Syntax of a simple sentence.

Syntax of simple and complex sentences.

Punctuation of simple complicated and complex sentences.

Phrase.

Review the following topics.

1.Phrase. Types of phrases.

2. Ways to connect words in a phrase

coordination

control

adjacency.

3. Semantic and grammatical connection of words in a phrase.

1. How does a phrase differ from a word and a sentence?

2. What components does a phrase consist of?

3. How are these components connected?

6. Provide a noun phrase.

1) write with chalk 2) suede shoes 3) teach literacy 4) good at home

7. Among these sentences, find a one-part sentence.

1) It’s raining. 2) What will we do? 3) I'm not feeling well. 4) Frost painted the windows.

8. Determine the type of offer: There was no walk due to frost.

1) definite-personal 2) indefinite-personal 3) impersonal 4) generalized-personal

9. Give an example that has an incomplete sentence.

2) Dad was reading a newspaper, and his son was reading a magazine. 3) Damp, cool, fresh.

4) Smells like smoke. Somewhere they are burning leaves.

10. Indicate the number of the proposal that includes the impersonal proposal.

1) He came to where he spent his childhood. 2) It was getting dark, warm dampness was wafting from the fields.

3) Bazarov brought a microscope with him and spent days fiddling with it.

4) Inspiration is a state of elation and at the same time a strict working state.

11. Which sentence corresponds to the characteristic: simple, narrative, non-exclamatory, one-part, impersonal.

1) They are making a snowman in the yard. 2) I’m not feeling well.

3) There is a forest at the edge of the field. 4) Soft silvery light streamed through the curtains.

Complex simple sentence.

Review the following topics.

1. Homogeneous members of the sentence. Generalizing words for homogeneous sentence members. Punctuation marks for homogeneous members of a sentence and a generalizing word.

2. Separate members of a sentence: separate definitions, separate applications, separate additions, separate circumstances. Clarification, explanation, accession. Punctuation marks when detached members offers.

3. Introductory words and sentences, plug-in constructions. Appeal. Punctuation marks for constructions that are grammatically unrelated to the members of the sentence.

Find answers to the following questions.

1. What conjunctions can join homogeneous members of a sentence?

2. What kind of turnover is called isolated?

3.What words and constructions are not grammatically related to the sentence?

1. Explain punctuation.

Ivan Sergeevich Turgenev is one of the most talented novelists, classics of Russian literature. He was born in the city of Orel, famous for its picturesque surroundings.

Turgenev's father was a kerasir colonel before his marriage. He married the middle-aged, ugly, but very rich landowner Varvara Nikolaevna Lutovinova for convenience. When the Turgenevs settled on the estate, the tyrant landowner gave free rein to his harsh, unbridled temper. He caused a lot of grief and difficult experiences to those around him: his wife, his children, and the serf servants.

Ivan Sergeevich's mother, a rude and domineering woman, was hardly inferior to her husband in cruelty and hot temper. Constant shouting, punishment with rods, abuse of serf servants - this is what the future writer had to observe more than once in childhood.

The home education of children was carried out exclusively under the guidance of foreign tutors: the French, Germans, and Swiss. Everything Russian, according to landowner custom, was expelled with contempt, considering such an upbringing to be unsuitable for any of the children. Fortunately, one serf (his memory will always live in the history of literature) managed to instill in the boy a love for Russian writers in time. A reader himself, he said to Turgenev: “Is it possible, dear Vanya, to write in any language as strongly as Derzhavin and Kheraskov write in Russian?”

Turgenev received further education, first at a boarding school, then at the university. He was mainly interested in the humanities: history and philosophy, ancient languages ​​and literature. In Berlin, Turgenev became close friends with the most prominent representatives of Russian social thought of that time: Granovsky, Bakunin, Stankevich - and under their influence he became a Westernizer. This movement, as is known, opposed itself to Slavophilism, or Slav-loving, and was more liberal, and therefore freer from the extremes of serfdom.

2. Place punctuation marks. Parse the two sentences.

1) Throwing the knapsack off his shoulders, Lyonka put his head on it and, looking a little at the sky through the foliage above his face, fell fast asleep, hidden from view by the shadow of the fence. 2) We got up at five o’clock in the morning without having had time to sleep, and stupid and indifferent at six we sat down at the table to make pretzels from dough. 3) Hundreds of shells and mines, whistling and howling, tearing up the air, flew from behind the heights, exploded near the very trenches, throwing up black fountains of earth and smoke splashing with fragments, plowing up and down the winding line of defense, which was already completely dotted with craters. 4) Old tourist guides, or guidebooks as they were called, strongly recommended traveling around the Vladimir land. 5) Upon returning, he ordered his carriage to be brought in and, despite Kirill Petrovich’s strenuous requests to stay overnight, he left immediately after tea.

6) It was a village outside the city on a bare, treeless, low place.

3. Think about where the punctuation marks should be in the diagrams for sentences with homogeneous members.

1) or O or O or 2) O but O 3) and O and O and O and O 4) O O O or O

5) © : O O O and O 6) and O and O and O - © 7) O namely O O O and O

Difficult sentence.

