Lesson topic: Parsing simple sentence
Goals:
1) introduce the order of parsing
simple sentence;
2) to develop the ability to produce syntactic
analysis (oral and written) of a simple sentence;
3) activation of the ability to express one’s thoughts clearly and concisely;
4) cultivating attention to words through construction
proposals;
5) repetition of the studied material on the topic “Syntax”, parts of speech, studied spellings, punctograms;
6) to form an idea of health as one of the main
values of human life.
TRCM techniques : 1. Technique “True - false statements”
3. Technique “Thin and thick questions”
4. “Catch a mistake” technique
5. Technique “Find matches”
6.Cluster
Form of work: 1.Front
2. Individual
3. Steam room
During the classes.
1. Org. moment .
Hello, I am glad to welcome you to the Russian language lesson.
Let's smile, friends each other,
We will give smiles to the guests,
Are you ready for the lesson?
Then get to work, I wish you good luck!
Well done! Everyone smiled! Do you know that a smile is the best pill for health?
You have emoticons on your desks, they will also smile at you and help you maintain a good mood in class.
Take the smiley face in your hand and hold it up.
May you be successful in your lesson!
Write down the number, great job.
2.Call stage. Updating knowledge.
And now, guys, we will play the game “Do you believe?” This game will help us find out what you know and what you don’t know.
I will ask thin questions, to which you will only answer “yes” or “no,” and thick questions, which must be answered in detail.
Technique “True and false statements”, “Thin and thick questions”
Do you believe that emotional sentences can be exclamatory or non-exclamatory? (Yes)
Do you believe that there are common and non-common sentences based on the purpose of the statement? (no) What are they? (narrative, incentive, interrogative)
Do you believe that simple sentences have one grammatical stem, and complex sentences have two or more grammatical stems? (Yes)
Do you believe that object, adverbial and modifier are the main parts of a sentence? (no) Which members of the sentence are the main ones? (subject and predicate)
Guys, please tell me, what topic did I ask you questions about? (offer)
What branch of the science of language studies sentences? (Syntax)
Do you guys know what parsing a sentence by member is called?
What should we learn in class? (Parsing
simple sentence.)
Please write down the topic of the lesson in your notebook.
In addition, we must repeat and generalize knowledge on the topic “Syntax”.
And riddles, proverbs, sayings and texts about a healthy lifestyle will help us with this. Our lesson will be taught under the motto: “If you’re healthy, you’ll get everything.” How do you guys understand this proverb? (if you are healthy and don’t get sick, you will be able to study, work, and you will have everything)
3. Vocabulary and spelling work.
And now we will play “Spelling Football”. I will ask you riddles, and you will write down the answers separated by commas. Be careful, don’t miss a goal into your own goal, i.e. Don't make mistakes.
1.
Green meadow,
A hundred benches around
From gate to gate
People are running briskly.
At these gates -
Fishing nets.(stadium)
2.
- I don’t understand, guys, who are you?
Birders? Fishermen?
What kind of net is there in the yard?
- Wouldn't you interfere with the game?
You better go away!
We play...(volleyball)
3. This horse does not eat oats,
Instead of legs there are two wheels.
Sit on horseback and ride it,
Just steer better. (bike)
4. Ribbon, ball, log and parallel bars,
The rings are next to them.
I don’t dare to list
Lots of shells.
Beauty and plasticity
Gives us... (gymnastics)
5 . In this sport the players
Everyone is agile and tall.
They love to play ball
And throw it into the ring.
The ball hits the floor loudly,
So this is... (basketball)
6 . I won't chicken out in a fair fight
I will protect my two sisters.
I hit a punching bag in training,
Because I... (boxer)
7 . Here are the athletes on skates
They practice jumping.
And the ice sparkles.
Those athletes are... (skaters)
8. Both boys and girls
They love us very much in winter,
They cut the ice into a thin pattern,
They don't want to go home.
We are graceful and light
We are figure skaters... (skates)
Peer review.I hope you didn't miss a single own goal.
