Why do you need an exclamation point? Let's try to prove this using the example of the text Exclamation mark in written speech

Essays for option 12

Task 15.1

N write an essay-reasoning, revealing the meaning of the statement of a modern psychologist

G.G. Granik: “In oral speech, feelings are conveyed not only by words, but also by facial expressions, gestures, and the sound of the voice. In written speech, the exclamation mark serves as a carrier of a wide variety of feelings.”

Let's look at the key words in this statement.

Exclamation mark - This special sign punctuation, it is placed at the end of a sentence, which is pronounced with an exclamatory intonation. We speak with an exclamatory intonation when it is necessary to express certain emotions, feelings(joy, anger, admiration, surprise, etc.) and give the statement a special meaning, focus the attention of the listeners on it.

Now let's find all the exclamatory sentences in the text. There are 4 of them: 3), 11), 33), 49). Moreover, three of them are pronounced by the school director. We will base our argument on these three examples.

Please note that at first, for the school director, the boy Taborka is just “another visitor” who has done something there. “Won’t you remember everything!” What feelings does the exclamation mark in this sentence convey? Irritation, frustration, fatigue. These feelings of an adult intensify when he hears the word “police”. “It’s not getting any easier hour by hour!” - he exclaims to himself indignantly.

But the sad story of the boy, his grief, echoed in the director’s heart: “Listen, Taborka! Do you want me to give you a dog?” Appeals are often marked with an exclamation point. But here it has a special meaning. The exclamation mark at the end of this sentence conveys the director’s compassion, his warm sympathy for the boy, whose grief he understands.

If you get carried away by this topic, you can write about the fact that characteristic feature the boy's speech in the author's transmission is precisely absence exclamatory sentences. The child is killed, defeated by the callousness of his father. But there’s probably no need to write about this. 90 words is enough.

We discussed everything. Now write yourself!

Use speech cliches.

By the way, the modern psychologist Granik’s name is Henrietta Grigorievna.

Therefore, it should be written like this: “Modern psychologist G.G. Granik wrote A:..”

Task 15.2

Write an argumentative essay. Explain how you understand the meaning of the ending of the text: " - What will you do when you grow up? - I will protect dogs."

Let's write together!

(What is the text about?) Taborka brought home a dog that had been abandoned by someone. His father first drove the dog out and then killed it. The boy is shocked by what happened. At the end of the text, Yu. Yakovlev reports Taborka’s conversation with the school director: " - What will you do when you grow up? - I will protect dogs".

(Your interpretation of the meaning of the phrase) This boy’s answer means that he will never allow himself to be cruel to..., that, as an adult, he will fight with... and protect....

(Let's move on to the evidence). Yu. Yakovlev's text leaves us with no doubt that Taborka will fulfill his promise. He is already ready to take protection of a homeless animal... (example from the text).

He already cannot understand the cruelty of adults towards a dog... (see sentences 33 - 35, 8).

(We write the conclusion). Taborka's final phrase, “I will protect the dogs,” sounds like an oath of allegiance to the path that the boy has chosen for himself. People walk this road... (which ones?), who consider it their duty... (what?)

Task 15.3

How do you understand the meaning of the word HUMANITY?

Formulate and comment on the definition you have given. When arguing your thesis, give two examples-arguments that confirm your judgments: give one example-argument from the text you read, the second from your life experience.

The task is the same as in. Choose a definition that can be supported by examples from the text by Yu. Yakovlev.

Which of the characters in the story showed humanity? Certainly, Taborka, who took pity on the dog, abandoned by its owners to the mercy of fate, and took responsibility for it.

Please also note that the only person among the adults surrounding the boy who showed understanding and sympathy was head teacher. He wanted to give Taborka a German shepherd so that it would brighten up the bitterness of his loss.

Watch a wonderful presentation just on the topic of HUMANITY:

Please send your essay to me by email. [email protected]

The statement by psychologist Henrietta Georgievna Granik talks about the means of expressing feelings in oral and written speech.

Indeed, to understand feelings in oral speech, we use facial expressions, gestures, and intonation, while in writing, punctuation, in particular the exclamation mark, helps us perceive a wide variety of emotions. Let us prove this using examples from the text by Yu.Ya. Yakovleva.

In sentence 49, the exclamation point illustrates completely different feelings: the boy’s story touched the director so much that he even offered Taborka a gift - a German shepherd.

So, indeed, psychologist Henrietta Georgievna Granik was right when she asserted: “In oral speech, feelings are conveyed not only by words, but also by facial expressions, gestures, and the sound of the voice.

In written speech, the exclamation mark serves as a carrier of a wide variety of feelings.”

Updated: 2017-04-15

Attention!
If you notice an error or typo, highlight the text and click Ctrl+Enter.
By doing so, you will provide invaluable benefits to the project and other readers.

Thank you for your attention.

15.1 Write an essay-reasoning, revealing the meaning of the statement of the English writer J. Swift: “As a person can be recognized by the society in which he moves, so he can be judged by the language in which he expresses himself.”

A Russian proverb says: “Tell me who your friend is, and I will tell you who you are.” Indeed, every person chooses a society in which he will be comfortable, in which he will be understood, and he will understand those around him. The more demanding a person is in his demands and understanding of life, the higher his moral qualities, the higher the level of his environment. How a person speaks determines how others perceive him: what impression he will make, how his words will be perceived, and whether he will achieve his goals. One of the means of attracting an interlocutor is the expressiveness of his speech, which is impossible without mastering the norms of speech culture.