Review the following topics.

1.Types of complex sentences: allied and non-union complex sentences.

2. Conjunctive sentences: compound and complex sentences.

3. Complex sentence. Punctuation marks in a complex sentence.

4. Complex sentence: types of subordinate clauses (clauses attributive, explanatory, adverbial). Types of adverbial clauses. A complex sentence with several subordinate clauses. Punctuation marks in a complex sentence

5. Non-union proposal. Semantic relations between simples in a non-union sentence. Choosing a sign in a non-union sentence.

6. Complex sentences with different types communications. Punctuation in such sentences.

7. Direct and indirect speech. Dialogue. Punctuation marks in sentences with direct speech and in dialogue.

Find answers to the following questions.

1. How is it different? difficult sentence from simple?

2. What is the means of connecting simple sentences in complex conjunction and non-conjunctive sentences?

3. What is the difference between compound and complex sentences?

4. What are the differences between subordinating conjunctions and allied words?

5. On what basis are subordinate clauses divided into attributive, explanatory, and adverbial clauses? What is common between the classification of subordinate clauses and the classification of secondary members of a sentence?

Do the following exercises.

1. Place punctuation marks, determine the type of subordinate clauses in complex sentences.

1) You could hear the pine trunks creaking faintly from the upper air flow and one distant grasshopper cracking without waiting for darkness. 2) As long as I forget Russian in my soul happy day when Davydov shook my hand with a friendly hand. 3) On Clean Ponds there was our library, our shooting range, our club without walls where our pioneer affairs were decided and our district military registration and enlistment office from where in 1941 we went to war. 4) Lelka is so carried away by her work that she does not notice how the gate opens and someone enters the front garden. 5) Over tea, mother said that at night there was a strong frost in the entryway, the water in the tub froze, and when they go for a walk, Nikita needs to put on a cap. 6) Throughout the whole summer, he came to us two or three times a week and I got used to him, so that when he didn’t come for a long time, it seemed awkward to live alone and I was angry with him and thought that he was doing a bad thing by leaving me. 7) A strange incident happened at the fair; everything was filled with rumors that a red scroll had appeared between the carts. 8) A few moments later I get up and see my Karagyoz flying with his mane flying.

2.Execute parsing the specified proposal.

A poet can then be national when he describes a completely foreign world, but he looks at it through the eyes of his national element, through the eyes of the entire people, when he feels and speaks in such a way that it seems to his compatriots that they themselves feel and speak it.

3. Select the numbers in place of which you would put punctuation marks. Additionally, indicate the numbers corresponding to a) colon, b) dash.

No matter how much I travel through our steppes (1) no matter how dark the moonless nights are sometimes (2) I have never yet had the opportunity to lose my way (3) and experience the situation (4) of a lost person (5) but I have experienced another misfortune ( 6) I was caught in a snowstorm in the steppe (7) and I became acquainted with all its horrors.

But nothing (8) is more terrible than this steppe monster (9) from which not everyone can escape unharmed (10) since it strangles everything (11) that gets in its way. The heart sinks in the most timid person (12) accustomed to all kinds of adversity (13) the blood involuntarily (14) stops in the veins (14) and it is not frost (15) but fear that causes such a state (16) because (17) cold during snowstorms is never very large.

In fact (18) no matter how brave the traveler (19) he becomes afraid (20) when the furious (22) uncontrollable wind begins to rage (21) when the snow blinds his eyes (24) when everything around him in the vast expanse is dressed in white darkness (25) through which nothing is visible (26) and (27) when there is no way forward (28) or back (29) because (30) everything is covered with snow powder. And all around there was nothing (31) not a soul (32) not the sound of a human voice.

4. Determine what type of complex sentences each of the schemes belongs to. Complete the matching task.

1) , . 2) , and . 3) , (, and : . 5) , (), and .

6) - , (), ().

A) compound sentence b) complex sentence

c) a complex sentence with a coordinating and non-conjunctive connection

d) a non-conjunctive complex sentence e) a complex sentence with a non-conjunctive and subordinating connection g) a complex sentence with a subordinating and coordinating connection.

Complete a series of test tasks.

1. What numbers should be replaced by commas in a sentence?

Pisarev (1) who wrote his famous article about Pushkin (2) expressed (3) the view of a certain part of the Russian people.

1) 1,2,3,2 4) 2,3

2. Indicate the sentence without a punctuation error.

1) All natural phenomena: solar heat, wind, rain - can be called geological agents.

2) All natural phenomena - solar heat, wind, rain can be called geological agents.

3) All natural phenomena: solar heat, wind, rain can be called geological agents.

4) All natural phenomena - solar heat, wind, rain - can be called geological agents.

3.Which answer option correctly indicates all the numbers that should be replaced by commas?

The boys grabbed their hands (1) and (2) constantly stumbling (3) and (4) getting bruises (5) rushed to run under the protection of a huge oak tree (6) standing on the shore.

1) 2,3,5 2) 1,2,5, 3) 2,3,4,5 4) 2,5,6

4. Indicate the sentence with a punctuation error.

1) Both figures were intelligent and pleasant and for some reason reminded me of Turgenev.