- Guys! What spelling did we write the words in? (unchecked vowels and consonants at the root of the word) And what words are extra? What words can be used as a test word? (boxer, skates) What common theme are these words united by? (sport) What role does it play for human health? What do you need to do to live healthy and happy for many years? (that's right, play sports) Write down the sentence
We will toughen ourselves up and play sports more often!
4.Explanation of new material.
Creating a cluster.
Syntactic analysis of the recorded sentence. Characteristics of the proposal.
(Motive, exclamatory, simple, two-part, common, complicated by homogeneous predicates) Construction of a diagram.
5.Parts of speech
Now let’s check how you know the parts of speech, because sentences and phrases consist of words expressed in different parts speech.
Which word has the wrong part of speech?
1) Heals - a verb in the present tense;
2) I-preposition
3) Good – adjective;
4) Laughter is a noun. Answer: 2
6. We go looking for offers. Work in pairs.
There are pieces of paper with diagrams on your desks. And on the slide you see proposals. Find a proposal for your diagram.
1. We grow up brave, tanned in the sun.
2. Vitamins will help you against colds and sore throats.
3. Do exercises every day, fatigue, lethargy, and laziness will go away!
4. Let's toughen up and play sports!
5. Do you like to play football?
6. Air, sun and water are our best friends.
Write down the sentences you find and perform a syntactic analysis. There is 1 person at the board (the partner writes in a notebook and then checks at the board)
7. Work in pairs.
You have envelopes on your desks, open them and make sentences from the words so that you get proverbs and sayings about a healthy lifestyle. We work in pairs (1 sentence per table)
1. Appetite runs away from the sick, but goes towards the healthy.
2. The disease will not catch up with the fast and clever.
3.Health is more valuable than wealth.
4. Cleanliness is the key to health.
5. Healthy sleep means great health during the day.
6. A good laugh heals the soul.
Write down the resulting sentences and parse them syntactically. At the board, 1 person works on a card - analysis of words by composition: cleanliness, exercise.
8. Physical education minute
Now we will have a physical education session with you. Since today we are repeating the learned material from syntax, the warm-up will be related to knowledge of the terminology that we use.
Rules of the game. Students stand up from their seats, hands on their belts. The teacher calls various terms. If the terms relate to syntax, raise your hands up, but if they refer to other sections of the language, lower your hands down.
Prefix, grammatical basis, phrase, root, word stem, comma, circumstance, dash, suffix, sentence, address, letter.
9. “Catch a mistake” technique
Correct errors in the use of words in these sentences.
Petya's laughter is contagious. Flu is a contagious disease.
Write down the sentences in corrected form. Explain the placement of the dash in sentence 2.
10. Our health is also affected by our diet. Eliminate pasta, buns, and candies from your daily menu, and leave as many vegetables and fruits as possible. Listen to what one of their poems says? Expressive reading of a poem.
Miracle garden.
People are surprised:
What kind of miracle garden is this?
There are radishes and salad here,
Onions, parsley and spinach.
Tomatoes cucumbers
They mature together - well done!
And potatoes and cabbage
They grow densely in the beds.
And everyone says in unison:
"We are growing here for the kids.
For diligence and work
The whole harvest will be reaped."
Why should you eat as many fruits and vegetables as possible, guys?
Tasks: 1) find sentences complicated by homogeneous parts of the sentence;
2) Make up a simple sentence with homogeneous members and a generalizing word. Vegetables grow in the garden: radishes, lettuce, cabbage, tomatoes.
2) draw a diagram
3. Stage “Reflection”
11. Working with text. Read, insert the missing letters, add punctuation marks. Parse one sentence. (Calm music and sounds of wildlife).
1. Music heals.
Everyone loves music. Good music improves your mood 4 . And bad music destroys nervous system h...man.
Bad music even makes you cry faster. From bad music they can dry out and die.
