2. Read the text expressively. Describe what kind of picture is being painted in your imagination. Determine what is the role of participles and participles in this text.
3. What way of word formation combines the selected words? Prove.
In the west, outside the city, dawn was breaking. Exactly into the mouth of a cracked, blazing ... life ... with the gold of a volcano stall .. fallheavy gray clouds and blushed (bloody) red .. amber, purple lights. And above the volcano it was ... a little ... turquoiseand ak..v..m..rinoymeek eveningspring sky.
Slowly walking along the highway with difficulty in..locha legs in huge k..lohs Romashov was relentlessly looking at this magical fire. As always, since childhood, he fancied some kind of t..instvo..a, sv..tozarnaya life behind the bright evening dawn.
place verbs, participles and gerunds on the vertical, and on the right, horizontally, reflect the way of writing NOT (together or separately). Fill in the table with four examples, indicating in them the conditions for choosing a separate or solid spelling NOT.
1. From these verbs, form all possible participles and participles:Create, discard (option 1). Sell, jump out (option 2).
2. Conduct morphemic analysis of participles and participles.
Option 1: sparkling snow, drizzling rain, lowering the price, thinking about the future, warmed lunch, wading through the thickets, unabated storm
Option 2: a sung song, a blue strip of sky, telling the truth, sitting in the car, warming tea, climbing into a hut, stiff legs
H. Compose (or select from learned poems) and write down, placing punctuation marks, a sentence with a participle. Highlight the participle as a member of the sentence.
4. Compose (or select from learned poems) and write down, placing punctuation marks, a sentence with an adverbial turnover. Emphasize the adverbial phrase as a member of the sentence.
5. Determine in which phrase the participle is used figuratively. Compose and write down a complex sentence with a phrase in which the participle is used in its direct meaning.
Option 1: loose hair - loose children, running guys - shifty eyes, shiny object - brilliant success
Option 2: opened door - an open soul, an extinguished light - an extinguished smile, limited movement - a limited person
6. Find mistakes in the use of highlighted participles and participles. Write down the corrected sentences.
1) The beginning of the rain confused all plans for a vacation outside the city. 2) We were given an assignment for the summer. H) Noticing the excitement of the interlocutor, I stopped. 4) After eating enough, the mind wanted to sleep.
Branch MBOU Rzhaksinskaya secondary school №2 named after G. A. Ponomareva in the village of Volkhonshchina
Open lesson outline
russian language in grade 6 on the topic
"Participle and participle as special forms of the verb"
Teacher: Osipova M. Yu.
2013
Purpose:
Form a general idea of \u200b\u200bthe participle and gerunds.
Tasks:
Learn to see participles and participles in the text, to distinguish them from other parts of speech;
Consider the role of participles and participles in speech;
Develop the speech of students, replenish their vocabulary;
Raise in children love and respect for their native language.
Equipment:
"Russian language 6th grade" S. I. Lvov, V. V. Lvov, notebooks, pens, screen, tables, presentation "Praise to Syncwine", test tasks on the topic "Verb".
During the classes.
- Organizational moment.
Hello guys. Today I will give you a Russian lesson. My name is Maria Yurievna.
Let's listen to music and tune in to fruitful work.
(Funny music sounds)
- Repetition of the passed material on the topic "Verb".
What can you do with this music?
(Dance, have fun, sing ...)
What parts of speech did you name?
(Verbs)
Let's remember what you know about the verb. We will now test on the topic "Verb". The computer will help us. Who wants to test their knowledge on the topic "Verb"?
(One person is called to the board)
We listen carefully, remember what we have passed, make notes on drafts, and after the end of the test we will comment on it.
(Testing is carried out on a computer, which is projected onto the screen, summing up)
You know the topic "Verb" well and you can easily cope with the next task.
To complete the task that I will now give, we will divide into groups. Each group receives a card with four words. Assignment: find the fourth unnecessary, explain your choice.
1 card: pretended, ran, listened, smiling;
2 card: shouts, stores, turns white, reads;
3 card: looks, cleans, peeps, shouting.
(Children find unnecessary words: smiling, reading, shouting. Explain their choice.)
So, we found two unusual parts of speech. They look like a verb, but they are not verbs. What about?
III. Communication of the topic and purpose of the lesson.
Let's write in notebooks the topic of today's lesson: participles and participles as special forms of the verb. Today we will get acquainted with participles and participles, learn to recognize them and decide why we need them.