In the text

15.1 Write an essay-reasoning, revealing the meaning of the statement taken from the Big Directory of Russian Grammar: “Interjections are special emotional signals that express the speaker’s reaction to a situation.”

It is difficult to disagree with the compilers of the Great Directory of Russian Grammar, who argued that interjections are special emotional signals that express the speaker’s reaction. And indeed it is. After all, interjections are neither an independent nor an auxiliary part of speech. They are used to make spoken or written speech more emotional and expressive.

Let's try to understand the meaning of the proposed quote by referring to the text. Sentence No. uses the interjection well. With the help of this interjection, the author of the text shows the mood of Vilenka, who dreams of listening to the poetry of his friend. We feel the hero’s emotions: strong impatience, anticipation, anticipation of the pleasure of reading the poem.

Sentence # uses the interjection ah. This interjection conveys Vilenka’s reverence for her friend. He is ready to forgive Pushkin’s involuntary offense, because he understands that his comrade is very gifted, and therefore is especially demanding of himself and others.

15.1 Write an essay-reasoning, revealing the meaning of the statement of the Russian writer K. G. Paustovsky: “There are no sounds, colors, images and thoughts for which there would not be an exact expression in our language.”

Russian writer Konstantin Georgievich Paustovsky rocks: “There are no such sounds, colors, images and thoughts for which there would not be an exact expression in our language.” I completely agree with the writer’s statement; in our rich Russian language there are many words and means to express your thoughts. Using language you can convey any feeling and express your emotions. To talk about the beauty of nature, this language was used by many famous writers and poets.

Vocabulary helps you express your thoughts and feelings; vocabulary is called vocabulary. You can decorate your speech with lexical means. For example, the author of the text in sentence number seventeen uses the comparison “she sighed deeply and loudly, like a person.” The author compares the dog with a person, emphasizing that its behavior resembled the actions of a person. Sentence number twenty-five uses the epithet “lion walk.” He emphasizes the efficiency and importance of the dog’s gait. Metaphor in sentence number fifty-two “the faded sky pressed closer to the sleepy waves.” It means that evening is already coming, the sun is hiding behind the clouds, the wind is dying down.

Grammar allows you to convey your train of thought and construct sentences correctly. There is a lot of grammatical means in the text. For example, in sentence number forty-one there is an introductory word “probably”. It conveys uncertainty about what is happening. Sentence number three uses the adverbial phrase “the waves...crept onto the sand...rolled away, leaving a white edge of foam on the sand.” There is a complex sentence number one: “The city ended, and soon the sea appeared.” It contains two simple equal sentences that are connected by the coordinating conjunction and.

Paustovsky’s statement is, of course, correct; any thought can be expressed using the Russian language.

15.1. Write an essay-reasoning, revealing the meaning of the statement of the modern psychologist G.G. Granik: “In oral speech, feelings are conveyed not only by words, but also by facial expressions, gestures, and the sound of the voice. In written speech, the exclamation mark serves as a carrier of a wide variety of feelings "...

The means by which we express our feelings differ depending on the type of speech. In oral communication, facial expressions, gestures, and raising and lowering the voice are used for this purpose. In written speech, human feelings are conveyed using punctuation. Thus, an exclamation mark can express a whole range of emotions, moods, and experiences. I think this is the meaning of the statement G.G. Granik.

200. 1. Read the text and explain how intonation is related to the rules of speech etiquette.

But speech etiquette is not limited to memorizing special etiquette words, expressions and their appropriate use in speech.

Speech behavior is a mirror that reflects the level of education and internal culture of a person. After all, only a sincere friendly attitude towards the interlocutor, true concern for his well-being encourages a person to express his friendliness and favor with the help of verbal signs of attention.

Intonation plays a huge role in observing the rules of speech communication. Without it there can be no oral speech at all. Thoughts, feelings, moods are consciously or involuntarily conveyed using intonation means (melody, logical stress, pauses, tone, timbre of voice, tempo of speech). The role of intonation is so great that it can even change the meaning of a word. "Good!" – we exclaim approvingly at the sight of a luxurious bouquet of flowers. The same word in a different speech setting can express a completely different meaning. Having met a dirty, shaggy boy on the street, we mockingly say, lowering our voice on the stressed vowel and drawing out this sound: “Ho-ro-oo-osh!” Depending on the speech situation, the speaker’s intentions, his state of mind, the sentence The storm is coming can be pronounced indifferently, calmly, restrainedly, with fear, anxiety, horror or joy, delight. Intonation, like facial expressions and gestures, can sometimes tell more than words. This is why we often trust intonation rather than the literal meaning of a phrase.

The special role of intonation in communication has been recognized by people for a long time. Thus, there is evidence that the ancient Greek philosopher Socrates expressed his opinion about a person only after hearing his voice. Interesting are the observations of another scientist who lived in the 13th century, Abdul-Faraj: “He who speaks, gradually lowering his voice, is undoubtedly deeply saddened by something...; he who speaks with a weak voice is timid as a lamb; he who speaks shrilly and incoherently is as stupid as a goat.” Without a doubt, intonation carries extremely important information about a person, and not only about his character, mood, upbringing, but even about his profession. This is evidenced by an experiment once conducted by UK radio. Nine readers performed on air, and listeners were asked to identify their gender, age and profession. The actor, the judge and the priest were unmistakably recognized, since their voices had a professional production and specific intonations.

2. Make a plan for the text and retell it in parts.

201. Thanks to intonation, we can grasp the meaning of a statement even without knowing the words that make it up. At the same time, the role of intonation increases as the emotionality of speech increases.