2. Calm music relaxes, relieves mental stress. It combines the soothing sounds of living nature: the murmuring of a brook, the sound of the sea, the voice of birds. She returns peace of mind and good mood.
Or give a test? Or is there text in the 1st row and a test in the 2nd row?
Our lesson is coming to an end, you all did a very good job today. Well done! As a reminder of our lesson, you will have emoticons on back side which you will find my wishes to you.
Lesson is over, thanks everyone!
Lesson objectives:
teach how to correctly parse a simple sentence;
consolidate knowledge of classifications of sentences according to the purpose of the statement, intonation, the presence of main and minor members of the sentence;
test the ability to use punctuation marks for homogeneous parts of a sentence, address.
Equipment: leaves with assignments, textbook,Dictionary.
During the classes.
Org moment.
^ Checking homework.
What other types of letters do you know?
Well done, you completed your homework. (At the end of the lesson you need to submit letters for verification)
^ 3. Vocabulary dictation.
(1 student) . Floral scent, shaggy rains , darken from dampness, enjoy landscape ( determine how phrases are connected)
(2 student ) a path running along the river, lonely golden birches, serious danger, an amazing harvest of carrots and cabbage.(execute morpheme parsing words:lonely, amazing; write a word : running in transcription.)
4 Orthoepic moment. . The task is written down in advance on the board (the student comes out and emphasizes the words, the whole class makes an entry in the dictionary)
^ Quarter, sorrel, bows, call, cakes, sweater, deepen, simplify.
5 Physical exercise. ( conducted by a 5th grade student)
Apple tree in my garden
It bends strongly in the wind.
^ Leaned right, left,
I wanted to swing: 1, 2, 3, 4, 5.
Branches down and up again!
And she extended them forward.
And when the breeze subsides,
My apple tree will fall asleep.
6 Frontal survey
Game "Who is faster"
- Name sentences based on the purpose of the statement ( P reification, p persuasive, c interrogative)
The incentive offer containsadvice, request, order, wish. (example)
- A declarative sentence containsmessage.(example)
- IN interrogative sentence containedquestion. (example)
An emotional proposal can beexclamatory and non-exclamatory
- Based on the presence of grammatical bases, sentences can be:one-piece and two-piece.
-
By the presence of secondary members. offers-common and uncommon. (example)
- The topic of our lesson is “Syntactic analysis of a simple sentence."
Guys, let's try to formulate the goals of our lesson based on the topic. (Children independently determine the goals of the lesson)
Guys, give the definition of a simple sentence.
What other sentence do you know about the presence of a grammatical basis? How is a complex sentence different from a simple one?)
^ Fixing the material.1 task(Cards with the task are pre-attached on the board in the form of autumn leaves)
- And now, guys,imagine that we are in the forest and we need to collect leaves for the herbarium.
- Guys, what is a herbarium? (one of the students independently watches L.Z. the words “Only dictionary » S.I. Ozhegov, reads aloud.)
-
But these are unusual leaves, and with the task By spelling and punctuation.
(4 students go to the board, take off the pieces of paper and do it on their own).
Only one student takes a piece of paper and completes the task with the class. ( ^ You need to insert the missing letters, place punctuation marks and parse the sentence)
1 The shore was covered with...mice and sedge.
^ 2 Cherries, apples and pears grow in the garden.
3 Oak is a heat-loving tree.
4 The sun shines but (does not) warm.
5 Guys, take care of nature!
After completion, students perform a mutual check at the board.
Task 2. (Individual words are written on the board in advance. Students need to rearrange the words to form sentences, then parse them.)Two students complete this task at the board, the rest independently in notebooks.
Small saffron milk caps, on a spruce tree, a squirrel hung boletus mushrooms, small saffron milk caps on a spruce branch to dry.
Snow will fall, deep, and cover the ground with a white blanket. (Deep snow will fall and cover the ground with a white blanket.)
9. Summing up.
Students summarize the lesson.
10. Homework. Learn the order of parsing paragraph 44, exercise 217.
- Characterize the sentence according to the purpose of the statement: narrative, interrogative or motivating.