2) All furniture: sofas, tables, chairs - was made of mahogany.

3) Both elk and deer are found in our forests.

4) Boys usually dream of becoming pilots or sailors.

5. What numbers should be replaced by commas in sentences?

From somewhere beyond the Volga they found clouds (1) and (2) although they did not bode well (3) the travelers nevertheless moved on.

1) 2,3 2) 1,3 3) 1,2,3 4) 1,2,3,4

I read so much (1) that (2) when I heard the bell ringing on the front porch (3) I didn’t immediately understand (4) who was ringing (5) and why. 1)1,3,4 2)1,2,3,4 3)1,3,5 4)2,3

6. Which sentence does not have a dash? (No punctuation marks are placed.)

1) In the grass, in the dogwood bushes and wild rose hips in the vineyards and trees, cicadas were everywhere.

2) It began to get light and it was possible to see individual objects.

3) Youth is like the song of a lark at dawn.

4) Evgeniy said mine threateningly.

7. Do the ratio exercise. (There are no punctuation marks.)

2) The sun was leaning towards the west and its oblique hot rays unbearably burned my body and cheeks.

A) The sentence is simple with homogeneous members connected in pairs, a comma is not placed before the conjunction I.

B) A complex sentence with pairs of homogeneous members, a comma is placed only before the second I, connecting two independent clauses.

Systematization of knowledge: grammatical basis of a sentence, means of connecting words in a simple sentence, subject and predicate as the main members of a sentence, ways of expressing the subject, types of predicate; secondary members of the sentence, ways of expressing them, types of circumstances. Uncommon/widespread proposals.

One-part/two-part proposals. Types of one-part sentences. Stylistic functions different types simple sentence.

Sentences are complete/incomplete.

Definitions agreed/inconsistent. Application as a special type of definition.

Comparative turnover.

l Punctuation.

Dash in a simple sentence.

Punctuation in sentences with a comparative phrase.

l Syntax.

Complicated proposal.

Systematization of what has been studied about homogeneous members of a sentence: the concept of “homogeneous members of a sentence”, conjunctions with homogeneous members of a sentence, generalizing words with homogeneous members of a sentence.

Homogeneous and heterogeneous members of a sentence.

Stylistic functions of homogeneous members of a sentence.

l Punctuation.

Punctuation marks between similar parts of a sentence.

l Syntax.

The concept of isolated members of a sentence.

Separate definitions, applications.

Separate additions.

Special circumstances.

Separate clarifying members of the sentence.

Synonymy of sentences with isolated members of the sentence and simple (complex) sentences. Stylistic functions of complex sentences.

l Punctuation.

Punctuation marks for isolated parts of a sentence.

l Syntax.

Sentences with appeals, introductory words and sentences.

Systematization of what has been studied: address and its role in speech. Contact literary text.

The main semantic categories of introductory words.

Introductory sentences. Insert sentences.

Stylistic functions of addresses, introductory words, inserted sentences.

l Punctuation.

Punctuation marks for addresses.

Punctuation marks when introductory words and sentences, inserted sentences.

Speech development.

l Text. Systematization of information about the text, styles and types of speech; expanding the understanding of linguistic means characteristic of various styles speech.

Narration in a literary text. Story.

Narration with elements of reasoning. A story based on what you heard.

l Journalistic style(extension of the concept).

Narration and description in a journalistic style. Review of the book.

Description with elements of reasoning. Portrait sketch.

l Scientific style (extension of the concept).

Narration in a scientific style.

Reasoning with elements of narration and description in a scientific style.

Theses and abstract. Report.

l Formal business style(extension of the concept).

Lyrics formal business style: statement, autobiography.

Reviewing what was learned in 8th grade.

Project activities*.

Project topics: “How it was”, “What can be heard (the role of sounds in art)”, “ Public speaking”, “The role of books in the history of mankind”, “The oldest profession is journalist”, “Allow me to contact you (history of appeals)”.

The Russian language as a national-cultural phenomenon, reflecting the spiritual and moral experience of peoples.

The Russian language is the primary element of the great
Russian literature.
Modern linguistics about the problems of studying text.

Reviewing what you have learned about a simple sentence

Complex sentence syntax

Systematization of what has been studied: complex sentence; complex, complex, non-union proposal; means of connecting parts of a complex sentence.

Complex sentences.

Conjunctions and meanings of complex sentences.

Stylistic functions of compound sentences.

Complex sentences.

The structure of complex sentences.

Subordinating conjunctions and allied words.

The role of demonstrative words in sentence subordination.

Types of subordinate clauses: explanatory, attributive, adverbial (place, time, manner of action and degree, purpose, conditions, reasons, concessional, comparative, consequence, connecting).

A complex sentence with several subordinate clauses. Types of subordination in sentences with several subordinate clauses.

Synonymy of simple complex and compound/complex sentences.

l Punctuation.

Punctuation marks in a complex sentence.

Punctuation marks in complex sentences.

l Syntax.

Complex non-union proposal.