IV. Working on a new topic.
As you may have guessed, our extra words from the task "Find the fourth extra" are participles and participles. The question arises: how to find out where are the participles, and where are the participles? Now you yourself will learn to recognize them. Open the textbook on page 35. Your task: to read the theoretical material on page 35 and find out which part of speech, apart from the verb, are similar to participles, and which participles.
(Independent work of children.)
During independent work children the teacher writes on the blackboard the words:
combing his hair playing
reading face wash
flashing running
So, what part of speech besides the verb does the gerunds look like?
(In an adverb, answers the questions of an adverb.) The teacher hangs a table with adverbial questions on the board.
What part of speech besides the verb does the participle look like?
(To the adjective, answers the questions of the adjective.) The teacher hangs the questions of the adjective on the board.
Skip the line down and write the words you see on the chalkboard in your notebooks. Determine, by asking questions to the words, in which column of the participle, and in which of the participle. Head the columns.
(Children define, prove, write down.)
So, we learned that participles and participles were formed from a verb and therefore are called special forms of the verb. We have learned to recognize the participles and participles. But why are participles and participles needed? Try to answer this question by listening to the text.
Writer DI Grigorovich, talking about his literary endeavors, recalls that his essay "Organ-grinders in Petersburg" won the approval of FM Dostoevsky, but one place in the chapter "Organ-grinder's public" did not like the latter. “For me,” writes Grigorovich, “it was written like this: When the organ stops playing, the official throws a nickle from the window, which falls at the organ-grinder's feet. “Not that, not that, - Dostoevsky suddenly began irritably, - not at all! Yours is too dry: the nickel fell at your feet ... I should have said: the nickel fell on the pavement, ringing and jumping ... ”This remark - I remember very well - was a whole revelation for me. Yes, indeed, ringing and bouncing - it comes out much more picturesque, completes the movement ... "
So guys, why do we need parts and participles?
(They make our speech more picturesque.)
We figured out everything we were going to find out in today's lesson. And to summarize the lesson, we will now come up with a syncwine.
(The vocabulary work is carried out using the presentation "Praise to Sinkwine" and the Sinkwine is compiled on the topic "Communion")
Sinkwine
1 participle
2.Special, unchangeable.
3. Indicates, is formed, combines.
4. Makes speech figurative, expressive.
5. Form.
V. Lesson summary. D / z.
Reflection: What new things did you learn in today's lesson?
Grading.
Homework: come up with a Sinkwine on the theme of "Sacrament".
Preview:
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Preview:
Open lesson of the Russian language in the 5th grade.
Lesson topic: "Repetition of what was learned in the section" Lexicology and phraseology. "
Objectives:
Generalization and systematization of knowledge gained in the process of studying this topic;
Enrichment vocabulary students;
Formation of the ability to use words in speech in accordance with their lexical meaning;
Arouse personal interest in the subject; educate a creative person.
Equipment: textbook "Russian language. Practice. 5th grade", ed. VV Babaytseva, dictionaries, cards, crossword puzzle.
During the classes:
1.Orgmoment.
Teacher: Good afternoon, guys. See what a wonderful spring day it is today. Let's smile at each other. I am pleased to see your faces, your smiles and I think that today's lesson will bring everyone the joy of communicating with each other. Our lesson is devoted to repetition of what was learned on the topic "Lexicology and phraseology." (Recording the date and topic of the lesson).
2. Work on the topic.
1) Goal setting:
Teacher: guys, carefully read the epigraph of today's lesson. This is a poem by the poet Kozlovsky.
Words can cry and laugh
Order, pray and conjure,
And, like a heart, bleed,
And indifferently breathe cold.
Call to become, and recall, and call
Able to word, changing the mood.
And curse and swear by the word
They admonish, and praise, and denigrate.
Who is the main character this poem? (Word). He will be discussed in today's lesson. I must say right away that our lesson will be extraordinary. Do you love to travel? Today we will make a fabulous journey to the islands and peninsulas of the amazing Lexico Sea. What do we need to take with us so as not to get lost? (Compass.) Your knowledge will serve as the compass. Like any fairy tale, our lesson begins with magic. Close your eyes and imagine: the sea, the waves are splashing.
The wind walks on the sea
And the boat urges
He runs to himself in the waves
With the sails raised.