- By emotional coloring: exclamatory or non-exclamatory.
- Based on the presence of grammatical basics: simple or complex.
- Then, depending on whether the sentence is simple or complex:
| If simple: 5. Characterize the proposal by the presence of the main members of the proposal: two-part or one-part, indicate which main member sentences, if they are one-part (subject or predicate). 6. Characterize by the presence of minor members of the sentence: common or non-widespread. 7. Indicate whether the proposal is complicated in any way (by homogeneous members, appeal, introductory words) or not complicated. 8. Underline all parts of the sentence, indicate parts of speech. 9. Create a proposal outline, indicating grammatical basis and complication, if any. | If it's complicated: 5. Indicate what kind of connection is in the sentence: union or non-union. 6. Indicate what is the means of communication in a sentence: intonation, coordinating conjunctions or subordinating conjunctions. 7. Conclude what kind of sentence it is: non-union (BSP), complex (SSP), complex (SPP). 8. Disassemble each part complex sentence, as simple, starting from point No. 5 of the adjacent column. 9. Underline all parts of the sentence, indicate parts of speech. 10. Draw up a sentence outline, indicating the grammatical basis and complication, if any. |
Example of parsing a simple sentence
Oral analysis:
Declarative sentence, non-exclamatory, simple, two-part, grammatical basis: pupils and female students studying, common, complicated by homogeneous subjects.
Writing:
Declarative, non-exclamatory, simple, two-part, grammatical basis pupils and female students studying, common, complicated by homogeneous subjects.
An example of parsing a complex sentence
Oral analysis:
Declarative sentence, non-exclamatory, complex, conjunction, means of communication subordinating conjunction because, complex sentence. The first simple sentence: one-part, with the main member - the predicate didn't ask common, not complicated. Second simple sentence: two-part, grammatical basis my class and I went common, not complicated.
Writing:
Declarative, non-exclamatory, complex, conjunction, means of communication subordinating conjunction because, SPP.
1st PP: one-part, with the main member – predicate didn't ask common, not complicated.
2nd PP: two-part, grammatical basis - my class and I went widespread, not complicated.
Example of a diagram (sentence followed by a diagram)
Another parsing option
Parsing. Order in parsing.
In phrases:
- Select the required phrase from the sentence.
- We look at the structure - highlight the main word and the dependent word. We indicate which part of speech is the main and dependent word. Next, we indicate in what syntactic way this phrase is connected.
- And finally, we indicate what its grammatical meaning is.
In a simple sentence:
- We determine what the sentence is based on the purpose of the statement - narrative, incentive or interrogative.
- We find the basis of the sentence, establish that the sentence is simple.
- Next, you need to talk about how this proposal is constructed.
- Is it two-part or one-part. If it is one-part, then determine the type: personal, impersonal, nominal or indefinitely personal.
- Common or not common
- Incomplete or complete. If the sentence is incomplete, then it is necessary to indicate which member of the sentence is missing.
- If this sentence is complicated in any way, be it homogeneous members or separate members of the proposal, this must be noted.
- Next you need to analyze the sentence by members, indicating what parts of speech they are. It is important to follow the parsing order. First, the predicate and subject are determined, then the secondary ones, which are included first in the subject, then in the predicate.
- We explain why punctuation marks are placed in the sentence one way or another.
Predicate
- We note whether the predicate is a simple verb or a compound (nominal or verbal).
- Indicate how the predicate is expressed:
- simple - what form of the verb;
- compound verb - what it consists of;
- compound nominal - what copula is used, how the nominal part is expressed.
In a sentence that has homogeneous members.
If we have a simple sentence before us, then when analyzing it we need to note what kind of homogeneous members of the sentence they are and how they are related to each other. Either through intonation, or through intonation with conjunctions.
In sentences with isolated members:
If we have a simple sentence before us, then when analyzing it, we need to note what the turnover will be. Next, we analyze the words that are included in this circulation according to the members of the sentence.