Means of communication between parts of the non-union proposal.

Synonymy of non-union and compound sentences.

Stylistic functions of complex non-conjunctive sentences.

Complex sentences with different types of connections.

l Punctuation.

Punctuation marks in complex non-union sentences.

Comma when combining coordinating and subordinating conjunctions.

l Syntax.

Methods of transmitting someone else's speech.

Systematization of what has been learned about sentences with direct speech.

Sentences with indirect speech.

Quotes. Methods of citation.

l Punctuation.

Punctuation marks in sentences with direct speech. Punctuation marks in sentences with indirect speech. Punctuation marks for quotations.

Speech development.

Systematization and generalization of information about the text, the topic and main idea of ​​a coherent statement, means of connecting sentences in the text, styles and types of speech.

l Scientific style.

l Journalistic style.

Narration with elements of description and reasoning. Presentation with elements of an essay. An essay in the form of a newspaper article with reasoning-explanation, reasoning-proof. Review of a book, theater play or film.

l Fiction style.

Narration, description, reasoning in this style.

Presentation with additional task.

Presentation with elements of an essay.

Systematization of what was studied in grades 5–9.

Project activities*.

Project topics: “How to hear a Person in a text (the role of quotes, remarks in dialogue, remarks), “Life is beautiful”, “Complex sentences in the texts of my favorite author”, “Tour guide? Guide!".

VI. Approximate thematic planning
and types of student activities **
(www.school2100.ru)

VII. Description of educational and methodological
and logistics
educational process by subject
"Russian language"

To implement the goals and objectives of teaching the Russian language under this program, the Russian language teaching materials of the Educational System “School 2100” (Balass Publishing House) are used.

1. R.N. Buneev, E.V. Buneeva, L.Yu. Komissarova, I.V. Tekucheva, N.A. Isaeva, E.S. Barov "Russian language". Textbooks for grades 5, 6, 7, 8, 9.

2. E.S. Barova, M.R. Bogdanov “Independent and testing work In Russian". Workbooks for 5th, 6th, 7th, 8th, 9th grades.

3. L.Yu. Komissarov “Didactic material on the Russian language”, 5th grade.

4. E.S. Barova, E.N. Voronova “Didactic material on the Russian language”, grades 6, 7.

5. N.A. Isaeva “Didactic material on the Russian language”, grades 8, 9.

6. E.S. Barov “Collection of dictations in the Russian language” for grades 5–7 and 8–9.

7. E.S. Barova, E.N. Voronova “Visual aids for the Russian language”, 5th grade.

8. E.V. Buneeva, L.Yu. Komissarova, E.N. Voronova, A.T. Gryaznova, N.A. Isaeva. Guidelines In Russian. Manual for teachers, grades 5, 6, 7, 8, 9.

Technical teaching aids that can be effectively used in Russian language lessons include a DVD player, TV, computer, interactive whiteboard, etc.

Here are examples of work using a computer:

– spelling and punctuation training;

– editing (mutual editing);

– creation of a text, its collective discussion;

– creation of multimedia presentations (texts with drawings, photographs, etc.), including for presenting the results of project activities.

When using a computer, students apply the instrumental knowledge acquired in computer science lessons (for example, the ability to work with text and graphic editors, search for information, etc.), thereby forming a readiness and habit for practical application new information technologies.

Technical means in Russian language lessons they are also widely used in the creation of classroom newspapers and magazines (computer).

* The program was prepared under the scientific editorship of an academician of the Russian Academy of Education
A.A. Leontyev.

** "School 2100". Common sense pedagogy. – M.: Balass, 2003. – P. 87–92.

* Buneeva E.V., Buneev R.N. Russian Language Program for primary school. - In the book. : Education system"School 2100" Approximate basic educational program, part 2. – M.: Balass, 2011. – P. 4–102.

* Cm.: Buneev R.N., Buneeva E.V. Pronina O.V. Primer (formerly called “My Favorite ABC”). – M.: Balass, 2011; Russian language (first lessons). – M.: Balass, 2011; Russian language, 2, 3, 4th grade. – M.: Balass, 2011.

* Cm.: Trostentsova L.A. Teaching Russian at school as a purposeful process. – M.: Pedagogy, 1990.

** Cm.: Melnikova E.L. Problem lesson, or How to discover knowledge with children. – M., 2002.

* The sequence of work on speech science concepts is determined by the logic of arrangement educational material In Russian. List of concepts and
types of work are given in the program sequentially, without reference to specific topics in the section “Repetition and deepening of the primary school course.”

* Cm.: Alexandrova G.V.

* In the program for grades 6–9, the content of work on speech development is not distributed among sections of the program, but is given sequentially in one place in order to more clearly present its logic.

** Cm.: Alexandrova G.V. Project activities in Russian language lessons in grades 5–9. Teacher's manual. – M.: Balass, 2010.

* Cm.: Alexandrova G.V. Project activities in Russian language lessons in grades 5–9. Teacher's manual. – M.: Balass, 2010.

* Cm.: Alexandrova G.V. Project activities in Russian language lessons in grades 5–9. Teacher's manual. – M.: Balass, 2010.