2) But our ship is big, and it cannot sail only with the help of the wind. You need to "start" it. And since our lesson is fabulous, then you can only "start" the ship in a fabulous way. The ship will begin its journey only when you tell everything you know about the vocabulary. So what is vocabulary?
What is the name of the section of linguistics that studies the lexical composition of the language? (lexicology).
We know that every word means something. Match the word and its lexical meaning.
Rude, ill-mannered battle
Workshop for the repair and manufacture of clothes, shoes, firewood
Big, important fight, atelier battle
Pieces of wood used to heat the oven square
Rectangle whose sides are equal to the ignorant
And so that we do not get bored plowing the waves of the sea, dictionaries can be found in the cabin. Here are the dictionaries of the Russian language. In each of them words are given, but they are considered from different angles. The dictionaries reflect the vocabulary richness of the language. Here we see explanatory dictionaries, a dictionary of synonyms and antonyms. These dictionaries can be your friends and helpers.
3) Well, now we begin our journey.
Read this verse passage carefully and answer the question: Why did the ship run, but are the ship ordered to dock? If you are at a loss, refer to dictionaries.
The wind makes a merry noise, It can be seen from a distance.
The ship is running merrily Cannons are firing from the pier,
Past the island of the brawler ... The ship is ordered to dock.
And a familiar country
Students (read the definition from dictionaries) "Ship" and "ship" are synonymous words, they are used for greater expressiveness.
Teacher. What else did you pay attention to? (ship is an ambiguous word) What is the general meaning of the words "ship" and "ship"? (vehicle for the transport of goods and people).
Teacher. So we met the first inhabitants of the magical land of Synonyms. What are synonyms? (these are words that are similar in meaning, but different in sound and spelling) In order not to anger the inhabitants of the island, and so that they show us the way further, we will fulfill their request - we will complete the tasks.
Students receive an assignment: listen to verse passages and finish sentences with words that are appropriate in meaning. (Written in notebooks)
1) Simple word gap:
In the theater for a few minutes
Until a new act begins
We call everything…. (intermission is a short break between performances or parts of a concert).
2) In the struggle, in work they are too tired,
Give tired ... (respite - short break.)
3) After the lesson, by all means
The guys need ... (break - a break between lessons).
4) Stopping something for a while,
We announce ... (break)
Teacher. What are these words? (Synonyms). What are synonyms for? Maybe you can do without them? (They are widely used in speech, in works of art. Literature to convey shades of thoughts, to make speech accurate and expressive and to avoid repetitions, enrich our speech, make it more diverse.)
4 ) So we passed the kingdom of Synonyms. It's time to move on. Our path lies on the Omonim peninsula. But something seems to me that we are a little lost on the way.
Oh guys, look, we have a note in front of us. Let's read it. “Dear Explorer Travelers! Welcome to our kingdom. We propose to find out the meanings of the following words: heat - cold. (Heat - hot, highly heated air, heat; cold - low temperature air). Now name our kingdom ..? That's right, you and I ended up in the kingdom of Antonyms. What are antonyms? (Words of the same part of speech with opposite lexical meaning.) We will have a little bit of trouble with these kings, because they are always at enmity. Let's try to captivate them by solving a crossword puzzle. We work in pairs. Guys, only after guessing the crossword puzzle, we will be able to visit the antonyms. You have pieces of paper with a crossword puzzle.
Fill it out by naming antonyms for the words suggested below. If everything is correct, then the crossword puzzle will serve as a key to enter. One at the blackboard.
1 paradise 2. Despair. 3.Light. 4. Approval. 5..the end. 6. Lies. 7. Quarrel.
5 )Teacher. Let's take a break, a breather, a break.
Our rest is a physical education minute,
Take your seats:
Once - sat down, twice - got up.
Everyone raised their hands up.
Sat down, got up, sat down, got up,
Vanka-vstanka seemed to be steel.
And then they started galloping (jumping in place)
Like my bouncy ball.
6) The kings are pleased with us and give us permission to continue on our way. And now we are sailing to the amazing peninsula - Omonimov. But they can let us in only if you remember what kind of mysterious inhabitants live here.
We are words from Russian speech,
From the native language!
They hear us the same way
They write us the same way.
But not only looks are important,
So take your time
Haste is not always needed
You get to the meaning. Like a filling
The meaning is hidden in the middle
Similar persons in spite of
We are far away in meaning.
