Lesson progress
1. Repetition of the material covered
a) Work on cards in pairs.
– Let’s remember what we taught so diligently yesterday.
(Task on the card.)
Connect the parts of the statement with an arrow.
According to the purpose of the statement, proposals can be:
1) narrative (contain a question)
2) interrogative (contain an order or request)
3) motivating ( contain a story, narration)
b) Check (there is a diagram on the board - assistant)
c) Self-esteem (ts.1)
2. Formulating the topic of the lesson and setting educational objectives
(Sentences are written on the board.)
Read to yourself what is written on the board.
1. Autumn has come to visit us.
2.
Autumn has come to visit us!
-What is written on the board?
- Prove it.
(The sentence contains a complete thought; punctuation marks are placed at the end of the sentence: (,), “!” or “?”).
– Guess which sentence... will read?
- How did you guess?
– Now read sentence number 1.
– Do these sentences differ based on what the person wants to say? (No, both sentences express the same idea; autumn has come to visit us.)
– Do these proposals have the same goal? (Yes, both of these sentences are narrative in purpose, since they contain the message that autumn has come to visit us).
– How are these proposals different? (The 1st sentence is pronounced calmly, and the 2nd with a special feeling).
– Has anyone guessed what we will be interested in today at the Russian language lesson?
(During the lesson we will be interested in sentences that are pronounced calmly and with a special feeling.)
– Has anyone ever heard of the names of sentences that are pronounced with a special feeling?
– Let’s open the books and compare whether we have correctly identified the topic of the lesson. Let's read it.
– Which block will we work in today? (How our language works.) What problem is solved in lessons with this block?
(In lessons indicating the block “How our language works,” we discover the laws by which the Russian language lives.)
– So what are we actually going to do today?
- Let's go back to the textbook. Read on p. Section 60, tell me what it’s called?
– Do you understand all the words in the text? What new did you learn?
– The word intonation appeared in this text. How do you understand it? Read the hint.
– You know that I really like to doubt the importance of a particular lesson topic. But today I have such doubts: does intonation matter in people’s lives? Think about it. Give examples.
– The proof can be the poem that we read in the lesson about the world around us.
(Reading the poem with different intonations: contempt “Fi!”, dissatisfaction “Ugh!”, surprise “Well!”, admiration “Wow!”.)
Aunt said:
- Fi, football!
Mom said:
- Ugh, football!
Sister said:
- Well, football!
And I answered:
- Wow, football!
(G. Sapgir)
– Do you agree that by a person’s intonation you can determine how he treats you?
– How do you understand the statements of psychologists that intonation is often more important for a person than information?
4. Physical training for attention and consolidation of the studied material
– If I say the correct statement, then you bend over, and if it’s false, you bend your arms to the sides, forward, up.
A) A sentence is always pronounced or written for some purpose. (B)
B) Sentences can be interrogative and motivating. (H)
C) Sentences for the purpose of the statement can be: narrative, interrogative and motivating. (IN)
D) In terms of intonation, these same sentences are of 2 types - exclamatory and non-exclamatory. (IN)
D) If you change a declarative exclamatory sentence into a non-exclamatory sentence, the purpose of the sentence changes. (H)
E) If you turn a declarative exclamatory sentence into a non-exclamatory one, the sign at the end of the sentence will change. (IN)
5. Primary consolidation of new material
– Exercise 1. Work on your own.
- I would like you to figure out why this control was given?
Examination. Why was this instruction given?
– And now I suggest you work in pairs.
Draw a conclusion and justify it.
Cards
Exercise. Read the sentences, determine the purpose of each sentence and the intonation of the sentences. Draw a conclusion: what sentences regarding the purpose of the statement can be pronounced with exclamatory intonation?
Good in autumn forest!
Go to the forest and admire the beauty of nature!
Do you love the autumn forest?!
Examination. Conclusion. Compare with textbook.
6. Exercise using an ophthalmic simulator
- Look at the door, at the window, at the ceiling, at each other, at the board.
7. Differentiated work.
Work in groups of permanent members.
Task 1-2 groups.
Read it. Write sentences according to the diagram. Add the correct punctuation mark.
Woodpecker knocking on wood (.!?)
Young aspen trees whisper quietly (.!?)
How beautiful are the golden leaves in the rays of the autumn sun (.!?)
Do you like it in the forest (.!?)______________________?
______________________.
______________________.
______________________!
The rest work according to the textbook Exercise 3 p. 62.
After oral work, children signal their readiness (green circle) and sit down to do it in writing, first doing a random finger massage using a cube.
Examination. 1, 2 groups you have a self-test (Hand out the correct option)
1 execution option
Do you like being in the forest?
A woodpecker knocks on a tree.
Young aspen trees whisper quietly.
Option 2.
Do you like being in the forest?
Young aspen trees whisper quietly.
A woodpecker knocks on a tree.
How beautiful are the golden leaves in the rays of the autumn sun!
8. Lesson summary
What new secret of language did the lesson help us discover?