In sentences with isolated parts of speech:
First, we note that in this sentence there is direct speech. We indicate the direct speech and text of the author. We analyze and explain why punctuation marks are placed in the sentence this way and not otherwise. We draw a proposal diagram.
In a compound sentence:
First, we indicate which sentence according to the purpose of the statement is interrogative, declarative or motivating. We find simple sentences in the sentence and highlight the grammatical basis in them.
We find conjunctions that connect simple sentences into complex ones. We note what kind of conjunctions they are - adversative, connecting or disjunctive. We determine the meaning of this entire complex sentence - opposition, alternation or enumeration. We explain why the punctuation marks are placed in this way in the sentence. Then each simple sentence that makes up a complex sentence must be parsed in the same way as a simple sentence is parsed.
In a complex sentence with a subordinate clause (one)
First, we indicate what the sentence is according to the purpose of the statement. We highlight the grammatical basis of all simple sentences that make up a complex sentence. Let's read them out.
We name which sentence is the main one and which is the subordinate one. We explain exactly how complex sentence it is, we pay attention to how it is constructed, how the subordinate clause is connected to the main clause and what it refers to.
We explain why punctuation marks are placed in this way in this sentence. Then, the subordinate and main clauses must be parsed in the same way as simple sentences are parsed.
In a complex sentence with subordinate clauses (several)
We call what a sentence is according to the purpose of the statement. We highlight the grammatical basis of all simple sentences that make up a complex sentence and read them out. We indicate which sentence is the main one and which is the subordinate clause. It is necessary to indicate what the subordination in the sentence is - either it is parallel subordination, or sequential, or homogeneous. If there is a combination of several types of subordination, this must be noted. We explain why punctuation marks are placed in this way in the sentence. And, at the end, we analyze the subordinate and main clauses as simple sentences.
In a complex non-union sentence:
We call what a sentence is according to the purpose of the statement. We find the grammatical basis of all the simple sentences that make up this complex sentence. We read them out and name the number of simple sentences that make up a complex sentence. We determine the meaning of the relationships between simple sentences. It can be sequence, cause and effect, opposition, simultaneity, explanation or addition.
We note what the structural features of this sentence are, what kind of complex sentence it is. How are the primes connected in this sentence and what do they refer to.
We explain why the punctuation marks are placed in this way in the sentence.
In a complex sentence in which there are different types of connections.
We call what purpose the sentence is in terms of the purpose of the statement. We find and highlight the grammatical basis of all simple sentences that make up a complex sentence, and read them out. We establish that this proposal will be a proposal in which there are different types communications. Why? We determine what connections are present in this sentence - conjunctional coordinating, subordinating or any others.
By meaning, we establish how simple ones are formed in a complex sentence. We explain why punctuation marks are placed in the sentence in this way. We parse all the simple sentences from which a complex sentence is composed in the same way as a simple sentence.
Everything for studying » Russian language » Parsing sentences
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Link: https://site/russkij-yazyk/sintaksicheskij-razbor
I affirm:
Director of KSU "Svobodnenskaya Secondary School"
N. A. Merker _____________
Ososkova Anastasia Igorevna 2 category 3 (basic level)item
Russian language
Class
5 B"
date
14.11.2016
Lesson topic
Syntactic analysis of a simple sentence.
Target
To form in students the concept of parsing according to the members of a sentence
Tasks
Organize students’ activities to learn new material;
Development of the ability to highlight main and minor members offers;
Development of dialogical speech, the ability to synthesize, compare, analyze, and independently draw conclusions.
Methods
Brainstorming, filling out tables and diagrams for sentences, analyzing sentences, logical tasks.
Integration of seven modules
CM, dialogic learning, management and leadership
in teaching, OO, work with gifted students.
Expected Result
Students:
They are able to find the main and minor members of a sentence, pose questions to them, and highlight them graphically in writing;
- can make simple sentences.
Equipment,
visibility
Markers, A-4 paper, stickers, posters, various stationery necessary for creative work students.