Homonyms are words that are the same in sound and spelling, but different in lexical meaning.
Before you are cards, in a notebook you only need to write down the answer, which means this word.
- Plant, weapon (bow); 2) plant, clown (parsley); 3) hair, tool (braid); 4) dishes, headwear (bowler hat); 5) animals, mushrooms (chanterelles).
7) Teacher. Next, our ship moors to small islands. In the conversation of the inhabitants of the first island, you can hear such words as: chain mail, hussar, eye, right hand. What is the name of the island? (Island of obsolete words)
8) And on the neighboring island there are words that we smile upon hearing, such as: kochet, kazyuli, beetroot. What is this island? (Island of dialect words)
9) Well, the last island is characterized by such words: advance payment, barter, computer and others. How many guessed what it's called? What are neologisms?
Now we are going to play the game "Who is faster?" You need to write as many neologisms as possible in 1 minute. So, get ready, start!
10) Through a small isthmus we find ourselves in the country of Phraseology. What is phraseology? Phraseologism? Write down phraseological units and explain their meanings:
Peck your nose (fall asleep), insert sticks into the wheels (interfere), throw words to the wind (promise in vain), beat your thumbs up (mess around), run headlong (fast), there is nowhere for an apple to fall (a lot), to know by the teeth (good).
3. Summing up the lesson.
Teacher. Unfortunately, good things always come to an end. So our journey is coming to an end. And our ship is in a hurry back. We just have to remember once again what words are studied in the vocabulary?
4. Assessment of knowledge of students.
1) Paradise. 2) Despair. 3) Light. 4) Approval. 5) The end. 6) Lies. 7) Quarrel
"Communion in Russian" - In my opinion, the participle is the most rustling part of speech in Russian. The participles have a protector! And what did A.S. Pushkin think about the use of the participles? Get acquainted with the history of the appearance of the participle in Russian literary language... Shining, from the point of view of Lomonosov, sounds beautiful, and diving - some kind of horror!
"The Master and Margarita Lesson" - Immortality. Mediocrity. Work, suffer, love. "Manuscripts" of real creators "do not burn". Black magic. Woland. Lesson II: Creative laboratory. I don't believe in a lamp under the bus. Teacher Objectives: Based on your questionnaires, you almost all read the novel. The answer of the 4th group is very interesting: the Creator. Group work results:
"Sacrament lesson" - Real and Passive participles. In short passive participles, one letter "n" is written: read, told. Such words are called participles in grammar. Symbols can be offered in different colors. For example: A plucked flower has faded. - The flower was plucked. In this sentence, "sky" is the defined word.
"Lesson of the Sacrament" - Read the text. Syntactic function. Lesson 3. Check yourself: NOT with participles. 6 lesson. The pearl of Tatar music. Spelling suffixes. Punctuation for participle. Practice exercises for the spelling of participles. 7 lesson. The first production took place in 1941. Lesson Topics: Objectives: Formation of valid present and past participles.
"Communion Grade 10" - 2. Passive participle. Passionate. PARTICIPATION is a special form of the verb that denotes a sign of an object by action. Valid. Find and write down the participles, indicate the rank, highlight the suffix. From the base of the present V. 1. Verb 2. Passive participle 3. Adjective 4. Active participle.
"Participle as part of speech" - What is the condition for separating the participle. What signs can appear in the text in the presence of a participial turnover? Read the sentence. What tense (as a grammatical feature) does the participle lack? What is the peculiarity of the defined words in the 3rd and 5th sentences? The role of participles in speech. In the sentences from "Life ..." find participial phrases and explain punctuation.
Sinkwine was invented at the beginning of the 20th century by Adelaide Crapsy, an American poet. Inspired japanese haiku and tanka, Crapsi devised the form of a five-line poem, also based on counting the syllables in each line. The traditional one invented by her had a syllable structure of 2-4-6-8-2 (two syllables in the first line, four in the second, and so on). Thus, in total, the poem should have been 22 syllables.
Didactic syncwine was first used in American schools. Its difference from all other types of syncwine is that it is based not on counting syllables, but on the semantic assignment of each line.