What did you especially like?
What would you change about the lesson?
Look at your success sheets.
9. Reflection
– How do we finish the lesson?
Color the “fluffy” who is in the same mood as you.
10. Homework
I don't have to ask questions. Well, if someone really wants to, if there is a desire and time, you can pay attention to exercise 4.p.62.
According to the degree of emotional coloring, sentences are classified into two types: exclamatory and non-exclamatory. The ability to correctly determine which one is suitable for a particular case will allow you to correctly understand the essence of the sentence, read it with the right intonation and put the required punctuation mark at the end.
Non-exclamatory sentences are those that imply an ordinary, everyday tone and the absence of a strong emotional component. At the end of such sentences there is a period. For example: It's been raining all day today. According to the schedule, the train will arrive in two hours.
Exclamatory sentences are those sentences that convey strong feelings and emotions of the speaker. For example: We are very happy!
At the end of these sentences there is an exclamation mark, and their grammatical means are as follows:
- Intonation, expressing joy, delight, sadness, surprise, anger, excitement, fear and other pronounced feelings. The pronunciation of exclamatory sentences is carried out in a higher tone, with an emphasis on the word, which gives a greater emotional coloring.
For example: He acted so vilely! We were completely delighted with the excursion! Nobody expected such a development of events! She was seriously scared!
- Interjections.
For example: Wow, what a beauty! Ah, I am amazed to the core! Eh, but we were so close to the goal!
- Exclamation marks particles pronominal, adverbial or interjectional origin, giving the statement a characteristic emotional coloring: oh, well, well, how, where how, what for, which and others.
For example: What an extraordinary house! Oh, wow! Well, well, what a surprise! Ugh, what disgusting!
Using three exclamation marks
Typically, by using 3 exclamation marks at the end of a sentence, the author expresses a high degree of emotional excitement. This way you can express joy or delight, anger or indignation. Sentences “Get out!!!” or “Go away and don’t come back!!!” talk about the deep feelings of the person who expresses them.
“It’s great that we are all here today!”, “What a wonderful day!” - in Russian we easily construct similar sentences to express surprise, joy and other strong feelings. But is there something similar in English? How to convey your emotions there?
Today we will talk about exclamatory sentences and how they are built in English.
So, In spoken language, we often convey our mood using tone. For writing there is an exclamation mark - "!".
It is he who makes it clear that the proposal carries a certain emotional charge. We often use exclamatory sentences to give vent to what is, as they say, boiling. With their help, we express surprise, shock, joy and other strong feelings.
What a big skyscraper!
What the hell!
Well, you're smart!
How is this effect achieved? Firstly, we add certain words (“what”, “what the”, “well and” and others), secondly, we change the order of words: for example, we say “Well, you’re smart!” not “Well, you’re smart!”
How are things going in English?
In English, similar sentences also exist. And, just like in Russian, “emotionality” in them arises thanks to:
- Additional words
What - what?
How - how? - Changing word order
Let's look at several types of exclamatory sentences in English.
1. Exclamations with “What..!” ("Which..!")
1. Sentence diagram #1:
What + noun(a word denoting an object, phenomenon, etc.)
There is nothing complicated here: we just put item after what.
What an interesting story!
Which interesting story!
What a large room!
Which big room!
2. Scheme of proposal #2
What + verb(word denoting action)
We can also add an action to our subject. The action is placed after the subject:
What an interesting story you"ve told !
Which interesting story you told!
What a large room he lives in!
IN Which big room he lives!
2. "Isn't it true?"
Sometimes we are so overwhelmed with emotions that we expect our interlocutor to share them. Let's say we make some observation, for example:
What a bright moon!
Ellen is resourceful, she can handle it.
The weather was warm.
My new bike will be cool.
When we expect that the interlocutor will most likely agree with us, we add to this phrase words like “after all,” “truth,” “isn’t it true,” “tell”:
What a bright moon, isn't it?
Ellen is resourceful, she can handle it.
Was the weather really warm?
Tell me my new bike will be cool!
In English, all these words come down to one single construction, which is connected as a “tail” at the end of the sentence. We take the main auxiliary verb indicating time (is/was/will be) and negate it:
The moon is bright.
The moon is bright.
The moon is bright, isn't"t?
The moon is bright not true whether?
The weather was warm.
The weather was warm.
The weather was warm, wasn't"t it?
Is it true, was the weather warm?
My new bike will be cool.
My new bike will be cool.
My new bike will be cool, won"t it?
Tell, will my new bike be cool?
If we had sentences with action, then we will have to “pull out” this verb, depending on what time it was.
If it’s real, then we take it out do.
The kids clean their teeth every day.
Children brush their teeth every day.
The kids clean their teeth every day, don"t they?
Children brush their teeth every day that's right?
If it’s past, we pull it out. did.
She sent you the report.
She sent you a report.
She sent you the report, didn't she?
She after all sent you the report?
If the future is will.
Helen is resourceful, she will manage.