* Cm.: Alexandrova G.V. Project activities in Russian language lessons in grades 5–9. Teacher's manual. – M.: Balass, 2010.

** Approximate thematic planning of lessons for the new Federal State Educational Standard is under development.

Sentence (syntax category) Offer, one of the main categories syntax, opposed to words and phrases in form, meaning and function. In a broad sense, this is any (from an expanded syntactic structure - in a written text from point to point - to a separate word or word form) statement (phrase), which is a message about something and is intended for auditory (in pronunciation) or visual (in writing ) perception. In the narrow, strictly grammatical, sense, a phrase is a special syntactic construction based on a special abstract pattern (model), organized according to the laws of a given language and specifically designed to be a message. Depending on the purpose, P.’s messages can be narrative, interrogative, or incentive (other, more specific classifications are possible).

P. can be simple or complex. A simple phrase, as an elementary syntactic construction (the so-called non-extended one), consists of two (more rarely, more) forms of words (constituent components), united with each other by a specific syntactic relation that exists only in the phrase (the so-called predicative relation). , or from one form of the word (for example, “The student writes”; “The water is rising”; “Forgive means forgetting”; “Night”; “It’s getting light”), P. can be extended (so-called common sentences) according to the rules of proverbs connections - coordination, control, adjacency, either by word forms that spread the phrase in general (for example, “For her, to forgive means to forget”; “It’s already night in Kamchatka”), or by participial, participial and other phrases and special spreading forms of words, conjunctions, etc.

An elementary abstract pattern, according to which a non-extensive formula is built, can be represented symbolically, for example, the formula N 1 - Vf conveys the construction of the uncommon P. type “The student writes” (N 1 : lat. nomen - name, 1 - name, case; Vf - verbum finitum - conjugated form of the verb). Such an abstract construction is called an abstract sample of a design or its model, formula, or structural diagram. These schemes are classified according to for various reasons(single-component - two-part, free and limited in terms of lexical-semantic composition, having or not having a paradigmatic property, etc.). Each language has its own system of structural diagrams. Individual circuits in different languages may coincide, but the systems as a whole are always different. Indo-European languages ​​are characterized by the so-called. two-part structural diagrams containing a predicate, i.e., a verb in personal form (or a form of another word in the same position), and a subject, i.e., a nominative case form of a name (or an infinitive in the same position). The predicate as a component of the scheme always denotes a characteristic occurring in time (action, state, property, quality), and the subject - the subject, i.e., the bearer or producer of this characteristic (when P. spreads, the meaning of the subject can move and concentrate in the spreading word form). Indo-European languages ​​also have many other models, including monocomponent ones (consisting either of one component or two-component ones, but not divided into a subject and a predicate). Structural schemes underlie specific sentences built on their model, for example P. “The student writes,” “Night has come,” “There is a glimmer of hope” are built according to scheme N 1 - Vf;“Son is a worker”, “Moscow is the capital”, “Spruce is a tree” - according to scheme N 1 - N1 etc. The structural diagram is devoid of intonation. But every phrase constructed according to one scheme or another, and all its forms and modifications (syntactic changes) necessarily have a certain intonation (intonation contour). P. combines several meanings in one grammatical form varying degrees abstractions. Firstly, the structural diagram of P. itself has an abstract meaning, common to all structural diagrams, the so-called. predicativity. The meaning of predicativeness inherent in the scheme is transferred to a specific P. and modified in the paradigm of P., that is, in its various forms expressing the meanings of reality and unreality. However, in specific P., a new, different quality of meaning is superimposed on the meaning of predicativeness, coming from positions, that is, from the components of the scheme and from their relationships, as well as from the lexical semantics of the words that filled these positions (for example, “The student writes” - subject - its active action; “Thunder thunders” - the subject - its presence, existence; “It is dawning” - the presence of a subjectless state, etc.). Such meanings relate to the semantic structure of P. Sentences that have different grammatical organizations, but the same semantic structure, are considered in some studies as transforms, that is, transformations of one into another, for example, “Evening is coming” - “It’s getting evening”; “Thunder rolls” - “Thunder”; “Son is studying” - “Son is studying”, etc.

The third type of meaning of a sentence - the distribution of the functional load of its members - is expressed actual division of the sentence.

Complex p. - the combination of two (or more) simple p. by means of conjunctions, allied words or allied particles (in combination with a certain intonation, and often also with the support of vocabulary) into a new syntactic formation, the parts of which enter into certain relationships with each other syntactic relations. In this case, one of the parts may undergo significant structural changes or even have a formal organization that is not characteristic of a simple P. Depending on what means connect the parts of a complex clause, these clauses are divided into compound (with mutually independent parts) and complex (with a “main” and “subordinate” part); However, the internal relations of the parts in both cases often turn out to not coincide with the formal organization of a complex phrase, and the semantic types of compound and complex clauses overlap.