The classic (strict) didactic syncwine is built like this:
, one word, noun or pronoun;
second line - two adjectives or participlesthat describe the properties of the theme;
third line - or gerunds, telling about the actions of the topic;
fourth line is a four-word sentenceexpressing the personal attitude of the author of the syncwine to the topic;
fifth line - one word (any part of speech), expressing the essence of the topic; a kind of summary.
The result is a short, non-rhymed poem that can be devoted to any topic.
At the same time, in didactic syncwine, you can deviate from the rules, for example, main topic or a resume can be formulated not in one word, but in a phrase, a phrase can consist of three to five words, and actions can be described by compound ones.
Compilation of syncwine
Coming up with syncwines is quite a fun and creative activity, and it does not require special knowledge or literary talents. The main thing is to master the form well and "feel" it.
For training, it is best to take as a topic something well known, close and understandable to the author. And start with simple things. For example, let's try to compose a syncwine using the example of the "soap" theme.
Respectively, first line - "soap".
Second line- two adjectives, properties of the subject. What soap? You can list in your mind any adjectives that come to mind and choose two that apply. Moreover, it is possible to describe in syncwine both the concept of soap in general (foaming, slippery, fragrant), and the specific soap that the author uses (baby, liquid, orange, purple, etc.). Suppose the soap is “transparent, strawberry” as a result.
Third line- three actions of the subject. Here schoolchildren often have problems, especially when it comes to syncwines dedicated to abstract concepts. But it must be borne in mind that actions are not only actions that an object produces by itself, but also what happens to it, and what effect it has on others. For example, soap can not just lie in a soap dish and smell, it can slip out of your hands and fall, and if it gets into your eyes, it can make you cry, and most importantly, people wash with it. What else can soap do? Let's remember and choose as a result three verbs. For example, like this: "Smells, washes, bubbles."
Fourth line - the personal attitude of the author to the topic of syncwine. Here, too, sometimes problems arise - what kind of personal attitude can there be to soap if you are not a fan of cleanliness, who really likes to wash or not, who hates soap. But in this case, personal attitude means not only the emotions experienced by the author. It can be associations, and something that, according to the author, is the main thing in this subject, and some facts from the biography related to the theme of syncwine. For example, the author once slipped on soap and broke his knee. Or I tried to make soap myself. Or he associates soap with the need to wash hands before eating. All this can become the basis for the fourth line, the main thing is to put your thought in three to five words. For example: "Wash your hands before eating." Or, if the author at some point in childhood tried to lick a soap with a tasty smell - and was disappointed, the fourth line may be: "Smell, taste is nasty."
And finally last line - summary in one or two words. Here you can re-read the resulting poem, ponder over the resulting image of the object and try to express your feelings in one word. Or ask yourself the question - why do you need this item at all? What is the purpose of its existence? What is its main property? And the meaning of the last line strongly depends on what has already been said before. If the fourth line of syncwine is about washing hands before eating, the logical conclusion would be "cleanliness" or "hygiene." And if the memories of the bad experience of eating soap - "disappointment" or "deception."
What happened in the end? An example of a classic didactic syncwine of a strict form.
Soap.
Transparent, strawberry.
Washes, smells, bubbles.
The smell is sweet, the taste is nasty.
Disappointment.
A small but entertaining poem in which all children who have ever tasted soap will recognize themselves. And in the process of writing, we also remembered the properties and functions of the soap.
After practicing on simple subjects, you can move on to more complex, but well-known topics. For training, you can try to compose a syncwine on the theme of "family" or a syncwine on the theme of "class", poems dedicated to the seasons, and so on. And the cinquain on the theme "mom", composed by primary school students, can become a good basis for a postcard in honor of the 8th of March. And the texts of syncwines written by students on the same topic can form the basis for any general class projects. For example, for Victory Day or New Years, schoolchildren can make a poster or a newspaper with a selection of thematic poems written by themselves.
Why make up a syncwine at school
Composing syncwine is a rather exciting and creative activity, which, for all its simplicity, helps children of all ages to develop systemic thinking and analytic skills, isolate the main thing, formulate your thoughts, expand your active vocabulary.
In order to write a syncwine, you need to have knowledge and understanding of the subject - and this, plus everything, makes writing poems an effective form of testing knowledge in almost any subject of the school curriculum. Moreover, writing syncwine in biology or chemistry will take less time than a full-fledged one. test... A syncwine on literature, dedicated to any of literary heroes or literary genre, will require the same intensive work of thought as writing a detailed essay - but the result will be more creative and original, faster (5-10 minutes is enough for children who have mastered the form well to write syncwine) and indicative.