Helen is resourceful, she can handle it.
Helen is resourceful, she will manage, won't she?
Helen is resourceful, she after all will handle it Truth?
Such a “tail” is good to attach to exclamations with what:
What a bright moon, isn't it?
Which bright moon, isn't it true?
What a cool bike it will be, won't it?
Which it will be a cool bike Yes?
What a detailed report she sent, didn't she?
Which she sent a detailed report, Truth?
Read more about such issues in our article.
3. Exclamations with "How..!" (“How..!”, “What..!”)
Unlike what, how attaches only adjectives (that is, words denoting characteristics).
How interesting!
To what Interesting!
How nice of you!
How nice of you!
However, we can make such exclamations a little more complicated. To do this, we need a structure that allows us to evaluate the action. For example:
It's good to have a car.
In English this is expressed using the construction:
It is + adjective + to + verb
Examples:
It is good to have a car.
It's good to have a car.
It is dangerous to climb a mountain without training.
Climbing a mountain without preparation is dangerous.
It was interesting to look into a real telescope.
It was interesting to look through a real telescope.
It was nice of you to bring me a donut.
It was nice of you to bring me a donut.
If we want to imbue these phrases with emotion using "How", then the order should be as follows:
How + it is/was/will be + to + action
Examples:
How interesting it was to look into a real telescope!
How interesting it was to look through a real telescope!
How nice of you it was to bring me a donut!
How nice of you to bring me a donut!
So we have looked at the main types of exclamations in English. Use them, and your speech will become livelier and more varied! :)
Unlike what, how only adjectives (i.e., words denoting characteristics) are attached to themselves.
Reinforcement task
Here are neutral phrases in English. Make them exclamation points!
1. It is a high price for such a small flat.
2. It is impolite.
3. We were happy after our victory.
4. I met a strange man today.
5. He gave me good advice.
6. So, Tom is late again. It's unsurprising.
7. This present is wonderful.
8. It will be great to live on Manhattan.
The characteristics of a sentence include such a concept as types of sentences by intonation. These are exclamatory and non-exclamatory sentences. We talk about the differences between these proposals in the article.
Distinguishing sentences by intonation
The intonation of a sentence is often confused with the purpose of the statement. However, these are completely different concepts.
According to the purpose of the statement, sentences are divided into narrative, interrogative and incentive. The first ones report something, the second ones contain a question, the third ones encourage action (contain a request, order, wish, etc.).
A sentence with any purpose of expression can be pronounced with a special emotional connotation, that is, with a pronounced feeling. It could be joy, anger, outrage, delight, and so on. It is the special emotionality in writing that is conveyed using an exclamation mark.
Here are examples of exclamatory sentences and similar non-exclamatory sentences:
- Spring has come. - Spring has come!
- Have you written an essay? -Have you written an essay?!
- Bring some water. - Bring some water!
How to recognize an exclamatory sentence
If we read a ready-made text, we can easily distinguish an exclamatory sentence by its punctuation mark - there is an exclamation mark at the end.
By ear, we distinguish exclamatory sentences from non-exclamatory sentences by how emotionally they are pronounced. The information in exclamatory and similar non-exclamatory sentences is the same, but the exclamation is pronounced with greater expression, louder, with the expression of some emotion.
You should not confuse incentive and exclamatory sentences: there are both exclamatory non-incentive sentences and incentive non-exclamatory ones.
For example, a sentence "Spring has come." contains a simple statement of fact. It is impossible to conclude how the speaker feels about this event.
Sentence “Spring has come!” expresses strong emotions and expression. Most likely, the speaker wants to express his joy (although this cannot be determined by the exclamation mark: perhaps he wants to express disappointment, irritation, fear or other strong emotion).
Exclamatory sentences are often found in journalistic texts, where they perform a rhetorical function.
Exclamation markers
The main marker (sign) of an exclamatory sentence is the exclamation point. This is one of the end of sentence marks; it is quite enough to show that the sentence has ended. However, in some cases, not one, but three exclamation marks are used at the end of a sentence. This is done in order to emphasize a very strong emotion.
Interrogative exclamation sentences require two marks at the end: a question mark and an exclamation mark. The rule is that an exclamation mark at the end of a sentence is placed after a question mark. Such proposals often contain not only emotional issue, but rather rhetorical question, expressing more indignation or bewilderment than a desire to receive an answer.
Some sentences end with an exclamation mark and an ellipsis. Then one of the dots (the first one) is replaced with an exclamation mark. Example: “What an amazing incident!..”
Another common use of the exclamation mark is in the design of requests. However, it must be borne in mind that this is not a proposal in the full sense.
What have we learned?
Exclamatory sentences express special emotions and feelings; an exclamation mark is placed at the end. Sentences that differ in the purpose of the statement can be exclamatory. When you encounter a question mark and an exclamation mark at the end of a sentence, you should write the question mark first; When an exclamation mark and an ellipsis meet, the first dot is replaced with an exclamation mark.