During the classes
Teacher activities
Student activities
Org. moment.
1.Greeting
2.Psychological attitude. Training: “Greetings.”
1. Greet the teacher
2. Walk around the class, shaking hands with each other: “Hello,” “Hello,” “How are you?” etc. They praise and compliment each other.
Brain attack.
Survey d/z.
I. Inducement
Motivation
Application.
Completing tasks.
A creative moment.
Reflection.
Assessment
Homework.
Today, guys, is an unusual day for us. We are going to travel to the country of “Syntax”. To begin our journey we must answer one question:
What is syntax?
Well done, now the road is open and we can begin our journey. But before to begin our journey, let's divide into groups.
I will give you evaluation forms on which you will grade yourself for each stage of the lesson.
1 stop. Answers on questions .
Name the main parts of the sentence.
What is the subject?
What is a predicate?
Name the minor members of the sentence.
What is a supplement?
What is the definition?
What is a circumstance?
2nd stop . Fill the table
3 stop. The main members of the proposal.
Read the sentences. Find the main members of the sentence.
4 stop. Secondary members of the sentence.
Read the text. Write down the first sentence. Underline the minor parts of the sentence.
Make sketches for this text.
5 stop. Warm up.
Physical education minute.
6 stop. Analysis of proposals.
Read the sentences and analyze them by members of the sentence.
7 stop. Fill out the diagrams.
Fill in the diagrams for the sentences from stop 6.
8 stop. Proverb - folk wisdom.
Complete the proverbs.
9 stop. We repeat what we know.
MINI TEST
10 stop. Ultimate.
My mood.
Guys, what did we talk about in class? Did you like the lesson? Write your opinion about the lesson (slide 32).
Grades are assigned based on the evaluation forms.
Write a short story about how the lesson went. Write out one sentence and sort it out by members of the sentence.
Syntax is a branch of the science of language that studies phrases and sentences.
Fruits are divided into groups based on their names. Then they draw these fruits themselves.
Students' answers (whoever raises their hand first)
Fill out the prepared table.
1.The bell rang. 2. The schoolchildren entered. 3. The teacher said hello (orally)
All three groups perform.
In spring, schoolchildren plant fruit trees.
Paperwork.
Group 1: A friendly spring has come.
Group 2: A warm wind blew from the south.
Group 3: Spring has painted the trees green.
Suggestion diagrams are distributed.
They select words that are suitable in meaning and say which part of the sentence they are.
Read the sentences and find the main and minor members of the sentence.
Select "smiley".
Perform the test and check using the key. They give grades.
Write down
Syntactic analysis of a simple sentence has become firmly established in the practice of elementary and high school. This is the most difficult and voluminous type of grammatical analysis. It includes the characteristics and outline of the sentence, analysis by members indicating parts of speech.
The structure and meaning of a simple sentence is studied starting from the 5th grade. The full set of features of a simple sentence is indicated in the 8th grade, and in the 9th grade the focus is on complex sentences.
In this type of analysis, the levels of morphology and syntax are correlated: the student must be able to identify parts of speech, recognize their forms, find conjunctions, understand how words are connected in a phrase, know the signs of the main and minor members of a sentence.
Let's start with the simplest thing: we will help the children prepare for parsing in 5th grade. In elementary school, the student remembers the sequence of parsing and performs it at an elementary level, indicating the grammatical basis, syntactic connections between words, the type of sentence according to the composition and purpose of the statement, learns to draw up diagrams and find homogeneous members.
In elementary schools, different Russian language programs are used, so the level of requirements and student preparation are different. In the fifth grade, I took in children who studied in elementary school according to programs educational system"School 2100", "School of Russia" and "Primary School of the 21st Century". There are big differences. Teachers primary school They do a tremendous amount of work to compensate for the shortcomings of their textbooks, and they themselves “create” continuity between primary and secondary schools.