Read the text to yourself first. Think about the intonation with which the owner pronounced the highlighted sentence. Read the text aloud expressively, trying to convey this intonation.

Here's a little story. A friend of mine in Losiny Ostrov lived with a young male hound. The dog always wanted to run, and she poked her nose into the knees of those sitting, inviting them to leave the house. The words “In place!”, “In the corner!” didn't work. Then the owner said quietly, but sternly: “Who killed Kennedy?!” And the dog, embarrassed, looking around guiltily, crawled on his stomach into his corner and froze for a long time. Intonation! Both people and animals sense intonation very subtly.

(IN. Peskov)

202. Have you ever witnessed animals respond correctly to the intonation of human speech? Tell us about these cases.

203. Read the text and explain what the facts in it indicate. Can we say that intonation is capable of expressing meaning independently, without relying on the content of the statement? What role does intonation play in a child’s language acquisition?

Scientists studying the development of speech in children have found that if words are replaced in a statement addressed to a ten-month-old child, but the intonation remains the same, then the child’s reaction to speech will not change. The situation is different with children older than 10 months: their reaction changes if the same intonation is maintained in the statement addressed to them, but the sound structure changes. It is also known that infants, even without speaking, often turn to loved ones, uttering a stream of meaningless words, and such speaking in intonation and rhythm is very reminiscent of real speech.

204. The remarkable Russian linguist L.V. Shcherba wrote that it seems to Russians that the French, when speaking, seem to sing. But Russians, according to the scientist, actually “sing” even more than the French, although they do not notice it in themselves. Moreover, they “sing” in different ways: in Moscow it is more sweeping and free, but in Leningrad it is monotonous singing, since in the speech of Leningraders unstressed vowels are reduced less.

Give your thoughts on this opinion. Give reasons for your point of view.

The bird is red with a feather, and speech is with words
Russian dialects have not only phonetic, lexical and grammatical, but also intonation features that do not coincide with the norms of the literary language. Many writers have noted the original beauty of northern dialects. Thus, Fyodor Abramov, admiring the northern “talk”, northern speech, where the word sings, plays, amuses and heals a person, wrote: “I have always been attracted by the opportunity to capture the beauty and inexplicable charm of Russian folk speech, to record it, to understand.”

205. 1. Read and explain what the first friend wanted to say and what the second friend wanted to say.

Two friends are standing in the hall of an art gallery. One of them exclaimed: “What a picture!” And another said: “What picture?”

2. What means of oral speech influenced the meaning of what the friends said? What written language is used to convey the different meanings of these sentences? Draw a conclusion.

206. 1. He called intonation the “soul of the word” famous linguist Karl Vossler (instead of the term intonation he used the word accent). Carefully read an excerpt from the book of this scientist. Explain how you understand the linguist's statement.

To understand what an accent is, take it away from the language. What's left? There will be nothing left of oral speech. If it is graphically fixed, there will be empty shells piled up in a heap, which are called letters. In this case, there is absolutely no need to utter at least a single sound; you can use an accent without resorting to the help of the speech organs - the accent is so spiritual and internal to the language.

2. Do you think the linguist is right in believing that intonation is present not only in oral speech, but also in written text (“you can use an accent without resorting to the action of the speech organs”)? Conduct an experiment that can confirm or refute this statement.

207. Read and retell the text.

In oral speech, intonation plays the role of organizer of the sound flow into meaningful utterances. Without intonation there can be no oral speech.

It is intonation, like the colors in a painting, that gives our “speech canvas” a picturesque flavor. After all, even the most common question What time is it now? can be said so darkly that no one wants to answer it. Intonation also plays an etiquette role in speech.

Intonation is a complex phenomenon. It consists of several elements: melodica(raising and lowering the tone of voice) logical(semantic) accents, volume(strength) of the sound of different parts of the utterance, tempo speeches, timbre(“color” of the voice, which depends on the individual characteristics of the vocal cords), pauses(breaks in sound). Each element of intonation is indicated by special symbols: /, //, /// – pauses of different lengths (short, medium long, long), ……. – logical stress, …….. – enhanced logical stress, ^ – raising the voice, v – lowering the voice.

Intonation elements, like pieces of glass in a kaleidoscope, can be combined with each other in different ways, forming a large number of intonation patterns.

Intonation in the Russian language is rich and exceptionally diverse.

208. Read the dialogue out loud expressively and explain why irritation appeared between its participants. What norms of speech etiquette have been violated? Now change the dialogue so that the tone of communication becomes friendly.

- I'm coming! – the son answers, unable to tear himself away from the computer game.

- Well, are you going?

- I'm coming! – Vanya repeats, continuing the interesting game. He is in a hurry to finish the game as quickly as possible, but that is why he begins to make mistakes and the game drags on.

- Why don’t you go? Everything will cool down!

I'm coming! I'm coming!

- How do you talk? Do not be rude!

- What did I say?! I said “I’m coming!”

209. It has been found that an experienced lecturer speaks approximately 100-120 words per minute. Do you want to know what the pace of your speech is? To do this, take an excerpt from any exercise, consisting of 100-120 words, and read it out loud. If you read it in a minute, then your speech rate is normal. If you read it faster, you need to watch yourself to speak more slowly, but if you didn’t make it in a minute, work on speaking faster.