Sinkwine - examples in various subjects
Sinkwine in Russian can be devoted to different topics, in particular, you can try to describe parts of speech in this way.
An example of a syncwine on the topic "verb":
Verb.
Reflexive, perfect.
Describes the action, conjugates, commands.
Usually a predicate in a sentence.
Part of speech.
In order to write such a syncwine, I had to remember what forms the verb has, how it changes, what role it plays in the sentence. The description turned out to be incomplete, but nevertheless it can be seen from it that the author remembers something about verbs and understands what it is.
In biology, students can write syncwines dedicated to specific species of animals or plants. Moreover, in some cases, to write a syncwine in biology, it will be enough to master the content of one paragraph, which allows you to use syncwine to test the knowledge gained during the lesson.
An example of a syncwine on the "frog" theme:
Frog.
Amphibian, chordate.
Jumps, spawns, catches flies.
He sees only what is moving.
Slippery.
Syncwines on history and social studies allow students not only to systematize their knowledge on the topic, but also to feel the topic deeper, "pass" it through themselves, and formulate their personal attitude through creativity.
For instance, sinkwine on the theme of "war" could be like this:
War.
Terrible, inhuman.
Kills, destroys, burns.
My great-grandfather died in the war.
Memory.
Thus, cinquain can be used in the study of any subject of the school curriculum. For schoolchildren, composing thematic poems can become a kind of "creative pause" that brings a pleasant variety to the lesson. And the teacher, having analyzed the creativity of the students, can not only assess their knowledge and understanding of the subject of the lesson, but also feel the attitude of the students to the topic, understand what interested them the most. And, perhaps, make adjustments to the plans for further studies.
The compilation of syncwines - short, non-rhymed poems - became in recent times a very popular type of creative assignment. Both schoolchildren and students of advanced training courses and participants in various trainings face it. As a rule, teachers ask you to come up with a syncwine for a given topic - to a specific word or phrase. How to do it?
Syncwine writing rules
Sinkwine consists of five lines and, despite the fact that it is considered a kind of poem, the usual components of a poetic text (the presence of rhymes and a certain rhythm) are not obligatory for it. But the number of words in each line is strictly regulated. In addition, when compiling a syncwine, certain parts of speech must be used.
Syncwine construction scheme is this:
- first line - syncwine theme, most often one word, a noun (sometimes two-word phrases, abbreviations, names and surnames can act as a topic);
- second line - two adjectivescharacterizing the topic;
- third line - three verbs (actions of an object, person or concept designated as a topic);
- fourth line - four words, a complete sentence describing the author's personal relationship to the topic;
- fifth line - one wordsummarizing syncwine as a whole (conclusion, summary).
Deviations from this rigid scheme are possible: for example, the number of words in the fourth line can vary from four to five, including or not including prepositions; instead of "lonely" adjectives or verbs, phrases with dependent nouns and so on are used. Usually, the teacher giving the task to compose the cinquain decides for himself how rigidly his wards should adhere to the form.
How to work with syncwine theme: first and second lines
Let's consider the process of inventing and writing a syncwine using the example of the "book" theme. It is this word that is the first line of the future poem. But the book can be completely different, how can you characterize it? Therefore, we need to concretize the topic, and the second line will help us with this.
The second line contains two adjectives. What is the first thing that comes to mind when you think of a book? For example, it can be:
- paper or electronic;
- sumptuously intertwined and richly illustrated;
- interesting, exciting;
- boring, difficult to understand, with a bunch of formulas and schemes;
- old, with yellowed pages and grandma's inked margins, and so on.
The list can be endless. And here it should be borne in mind that there can be no "correct answer" - everyone has their own associations. From all the options, choose the one that is most interesting for you personally. This can be an image of a specific book (for example, your favorite children's books with bright pictures) or something more abstract (for example, "books of Russian classics").
Now write down two signs for “your” book. For instance:
- exciting, fantastic;
- boring, moralizing;
- bright, interesting;
- old, yellowed.
Thus, you already have two lines - and you already quite accurately represent the "character" of the book you are talking about.