In grade 5, the material on sentence analysis is generalized, expanded and built into a more complete form; in grades 6-7 it is improved taking into account newly learned morphological units (verb forms: participle and gerund; adverb and state category; function words: prepositions, conjunctions and particles ).
Let us show with examples the differences between the level of requirements in the parsing format.
|
In 4th grade |
In 5th grade |
|
In a simple sentence, the grammatical basis is highlighted, familiar parts of speech are indicated above the words, homogeneous members are emphasized, phrases are written out, or syntactic connections between words are drawn. Scheme: [O -, O]. Declarative, non-exclamatory, simple, common, with homogeneous predicates. Noun (main word) + adj., Ch. (main word) + noun. Ch. (main word) + place. Adverb + verb (main word) |
Syntactic connections are not drawn, phrases are not written out, the scheme and basic notations are the same, but the characteristics are different: narrative, non-exclamatory, simple, two-part, common, complicated by homogeneous predicates. Analysis is constantly practiced in lessons and participates in grammatical tasks in control dictations. |
|
In a complex sentence, the grammatical basics are emphasized, the parts are numbered, familiar parts of speech are signed over the words, the type is indicated according to the purpose of the statement and emotional coloring, according to the composition and presence of minor members. Parsing scheme: [O and O] 1, 2, and 3. Narrative, non-exclamatory, complex, widespread. |
The scheme remains the same, but the characteristics are different: narrative, non-exclamatory, complex, consists of 3 parts that are connected by a non-union and allied communications, in part 1 there are homogeneous members, all parts are two-part and widespread. Analysis of a complex sentence in grade 5 is for educational purposes and is not a means of control. |
|
Sentence patterns with direct speech: A: “P!” or "P," - a. The concept of quotation is introduced, which coincides in design with direct speech. |
The diagrams are supplemented by a break in direct speech with the words of the author: “P, - a. - P.” and "P, - a, - p". The concept of dialogue and ways of its design are introduced. Schemes are drawn up, but sentences with direct speech are not characterized. |
Plan for parsing a simple sentence
1. Determine the type of sentence according to the purpose of the statement (narrative, interrogative, incentive).
2. Find out the type of sentence by emotional coloring (non-exclamatory or exclamatory).
3. Find the grammatical basis of the sentence, underline it and indicate the methods of expression, indicate that the sentence is simple.
4. Determine the composition of the main members of the proposal (two-part or one-part).
5. Determine the presence of minor members (common or non-common).
6. Emphasize the minor members of the sentence, indicate the ways of their expression (parts of speech): from the composition of the subject and the composition of the predicate.
7. Determine the presence of missing members of the sentence (complete or incomplete).
8. Determine the presence of a complication (complicated or not complicated).
9. Write down the characteristics of the proposal.
10. Create an outline of the proposal.
For analysis, we used sentences from Sergei Kozlov’s wonderful fairy tales about the Hedgehog and the Little Bear.
1) It was an extraordinary autumn day!
2) Everyone’s duty is to work.
3) Thirty mosquitoes ran out into the clearing and began to play their squeaky violins.
4) He has neither a father, nor a mother, nor a Hedgehog, nor a Bear.
5) And Belka took some nuts and a cup and hurried after.
6) And they put things in a basket: mushrooms, honey, a teapot, cups - and went to the river.
7) Pine needles, fir cones, and even cobwebs - they all straightened up, smiled and began to sing with all their might the last autumn song of the grass.
8) The Hedgehog lay, covered up to his nose with a blanket, and looked at the Little Bear with quiet eyes.
9) The hedgehog sat on a hill under a pine tree and looked at the moonlit valley, flooded with fog.
10) Across the river, the forest was dark, blazing with aspens.
11) So until the evening they ran, jumped, jumped off the cliff and screamed at the top of their lungs, setting off the stillness and silence of the autumn forest.
12) And he jumped like a real kangaroo.
13) Water, where are you running?
14) Maybe he's gone crazy?
15) It seems to me that he imagined himself... as the wind.
Examples of parsing simple sentences