Talk to a smart guy and drink honey
In the 19th century, Russian composers drew attention to the fact that human speech, like music, is very melodic. A person’s speech seems to be filled with “melodic juice,” so speech intonation provides the composer with rich material for his works.
This discovery was later confirmed by linguists who studied intonation. Indeed, verbal and logical stress associated with changes in pitch create a combination of sounds of different pitches - a kind of melody. Melody is an important component of intonation. If we listen carefully to the spoken phrases, we will be able to record the melody, that is, the movement of the voice up or down, as well as the place of the melodic turning point - the point where this direction changes: the tone of the voice begins to rise up or fall down.

210. 1. Get acquainted with fragments of contemporaries’ memoirs about the lectures of the great Russian chemist Dmitry Ivanovich Mendeleev. What intonation features of this scientist’s speech especially amazed his contemporaries?

I. The intonation of his voice was constantly changing: now he spoke in high tenor notes, now in a low baritone, now in a patter, like small pebbles rolling down a mountain, now he will stop, draw out, look for a figurative expression for his thought and will always find something that in two in three words he will clearly express what he wanted to say. We soon got used to this original way of presentation, which was in harmony with the original appearance of Mendeleev and at the same time helped to assimilate what he said.

(V. Tishchenko)

II. If I were a musician, I think I could set Mendeleev’s lecture to music, and any of those who had the good fortune to listen to him would unmistakably recognize the sounds of this powerful voice, moving from a clearly audible whisper in the last corner of the audience to thunderous exclamations.

(B. Weinberg)

2. Try to describe your impressions about the intonation features of your favorite actor (singer, teacher, TV or radio show host).

Without a tongue and the bell is mute
In 1878, M. P. Mussorgsky worked on the opera “Marriage”. “My music,” he wrote, “should be a work of art human speech in all its subtlest bends, that is, the sounds of human speech... must... become music.”
The composer visits the Alexandria Theater and notes down the intonation of the actors in order to achieve the reproduction of “simple human speech” in his opera. This was the first recording of Russian intonation. Since then, musical notations have been used more than once to convey the melodic pattern of speech and indicate the duration of speech sounds.

211. 1. Read each proverb first to yourself, thinking about its content. Write down, indicating logical stress, raising, lowering the voice, pauses. Read the proverbs out loud, making sure the intonation is correct.

1) A courteous word calms a violent head. 2) Ringing is not prayer, shouting is not conversation. 3) A kind word is better than a soft pie. 4) An unkind word that fire burns. 5) Language is a banner, it leads the squad. 6) A spoon leads to dinner, and a word leads to an answer. 7) If you say it, you won’t turn it back, if you write it, you won’t erase it, if you chop it off, you won’t put it back.

2. Using materials ex. 38 and this exercise, prepare a message on the topic “Russian proverbs about the rules of speech etiquette.”

212. In the “Dictionary of Epithets of the Russian Language” by K. S. Gorbachevich to the word tone More than 250 epithets are given. How many can you name?

213. Try to pronounce the word sentence Brought with an expression of threat, joy, admiration, indignation, anger, surprise, indecision. Let your listeners try to determine the mood you wanted to convey with your voice in each case. This task will help you check whether you have a good command of Russian intonation.

214. 1. Scientists have found that the word Hello can be pronounced in 40 ways, and the varied intonation helps with this. Try pronouncing this word in different ways. Let your comrades determine what semantic connotation (subtext) you put into this greeting in each case.

2. Read each etiquette formula of address in a different tone, conveying different semantic and emotional shades of the speech situation: joy, indifference, irony, anger, pride, etc.

Ladies and Gentlemen! Friends! Dear guests! Madam! Sir! Citizens! How are you? What's up? How are you? How are you feeling? How is your parents? See you. Till Monday. Good night.

215. 1. How do you understand the meaning of the following statements? Do you agree with them? Justify your point of view.

1) It’s not about the word, but about the tone in which this word is pronounced... (V. Belinsky) 2) People are offended not by the meaning, but by the intonation, because the intonation reveals another meaning, hidden and main. (YU. Trifonov) 3) The culture of feelings and emotional interpersonal relationships is inextricably linked with the culture of intonational “formatization” of statements. (B. Golovin)

2. Formulate the thoughts expressed in these statements in the form of rules of speech etiquette.

216. Say each sentence using your voice to express different feelings and moods. Observe what intonation features differ between pronunciation variants of sentences (voice movement, tempo, tone of speech, voice strength), how intonation, facial expressions and gestures are combined.

I do not remember(horror, despondency, indifference, ridicule, amazement, fear, triumph). I'll go(agreement, doubt, threat, daydreaming, determination, fear, joy). Come(order, plea, challenge, indifference, irony). Ivan Matveevich(caress, threat, request, shock, blame, surprise, doubt).

As you know, the motivation for any action can be expressed in the form of an order, demand, request, advice, wish. Observe which of the indicated shades receives the impulse to the same action in each sentence. Try to pronounce each phrase in a different tone, conveying a variety of moods. In what speech situation is each sentence appropriate? Which of these phrases should you avoid in speech and why? Draw a conclusion.

Come tomorrow! Please come tomorrow. Excuse me, can you come tomorrow? Be sure to come tomorrow! Can I ask you to come tomorrow? Why don't you come tomorrow? I advise you to come tomorrow, otherwise we will go to the dacha. I would really like you to come tomorrow. Will you come tomorrow or not?! I think I should come tomorrow. Please come back tomorrow. If you don't mind, come tomorrow. Do me a favor and come tomorrow. You should have come tomorrow! Won't you come tomorrow? Come back tomorrow!

218. You came to visit...; you meet guests...; you are talking on the phone...; you get on the bus... How should a well-mannered person behave in these situations? Formulate several rules of behavior using incentive sentences.

Sample: Do not enter the apartment without knocking. Greet the owners politely and take off your outer clothing.