In both Russian and Western European linguistics, P. and its components for a long time were studied as categories that coincide with a logical judgment and its parts (German scientist K. Becker, Russian scientists N. I. Grech, F. I. Buslaev) or with the psychological act of communication (F. F. Fortunatov, A. A. Shakhmatov) . In the study of language as a proper linguistic, syntactic category, which has its own formal and semantic (substantive) characteristics, several directions have emerged, related to: 1) the doctrine of language as a complex multi-level structure that simultaneously represents several stages of linguistic abstraction (Czech scientists V. Mathesius, M. Dokulil, F. Danesh); 2) with the theory of generative grammar and transformational syntax [American scientists N. Chomsky, Z. Harris, D. Worth, German (GDR) scientist R. Ruzicka]; 3) with different teachings about P. as a syntagmatic chain of connections and relationships, about the “arrangement of words” (German scientist I. Ries; American scientist L. Bloomfield; Dutch scientist A. de Groot; French scientist L. Tenier; Soviet scientist A. . M. Mukhin); 4) with the analysis of P. primarily as a unit of meaning (Danish scientist O. Jespersen; Soviet scientist L.V. Shcherba), in the 60-70s. - in the aspect of the theory of “deep and surface structures” and “prepositive nomination” (English scientist A. Gardiner; German scientist U. Weinreich; Soviet scientists V. G. Gak, N. D. Arutyunova). The paradigmatic connections and relationships of P. that organize them in certain systems(D. Worth, Czech scientists P. Adamets, V. Grabesov, scientists N. Yu. Shvedova, T. P. Lomtev).

Lit.: Vinogradov V.V., Basic questions of sentence syntax, in the collection: Questions of grammatical structure, M., 1955; Peshkovsky A. M., Intonation and grammar, in his book: Selected works, M., 1959; Kurilovich E., Basic structures of language: phrases and sentences, in his book: Essays on Linguistics, M., 1962; Melnichuk A. S., Aspects general theory sentences as units of speech, in the book: Problems of linguistics, M., 1967; Mukhin A. M., The structure of sentences and their models, M., 1968; Grammar of the modern Russian literary language, M., 1970; General linguistics, part 2 - Internal structure of language, M., 1972; Shvedova N. Yu., On the relationship between the grammatical and semantic structure of a sentence, in the book: Slavic linguistics, M., 1973; Ries I1., Was ist ein Satz?, in the collection: Beiträge zur Grundlegungder Syntax, H. 3, Prag, 1931; Daneš F., A three-level approach to syntax, “Travaux linguistiques de Prague”, 1966, v. 1.

N. Yu. Shvedova.

Big Soviet encyclopedia. - M.: Soviet Encyclopedia. 1969-1978 .

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Predicativity- Predicativity is a syntactic category that determines the functional specificity of the basic unit of sentence syntax; the key constitutive feature of a sentence, relating information to reality and thereby forming a unit,... ... Linguistic encyclopedic dictionary

Predicativeness (predicability) is a syntactic category that determines the functional specificity of the basic unit of sentence syntax. Contents 1 Definition ... Wikipedia

Syntax of the German language is a linguistic science and discipline that studies the structure of German sentences and phrases. The peculiarity of the German sentence is that each of its components, that is, a word or phrase, has ... ... Wikipedia

_2. Theoretical basis of the dictionary and initial theoretical provisions- When working on the dictionary, we relied on the following theoretical principles of lexicology and semantic syntax. First. The idea of ​​unity of vocabulary and grammar. This interaction is carried out mainly at the level of semantic models... ... Experimental syntactic dictionary

Every logically complete thought is expressed in words, that is certain parts speeches that make up a sentence (зnuntiвtif). Thus, parts of speech - i.e. words in a certain form - act as members of a sentence, which are main and secondary. The main members of the sentence - the subject (subiectum) and the predicate (praedicвtum) - form the syntactic basis of the sentence and determine its main meaning. Therefore, when parsing a sentence, the main members must be found first. The secondary members of the sentence are: definition, addition, circumstance. They are introduced into the sentence structure using three types syntactic connection: coordination, control and adjacency.

The Latin sentence, as a rule, is two-part, i.e. contains two main members: subject and predicate. The subject can be a noun:

Epistula non erubescit (the letter does not blush); adjective or participle:

Contentus abundat (the contented has in abundance); numeral:

Tres faciunt collegium (three make up a collegium);

pronoun: Quisquis suae fortunae faber est (each smith of his own destiny);

infinitive: Errare humanum est (to err is human);

separate offer:

ui quaerit, reperit (who seeks, finds).

The subject expressed by the name is used in the nominative case. The predicate can be simple or compound. A simple verbal predicate is expressed by the personal form of the verb. It agrees with the subject in person and number: Varietas delectat (variety pleases). Medicus curat, natura sanat (the doctor heals, nature heals). Habent sua fata libelli (books have their own destiny).

A compound predicate is a combination of a connective with a nominal part, which is most often expressed by a noun or adjective: Historia est magistra vitae (history is the teacher of life). Sapientes sunt beati (the wise are happy).

The nominal part agrees with the subject in gender, number, case, if it is expressed by an adjective or participle; in case, if expressed as a noun.

In Latin, the nominal part is always placed in the nominative case.

