is unnatural: entertainment is needed only to artificially stimulate the appetite. The use of these sentences allowed the author, without naming specific figures, to show a generalized picture of a spiritless life

3.Are there any incomplete sentences in the text?

What is the role of this sentence in the text? (discuss in group)

(The intentional omission of the predicate in the 9th sentence allows us to emphasize the author’s assessment: a negative attitude towards the fact that it was “supposed” to go for a walk and “supposed to be reinforced.”)

VII. Summing up .

From a practical point of view, what useful things did you get from today’s lesson?

VIII.Homework : theoretical material paragraph 28

Ex. 169 (make up a dialogue)

Or ex. 170

Backup job.

Test control

1. Find the option that has an incomplete sentence

A) You admire the cast-iron pattern of the fences.

B) I love literature to the point of oblivion.

C) Even in trifles one must be truthful.

D) There is a night star over the hero’s grave. (+)