219. How to encourage a person to stop his speech, stop talking? There are a huge number of language modes. Here are some of them.

Read each statement, explaining in what speech situation it is appropriate. Watch the tone of your statement. What expressions should not be used in speech and why?

Shut up! Briefly speaking! I think we should finish now. Enough talking! That's enough, thank you. Please finish your story. I know about it. Maybe that's enough?! Keep it short.

Get to the point. Stop doing that! Stop it! Your time is up. Sorry, I'll have to interrupt you.

I can’t get tired of talking, there would be something to say
Scientists believe that in the process of communication, intonation is more important than words. According to the calculations of the French psychologist François Sulger, speakers pay only 7% of significance to the content of statements, intonation - 38%, facial expressions and gestures - 55% (with regard to gestures, an allowance can be made for the French mentality: Russian people are more moderate in their gestures). Information “taken off” from intonation is always valid more important than information, “removed” from the words themselves. Based on the voice of our interlocutor, we determine whether today or not today we should talk about a complex and delicate topic, whether our interlocutor is sincere, whether he is satisfied with the outcome of the conversation, etc.
Scientists prove that the listener of a lecture (report, teacher’s explanation, television or radio broadcast, etc.) does not assimilate up to 40% of the information that interests him, which is actually contained in the text, if the intonation, rate of speech, facial expressions, posture, gestures of the speaker do not consistent with the content of the text.

Try saying each sentence first with an expression of approval, then with a feeling of condemnation. Determine the intonation differences between different sentence options. What idea do these examples prove about the role of intonation in communication?

She is such a kind woman! This is some kind of miracle! How lovely! Well, how good are you!

What a beauty she is! He's still an interesting person.

221. Use examples to prove the validity of each statement.

1) The voice is only the clothing of living speech, and its soul is intonation. A beautiful voice with bad intonation is the same as a beautiful but stupid face. (WITH. Volkonsky) 2) Only in oral history, only in live speech How the man said turns into What the person said, because intonation can give a word many new meanings and even the opposite meaning. (AND. Andronikov) 3) The voice can be warm and soft, rough and gloomy, frightened and timid, jubilant and confident, malicious and insinuating, firm, lively, triumphant and with a thousand other shades, expressing a wide variety of feelings, moods of a person and even his thoughts. (IN. Morozov) 4) Intonation always lies on the border of verbal and non-verbal, said and unsaid. In intonation, the word is in direct contact with life. And above all, it is in intonation that the speaker comes into contact with the listener. The intonation is social... par excellence. (M. Bakhtin)

222. 1. Read, correctly placing logical stress in the first part of the sentence. Explain the semantic differences between these statements.

Did you do it or who else? Did you do this or something else? Did you do it or didn't you?

2. Write down these sentences and parse them. Explain what conjunction is used for. or in each of them. Draw a conclusion.

223. Using these examples, prove that logical stress is an expression of the semantic side of speech.

1) Better tell me! Better tell me. 2) He has only two sons. He only has two sons. 3) Veronica wrote a good essay. Veronica wrote. X. o.. r... o.. w... e.. e. essay. Veronica wrote a good essay. 4) Today we were at the local history museum. Today we were at the local history museum. Today we were at the local history museum. Today we were at the local history museum.

224. Explain how you understand the statement of the outstanding Russian director K. S. Stanislavsky. Justify your point of view using examples from literary texts.

The emphasis is forefinger, distinguishing the main word in a phrase or text. The highlighted word contains the soul, the inner essence, and the main points of the subtext.

Good speech is good and listen
When learning a foreign language, the most difficult thing to master is intonation, which, as you know, each language has its own unique characteristics. For example, people for whom English is their native language unwittingly transfer its intonation features into Russian phrases. Narrative, most interrogative sentences V English language are pronounced with a lowering of the voice, but at the same time, unlike Russian melody, the sound last word sharply increases, which is perceived by the Russian ear as some kind of increase. This rising intonation is heard in English greetings, expressions of gratitude, and friendly wishes.

225. What are the similarities and differences between sentence intonation in Russian and the foreign language you study at school?

226. 1. Explain which of the intonation options of the sentence expresses permission to continue the game, and which expresses the order to start it. Prove it.

2. Express this order in a more friendly and relaxed form. Read the sentences out loud, see if their intonation changes with the inclusion of etiquette formulas.

227. 1. What parts of speech are the highlighted words? What is the means of expressing grammatical differences between words when pronouncing these sentences? Draw a conclusion.

2. Using etiquette formulas, soften the order contained in these sentences. Does the intonation of the statements change?

228. Read the sentences out loud. In what case does the logical stress fall on the highlighted words? Prove that it is a means of semantic and grammatical differences between words and sentences.

1) Alice played So how all the children played. Alice played So, how all the children played.

2) I knew What interested my interlocutor. I knew, What interested my interlocutor.

3) The child did not understand What it was for the inscription. The child did not understand What it was an inscription.

229. Read the sentences expressively, raising or lowering your voice on the stressed vowel. Determine why the direction of voice movement changes in the indicated words. What do the proposals from each group have in common? What is the difference? Draw a conclusion.

230. Compose a dialogue between a teacher and a student who is late for class. What intonation pattern will you use to express reproach?

What intonation patterns will appear in the student’s responses? Read the dialogue expressively.

231. Read each proverb to yourself, thinking about its content. Write down, indicating logical stress, raising, lowering the voice, pauses. Read the proverbs out loud, making sure the intonation is correct. Explain why proverbs are divided into three groups.