How to come up with the third line of syncwine
Third line - three verbs. Here, too, difficulties may arise: it would seem, what can a book "do" by itself? Publish, sell, read, stand on the shelf ... But here you can describe both the impact that the book has on the reader, and the goals the author set for himself. A "boring and moralizing" novel, for example, can educate, moralize, tire, drive into sleepetc. "Bright and interesting" book for preschoolers - entertains, interests, teaches to read... An exciting fantasy story - fascinates, excites, awakens the imagination.
When choosing verbs, the main thing is not to deviate from the image that you outlined in the second line and try to avoid single-root words. For example, if you described a book as exciting, and in the third line wrote that it was “fascinating”, you will feel like you are “marking time”. In this case, it is better to replace one of the words with a similar one in meaning.
Formulating the fourth line: attitude to the topic
The fourth line of syncwine describes the "personal relationship" to the topic. This causes particular difficulties for schoolchildren, who are accustomed to the fact that the attitude must be formulated directly and unequivocally (for example, “I have a good attitude to books” or “I think books are useful for raising the cultural level”). In fact, the fourth line does not imply evaluativeness and is worded much more freely.
In fact, here you need to briefly outline what is most important for you in the topic. It may relate personally to you and your life (for example, “ I started reading at the age of four" or " I have a huge library", or " I hate to read"), but this is optional. For example, if you think the main drawback of books is that a lot of paper is used for their production, for the production of which forests are cut down, you do not need to write "I" and "condemn". Just write that “ paper books - tree graves" or " book production destroys forests”, And your attitude to the topic will be clear enough.
If you find it difficult to immediately formulate a short sentence - first state your idea in writing, without thinking about the number of words, and then think about how you can shorten the resulting sentence. As a result, instead of “ i love science fiction novels so much that I often can't stop myself and read them until the morning"Can turn out, for example, like this:
- i can read until the morning;
- i often read all night long;
- i saw a book - I say goodbye to sleep.
How to summarize: the fifth line of syncwine
The task of the fifth line is to briefly, in one word, summarize all the creative work on writing syncwine. Before you do this, rewrite the previous four lines - a practically finished poem - and re-read what you get.
For example, you thought about the variety of books, and you came up with the following:
Book.
Artistic, popular science.
Enlightens, entertains, helps.
So different, each has its own.
The result of this statement about the infinite variety of books can be the word "library" (a place where many different editions are collected) or "diversity".
In order to isolate this "unifying word", you can try to formulate the main idea of \u200b\u200bthe resulting poem - and, most likely, it will contain the "main word". Or, if you are used to writing "conclusions" from essays, first formulate the conclusion in the form you are accustomed to, and then highlight the main word. For example, instead of “ thus we see that books are an important part of culture", Write simply -" culture ".
Another common version of the ending of syncwine is an appeal to one's own feelings and emotions. For instance:
Book.
Thick, boring.
We study, analyze, cram.
Classics are a nightmare for every student.
Yearning.
Book.
Fantastic, addicting.
Delights, tightens, deprives you of sleep.
I want to live in a world of magic.
Dream.
How to quickly write syncwines on any topic
Composing syncwines is a very exciting experience, but only if the form is well mastered. And the first experiments in this genre are usually given with difficulty - in order to formulate five short lines, one has to rather seriously strain.
However, after you have come up with three or four syncwines and mastered the algorithm for writing them, it usually goes very easily - and new poems on any topic are invented in two or three minutes.
Therefore, in order to quickly compose syncwines, it is better to work out the form on relatively simple and well-known material. As a workout, you can try to take, for example, your family, home, any of your relatives and friends, or a pet.
Having coped with the first syncwine, you can work out a more difficult topic: for example, write a poem dedicated to any of the emotional states (love, boredom, joy), time of day or season (morning, summer, October), your hobby, hometown etc.
After you write several such "trial" works and learn how to "package" your knowledge, ideas and emotions in a given form, you can easily and quickly come up with syncwines on any topic.
ІІ level. (3 tasks) (standard) “4” 1. Read, determine the type of participle. It is necessary to study good, calm, intelligent speech for a long time and attentively, listening, memorizing, noticing, reading. 2.From the given imperfective and perfective verbs. Tighten, think, defend, finish, stand, talk, do, watch, watch. 3. Make an optional syncwine on the topic “Verb” “Communion”, “Germanic participle”, “Verb”.
Slide 12 from presentation "Repetition of the participle and gerunds"... The size of the archive with the presentation is 1911 KB.Russian language grade 10
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