Repetitio est mater studiorum (repetition is the mother of learning). Alea jactaest (the die is cast).

The linking verb in a compound nominal predicate, unlike the Russian language, is required: Scientia potentia est (knowledge is power). Esse can only be omitted in proverbs and sayings: Salus populi suprema lex (The good of the people is the highest law).

A Latin simple sentence is usually two-part: its grammatical center consists of two main members of the sentence - the subject (subjectum) and the predicate (praedicatum).

The roles of subject and predicate in a Latin sentence can be the same parts of speech as in a Russian sentence. The case of the nominal subject is nominatfvus. As for the predicate, they differ:

• 1. A simple predicate, expressed in the personal form of the verb, containing both the lexical meaning and the signs of the corresponding grammatical categories: agricdla arat the farmer plows, agricolae arant the farmers plow; in terra est vita there is life on earth; in luna non est vita there is no life on the moon.
• 2. A predicate compound, which includes: a verbal copula (copula) - predominantly the finite form of the verb esse to be and the nominal part of the predicate, which is the main expression of its lexical meaning. As a nominal part of a compound predicate, a noun or adjective is used (other parts of speech are rare): rosa est planta rose (is) a plant; a rose is a plant; rosa est pulchra the rose is beautiful.

A noun in the role of a nominal part of a compound predicate agrees with the subject in case (nominatfvus), an adjective also in gender and number.

The connective expressed by the verb esse in a Latin sentence is, as a rule, obligatory, whereas in a Russian sentence it is used very rarely in the present tense. Wed. scientia potentia est knowledge is power; terra est sphaera earth is a ball.

In sayings, proverbs, etc. expressions, the connective may be omitted, for example: Aurora musis arnica Aurora is a friend of the muses (i.e., the morning hours are most favorable for creative work).

If in Russian the copula is expressed by the form of the verb “to appear,” then the nominal part of the predicate is placed in the instrumental case: rosa est planta rose is a plant.

IN German in such cases, as in Latin, nomiinatfvus is the only possible construction: Die Rose ist eine Pflanze.

The personal pronoun very rarely appears as the subject in a Latin sentence, unlike in Russian: laboro I work, laboras you work; laborvatis you are working.

A personal pronoun is also placed as a subject in the Latin language if logical stress falls on this pronoun (in particular, with emphasized opposition):

Ego laboiro I work (me, not anyone else).

Ego laboiro, tu non laboras I work, (but) you don’t work.

The order of words in a Latin sentence is determined by the inflectional structure of the Latin language. A rich system of declension and conjugation allows you to express syntactic role words by morphological means, and not by a rigid word order, as is the case in languages ​​with an analytical system (English, French, and to a large extent German). Latin language allows, in principle, free word order, in which the place of a word in a sentence does not affect its basic syntactic functions.

The more usual arrangement of words, characteristic of a narrative sentence that is emotionally neutral, is usually called direct.

With direct word order, the subject (or group of subjects) is at the beginning of the sentence, and the predicate (or group of the predicate) is at the end of the sentence. If there is a direct object, it is placed before the control verb - the predicate (in Russian - vice versa): Filia rosas amat daughter loves roses. The indirect object is also placed in front of the control verb - the predicate (in Russian - usually the other way around: puellis narrare tell girls. If there are direct and indirect objects that depend on the same verb - the predicate, the indirect object is placed in front of the direct object:

Magistra puellis fabulam narrat - the teacher tells the girls a fairy tale.

Definition expressed by an adjective or possessive pronoun, placed in direct word order, usually after the defined one: rosa pulchra beautiful rose, filia mea my daughter.

Sample direct location members of the proposal

Filia mea filiae tuae rosam pulchram dat. My daughter gives your daughter a beautiful rose.

The arrangement of words in which their more usual order is violated (i.e., during inversion - “rearrangement”) is called inverse. With the reverse arrangement of words, the special semantic importance of one or another member of the sentence is indicated by its unusual place in the sentence, often by moving it forward.

Rosas filia amat daughter loves roses (and not any other flowers).

Amat filia rosas loves daughter rose.

Fabulam magistra narrat the teacher tells the tale (not the true story).

Puellis magistra fabulam narrat the teacher tells the girls (not the boys) a fairy tale.

The word order in Latin sentences can be free. But most often the subject is located at the beginning of the sentence, and the predicate at the end. Those. Russian phrase I read every day interesting books in Latin it looks more natural in this form: I read interesting books every day. It is less natural to say in Latin: every day my friend reads interesting books. But any free and even intricate word order is used in poetic speech if it allows it to be organized rhythmically depending on the length of the syllables (stress). If the predicate has different objects, then the direct object is placed closer to it. (That is, it is more natural to say in Latin, I bring books to the library, than to express it this way: I bring books to the library).

When the usual word order changes, semantic emphasis appears on those members of the sentence that are located closer to its beginning or end.

In Latin, agreement between subject and predicate in meaning is often used, i.e. according to categories that may not be formally expressed in the sentence. (For example, when agreeing on numbers, the Russian expression part (of them = guests) left in Latin may look like this: one part left, the other part (them, i.e. guests) remained.