1) He who wants to know a lot needs to sleep little. The root of the teaching is bitter, but its fruit is sweet. Teach your son as long as he’s laying across the bench, but you can’t teach him when he’s stretched out to his fullest. What you didn’t learn when you were young, you won’t know when you get old. Every skill comes from hard work. A spoon is needed to slurp soup, and a diploma is needed to gain knowledge.

2) Work is a matter of honor, be in first place in work. Look not at the person, but at his deeds. Labor feeds a person, but laziness spoils him. To eat a fish, you have to get into the water.

3) A man without friends is like a tree without roots. Friendship is like glass: if you break it, you won’t be able to put it back together. A bad friend is like a shadow: you can’t get rid of it on a sunny day, and you won’t find it on a stormy day. An untested friend is like an uncracked nut.

232. Restore the question using etiquette formulas and polite, friendly intonation. How do these mini-dialogues differ from each other in meaning?

233. Prove that each answer option requires a change in the logical stress in the question.

234. 1. How you pronounce the phrase Your ticket in the proposed speech situations? Try to graphically depict the melodic pattern of the phrase in each case.

1) Someone dropped a ticket, you picked it up and are looking for the owner. "Your ticket?" - you turn to standing nearby to a man.

2) You are a controller. Your goal is to check whether bus passengers have tickets. "Your ticket?" – you turn to each one in turn, demanding to see the ticket.

3) The train arrives at its final destination. The carriage conductor hands out tickets to passengers. “Your ticket,” he hands you a travel document.

2. Explain how melody helps to distinguish sentences that are different in meaning but verbally identical. Draw an intonation pattern for each sentence.

235. 1. Try to role-play the situation shown in the picture. How should the phrase be pronounced? Your diary each participant in the scene? Draw the intonation pattern of these sentences.

2. Rearrange this phrase using etiquette formulas suitable for different speech situations.

And Moscow was not built right away
Since the 40s of the 20th century, sound-analyzing equipment began to be used to study intonation - it became possible to use a more accurate form of recording, showing in detail the features of melody, tempo, timbre of speech, pauses and other elements of intonation:

236. 1. Come up with different answers to the question Will you come to the opening of the exhibition? Use the following words in your answers.

I don't know if I can; Maybe; May be; hardly; I'm afraid not...; I think not...; I think yes; will try; perhaps; in no case… .

2. Say each answer option out loud. What feelings should you convey with your voice and facial expressions in each case?

237. 1. Analyze the sentences and draw a conclusion about whether it is possible to depict all intonation variants of the sentence using writing. What additional writing tools did you use for this?

2. Soften each phrase using special etiquette words and a friendly, welcoming intonation.

A kind word seduces many
Intonationally significant in speech emphatic(from Greek emphasis– “expressiveness”) emphasis, with the help of which there is not only a logical, but also an emotionally expressive selection of a word. Emphatic stress serves to express feelings. Scientists point out that emphatic stress expresses positive emotions differently than negative ones. Thus, lengthening a vowel most often conveys feelings of joy, delight, and tenderness: What a wonderful movie! My dear.
When expressing negative emotions, the vowel, on the contrary, becomes shorter, but at the same time the first consonant in the word expressing the negative emotion lengthens: Oh, you're such a crap!

238. What explains the unusual spelling of words and the use of quotation marks in the following examples? Read the sentences out loud, maintaining the required intonation.

1) “Marianna Vikentievna! – he exclaimed suddenly, needlessly loudly. “Are you going to give lessons at school again this year?” Marianna turned away from the cage: “And THIS interests you, Semyon Petrovich?” - “Of course, I’m very interested.” - “Wouldn’t you ban THIS?” (AND. Turgenev) 2) “This is Comrade Semenov... To-va-risch Se-me-nov!” – Chumakova screamed shrilly, waving her arms. (P. Pavlenko) 3) “What,” he thinks, “is this a joke? Not-itself?” (P. Bazhov) 4) I couldn’t imagine that children could live without a “home”. (V. Korolenko) 5) Once, even with an expression of greed on his face, he took her fox ear into his fist, patted it and said emphatically: “So... you... out... dead, cholera!” (A. Chekhov) 6) ...The work of a library is determined not by how many publications it has collected from the fifteenth or sixteenth century, but by how it serves its readers... How it serves! And you were chasing a sensation: s-e-n-s-a-c-i-e-y! (YU. Dombrovsky) 7) “I see!” – I answered him. And he repeated again, putting all his delight into it: “I see!” (G. Troepolsky) 8) ...Pay them not from the January fee, but from the future February fee, because now I don’t have a penny. Literally: no-gross! (A. Chekhov)

239. Draw the melody of the sentences. Compare different versions of the same sentence, the meaning of which will help determine the word in brackets. Explain how these options differ.

1) What gardens there are! (Divine.) What kind of gardens are there? (I'm interested in the characteristics of the gardens.) What kind of gardens there are! (Very bad.) What gardens there are! (The question is being clarified - interested in the characteristics of the gardens.) What kind of gardens are there? (The question is being clarified - where?)

2) When will he return? (Who.) When will he return? (Action.) When will he return? (Time.) When will he return? (Not soon.)

3) What do we know? (What, about what.) What do we know? (Who.) What do we know? (We know something very interesting.) What do we know? (The question is clarified - about what?) But what do we know? (The question is being clarified - who knows).

240. Compare offers. Explain how they differ. Draw a conclusion.

241. Read the sentence Wherehe was?, sequentially moving the emphasis from the first word to the last. Give an appropriate answer to each question.