When agreeing on gender, in Russian we also say mayor head in the meaning of leader, although the word head is formally feminine and requires agreement goroda, which deprives the sentence of any reasonable meaning. Russian expression The first chapter of the book was the author’s best success - it has a natural agreement in gender, and the expression head of the delegation received the word consistent with the meaning of the word leader (= head). Such agreement, perhaps, will not seem like a mistake even if the actual leader (head) of this delegation was a woman).

If the subject in Latin is expressed by several homogeneous members, then the predicate can be consistent with different of them without inviolable rules. Most often, agreement for several persons is based on the masculine gender (this tradition is inherited from Latin in Italian) (brother and sister, they both (not both) were sitting on the bench). It is more common to agree on the first person (I) than on the second or third (you or he). (In Latin it is more natural to go I and you than to go you and I). If we are talking about the second and third persons, then agreement is more natural on the second (you) than on the third (he). (In Latin, you and he go more naturally than he and you go). In this case, the homogeneous member of the subject with which the predicate agrees is placed closer to the predicate. (That is, in Latin it is better to say sister and brother, they are both, than brother and sister, they are both).

The nominal part of a plural predicate can be used in the neuter gender, even if there are no neuter words among the homogeneous members of the subject. More often this rule is used with inanimate objects as the subject. The neuter meaning in this case expresses its ancient collective meaning. (The book lists the most picturesque mountains, forests, rivers - cf.: The book lists all the most picturesque: mountains, forests, rivers).

The demonstrative pronoun as a subject must agree with the nominal part of the predicate in gender and number. (In Russian it is permissible to say: these (are) my friends, but in Latin it must be expressed: these (are = the essence) are my friends). Relative pronouns often agree with the nominal part of the predicate subordinate clause. (An expression such as he received fame, which was the result of advertising in Latin can look like this: he received fame, which was the result of advertising).

Latin sentences, like Russian ones, may not have a subject (they are called one-part sentences). In this case, the predicate can be impersonal (it is raining - pluit), indefinitely personal in 3 l. pl. numbers (they say - dicunt) or in 3 l. units numbers of the passive voice (pugnatur - there is a battle). Impersonal and indefinitely personal sentences are also superficially similar to those in which the personal form of the predicate clearly implies a pronoun as the subject, but this pronoun itself is omitted in the sentence precisely because of such an unambiguous hint (ridebis - you will laugh). As already mentioned, Latin verbs may not require pronouns as subjects.

Latin predicates can be expressed by the personal form of the verb, the nominal part of speech, or the nominal part together with an auxiliary linking verb (scribendi recte sapere est et principium et fons - to be wise, (in this) is the beginning and source of sound writing). When translating into Russian, the linking verb is usually omitted.

The test consists of 60 tasks. If the task cannot be completed immediately, move on to the next one. If you have time, go back to the tasks you missed.

Each task has 1, 2 or more correct answers. Mark the numbers of the selected answers in separate sheet next to the number of the task you completed. (Sample: 1 – 4, 5)

1. What is the connection between the components of a phrase called?

1) submission

2) essay

3) introduction

4) applique

2. Specify syntactic units.

1) token

2) morpheme

3) offer

4) phrase

3. Indicate semantic relations that arise only in phrases with a strong verbal connection.

1) attributive

2) complex

3) circumstances

4) object

5) subjective

4. Specify the type of agreement in the phraseBeautiful Volvo.

1) formal

2) conditional

3) associative

4) semantic

5. Indicate the sentences that contain a phrase with strong agreement.

1) I was just trying to be practical and rid your brain of useless printed material.

2) I think this will be a dozen fairly thin books, and by the end of the summer you will be in excellent shape.

3) This kind of procedure is familiar to all of us from an early age.

4) The painter does not throw paint onto the canvas in random spots.

5) In ordinary life he was a pleasant fat man.

6. Strong conditional subordinating connection always arises:

1) with relative (syntactically active) words;

2) with absolute (syntactically passive) words;

3) with adverbs in the role of a dependent word;

4) in composites verbal predicates;

5) in compound nominal predicates.

7. Indicate the linguistic phenomenon used in the following joke: Excellent students are allowed free access to Krasnoklopsk. By presenting their record book, they can now visit any restaurant, bar or dance club in the city without waiting in line.

1) strong agreement

2) strong control

3) strong connection

4) syntactically non-free phrase

5) semantically non-free phrase

8. Indicate a combination of words that is not a phrase.

1) cry from the heart

2) within one year

3) the cleverest

4) very complete

5) I will think

9. Indicate phrases with double syntactic dependence.

1) drew a plan of my house

2) give your son a computer

3) tall brick building

4) build a house and cottage

5) bring two buckets of water from the Volga

10. Indicate the numbering phrase.

1) third from the edge

2) close to victory

3) seven kids

4) each of us

5) both daughters

11. Indicate word combinations based on structural diagram VAdv.

1) admire the sunset

2) rush headlong

3) sorry sister

4) wipe with sleeve

5) do it on purpose

12. Match.