Think about why the accent is called intonation center speech utterance. You can easily answer the question if you make an intonation drawing of each sentence option in the form of a graphic diagram.

242. Determine how many intonation and semantic variants the sentence has How dare he? Justify your answer.

243. Imagining different speech situations, act out a small dialogue. Observe how the intonation of the conversation, the verbal composition of phrases, and address formulas change. Explain why this happens.

- What time is it now?

- Five minutes to twelve.

A diagram will help you complete this task.

For a great cause - a great word
There are many ways to express a request in Russian: incentive sentences (Give me the book!) various morphological means, for example, the subjunctive form of the verb (Give me the book) or indefinite verb form (Give me the book!) special words and expressions softening the request (please be kind, be kind, is it difficult for you, do me a favor), intonation of an order, soft entreaty, etc. In each of these cases, the request takes on the connotation of an order or wish.

244. 1. Try to come up with small dialogues with an imaginary interlocutor. Ask him to borrow an audio or video tape you like for a while. Using a variety of linguistic means, express your request in the form of begging, entreaty, command, order, advice, consolation, wish.

Your interlocutor must refuse you either in a sharp, decisive form (Oh no! No way! No and no again! This is absolutely impossible!), or in a more polite form (you see..., you understand..., believe me..., unfortunately... etc.).

2. Now try with a friend to act out a skit at the theater before the start of a concert for which it is extremely difficult to buy tickets. One of the interlocutors asks the other to hand over the ticket in various ways. The friend, not wanting to part with the ticket, refuses. Despite stubborn resistance, the first participant in the dialogue must achieve his goal. What can help him with this?

245. Read four short dialogues. How do the sentences included in these dialogues differ from each other? Mentally think of a speech situation in which each of the dialogues is possible, and read it out loud with the correct intonation.

246. Imagine that you were absent from school for a long time due to illness, and tomorrow you are going to come to class for the first day. At the clinic, you look into the dentist’s office, where you find your classmate in a chair. He is waiting for the doctor (sitting with his mouth open) and, seeing you, with the help of gestures and intonation he is trying to communicate that there will be a test tomorrow. Act out this scene.

247. 1. Explain which pronunciation version of the sentence expresses a requirement and which expresses a request.

2. Complicate sentences and requests with etiquette words.

248. In what speech situation should each of these options be used? Prove it.

249. Expressively read an excerpt from A.I. Kuprin’s story “Olesya”, conveying the author’s remarks with the appropriate intonation.

- Where are you going, Olesya? - Manuilikha suddenly asked, seeing that her granddaughter hastily threw a large gray woolen scarf over her head.

“I’ll go... I’ll spend a little time,” Olesya answered.

She said this indifferently, looking not at her grandmother, but out the window, but in her voice I caught a slightly noticeable shade of irritation.

-Are you going to go? – the old woman asked with emphasis.

Olesya’s eyes sparkled and focused point-blank on Manuilikha’s face.

- Yes, I’ll go! – she objected arrogantly. – This has been discussed and discussed for a long time... My business, my answer.

“Eh, you!..” the old woman exclaimed with annoyance and reproach.

She wanted to add something else, but just waved her hand.

250. How do you understand the words of the prominent figure of Russian enlightenment of the 19th century, philosopher, mathematician, linguist I. I. Davydov?

Prepare a short oral report based on the main idea of this statement. What will you call your performance?

We admire speech when we are not forced to guess its meaning; when the subject develops easily and consistently; when it flows like a transparent stream, the very bottom of which you can see.

251. Listen critically to your speech. Doesn’t she suffer from the vice that A.V. Govorov, a professor at Kazan University and author of works on oratory, wrote about in the 19th century?

Monotonous utterance, which lulls the beauty and partly the meaning of speech, is a misfortune not only for the audience, but also for the speaker himself; it is not only unpleasant for the listener, but also harmful for the speaker.

252. Read the statements of K. G. Paustovsky (I) and M. I. Tsvetaeva (II) about the role of punctuation marks in written text. Explain why both authors compare punctuation marks with musical notation. Can punctuation marks “suggest” the desired, correct intonation? What do punctuation marks “sound” like in spoken language? Illustrate this with example sentences from any exercise.

I. Punctuation marks are like musical notations. They hold the text firmly and prevent it from falling apart.

II. The book should be performed by the reader as a sonata. Signs are notes. It is up to the reader to realize or distort.

253. Read the text expressively and briefly formulate its main idea. Prove its validity.

IT'S NOT WHAT YOU SAY...

...but in the way you say it. Most of us are shocked when we hear our own voice on a tape recording or on an answering machine because it is so different from what we expected. For others, such a problem does not exist, but it is still better to listen to yourself and analyze how your words sound. Loud, raised speech is poorly perceived, and those who speak very quickly often appear unworthy of attention. Remember that tone of voice is sometimes more important than words, so when you speak to a stranger, try to put feelings into your speech, even if you don't want to express more than words say. No one expects you to dramatically color your speech in imitation of famous politicians; it is enough that the intonation, speed and tone of your speech correspond to its real meaning.

(G. Wilson)

254 . Modern linguists believe that intonation performs several functions in speech, including communicative (communication function), meaning-distinguishing, emotional-expressive, and etiquette. Using examples, try to prove the validity of this thesis.

255. Using the materials from section 5 of the book, prepare a message on the topic “Intonation and the culture of verbal communication.”

256. Carefully read the statement of the famous Russian linguist and psychologist A. A. Leontyev. Explain the content of this statement in your own words.

To communicate fully, a person must, in principle, have a range of skills. He must, firstly, be able to quickly and correctly navigate communication conditions. He must, secondly, be able to correctly plan his speech and correctly choose the content of the act of communication. He must, thirdly, find adequate means to convey this content. Fourthly, he must provide feedback. If any of the links in the act of communication is disrupted, then the speaker will not be able to achieve the expected results of communication - it will be ineffective.

257. For a week, observe what gestures foreigners use. For this purpose, you can use movies, TV shows, exercise materials. 146 and 165.

Try to identify gestures that convey different meanings among the Russians and among the representatives different nations and nationalities. Based on your observations, write a short note “National specificity of gestures.”

258. Scroll through the entire book and try to tell what you learned while working with it, what new things you learned about your native language.

259. Review the book's table of contents. Answer the questions posed in the section titles.

260. How do you understand the meaning of the proverb? The word is silver and silence is gold? Is this statement true, in your opinion?

OPTION 12 OGE-2015

Part 2

Read the text and complete the tasks 2 – 14.

(1) The school principal looked at the boy and painfully tried to remember what
what sins this next visitor has brought to him. (2) Broke a light bulb or
hit someone in the nose? (3) Will you remember everything?

– (4) Come here and sit down. (5) What is your story? – he said tiredly.

– (6) Are you talking about the dog? (7) I was afraid that something would happen to her, so I brought her to class. (8) She sat quietly under the desk for a long time, but then she whined, and Nina Petrovna began to scream, and then she told us to get out.

– (9) Is that all? – asked the director.

– (10) No, we were still in the police.

(11) It’s not getting easier hour by hour! (12) The director noisily pushed his chair towards the table.

– (13) How did you end up in the police?

(14) Taborka’s face flushed. (15) He spoke immediately, without hesitation:

– (16) She didn’t bite the woman, she was just playing and grabbed her by the coat. (17) But the woman rushed to the side, and the coat tore. (18) She probably thought that my dog was biting, and screamed. (19) They took me to the police station, and the dog ran next to me.

(20) The director’s eyes, which were fixed on the boy, squinted, as if he was taking aim. (21) He saw nothing but Taborka.

– (22) Let's move on.

(23) The boy spoke calmly, almost monotonously, and the words, like round even balls, rolled one after another.

– (24) The police kept us for two hours. (25) There was one with a mustache who even stroked her and gave her sugar...

(26) The director listened attentively to Taborka, leaning his chest on the table.

– (27)Where did you find it?

– (28) In the village. (29) The owners moved to the city and abandoned the dog. (30) The boy suddenly fell silent and just as unexpectedly began to speak, as if he kept some of his thoughts to himself and expressed others out loud.

– (31) When I brought the dog home for the first time, he was away. (32) Mom said: (33) “The dog is nothing but dirt!” (34) What kind of dirt can come from a dog? (35) A dog is a joy. (36) And then he arrived and kicked out the dog.

(37) Now the boy’s words were no longer round balls: they became rough and angular and had difficulty breaking out.

– (38) How did the dog bother him?.. (39) I couldn’t drive the dog out. (40) She was kicked out once already. (41) I thought about her all the time. (42) Even woke up at night. (43) At school I also thought about her. (44) I was waiting for the lessons to end: her breakfast was in my briefcase... (45) Then he paid a fine for a torn coat and, when I was not at home... (46) Now I don’t have a dog.

(47) The room became quiet, and for a long time neither the boy nor the director dared tobreak the silence.

(48) Suddenly the director said:

– (49) Listen, Taborka! (50) Do you want me to give you a dog? (51) German shepherd with a black stripe on the ridge.

(52) The boy shook his head.

(53) The director got up from his chair, walked up to the boy and leaned towards him:

– (54) You need to make peace with your father. (55) Promise me.

– (56) I will answer his questions... (57) Until I grow up.

– (58) What will you do when you grow up?

– (59) I will protect dogs.

(According to Yu. Yakovlev)*

* Yakovlev Yuri Yakovlevich (1923 -1996) – writer and screenwriter, author of books for children and youth.

The answers to tasks 2 – 14 are a number, a sequence of numbers or a word (phrase), which should be written in the answer field in the text of the work.

2. Which answer option contains the information needed tojustification answer to the question: “Why did the school director want to give Taborka a dog?”

1) The director believed that the German Shepherd would be well trained and would not rush at people.

2) The director was asked about this by Taborka’s parents, who wanted the boy to have a four-legged friend.

3) Director I was very tired and wanted to quickly get rid of “another visitor”.

4) The director wanted the new dog to brighten up the bitterness of Taborka’s loss.

3. In which answer option is the means of expressive speech?phraseological unit?

1) – Come here and sit down. What's your story? – he said tiredly.

2) It’s not getting easier hour by hour! The director noisily pushed his chair towards the table.

3) – The police kept us for two hours. There was one with a mustache who even stroked her and gave her sugar...

4) Mom said: “The dog is nothing but dirt!”

Answer: ________________________________.

4. From sentences 7 – 20, write down the word in which the spellingconsoles is determined by its meaning – “incompleteness of action”.

Answer: ________________________________.

5. From sentences 1 – 4, write down the word in which the spellingsuffix is determined by the rule: “In the short passive past participle one is writtenN."

ABOUT answer: ________________________________.

6. Replace the colloquial word"drop in" in sentence 2 stylistically neutralsynonym. Write this synonym.

Answer: ________________________________.

7. Replace the phrase"head teacher" , built on the basis of management, synonymous with communicationcoordination . Write the resulting phrase.

8. You writegrammatical basis sentences 46.