Golden rain according to sweetness. III. Linguistic text analysis

Subject:Linguistic analysis of the text. Presentation of miniatures written by students.

Abrarova Zulfiya Gabdrakhmanovna - teacher of the Russian language and

literature.

The purpose of the lesson:

To teach children how to conduct linguistic analysis of the text;

To promote the development of a sense of the word and the desire to create their own verbal works;

To interest students in the analysis of the text carried out in the lesson, while maintaining its holistic perception;

Self-disclosure of students through the presentation of their written works;

Formation of the ability to speak to an audience, to talk about linguistic issues.

Preparing for the lesson.

Before the start of the lesson, it is necessary to prepare a special handout material - text N. Sladkova "Golden Rain", pinned to a double notebook sheet in such a way that the page on the right is free. On it, the guys in the course of working with the text will make the necessary notes together with the teacher. It is desirable to write each sentence of the text on a new line for ease of analysis.

During the classes.

Organizing time.

Psychological preparation for the topic of the lesson.

Sample questions for conversation:

What season do you like the most and why?

How do you feel about autumn?

What do you like most about autumn changes in nature?

What signs of autumn can you name? How would you tell about this time of year, for example, to the inhabitants of the tropics who do not know what autumn is in our understanding?

Do all people perceive autumn and the changes that occur at this time of the year in the same way?

Teacher. So, each of us sees the changes taking place in nature, but reacts to them differently. Someone's heart aches at the sight of birds flying south and the sad rustle of leaves underfoot, someone admires the extraordinary beauty of the motley autumn forest. Someone is indifferent to these changes. But there are people who see everything. What is happening around them is surprisingly bright and distinct, reacting to the slightest changes in nature. And if such a person, in addition to everything, is endowed with a sense of the word, then he expresses his feelings, thoughts, moods on paper, as writers do. Thanks to this, you and I can sympathize, co-think, empathize, rejoice, reading: “A sad time! Oh charm! Your parting beauty is pleasant to me ... ". But reading the poems of one, another, third poet, the description of autumn by different writers, we see that autumn is different for everyone. Our task today is to turn to several works dedicated to autumn. And we will start with one sketch of the writer Nikolai Sladkov, whose work I really love. We will try to understand the peculiarities of his perception of autumn, to see the originality of his speech, to understand how he manages to speak about the ordinary, everyday in such an unusual and beautiful way.

Introduction to the text.

The teacher reads the text expressively.

Golden Rain.

And before that they were filled and saturated with the sun, that by autumn they themselves became like the suns - crimson and gold.

They poured, became heavy and flowed. Orioles flew in the wind. They jumped squirrels over the knots. They rushed like martens on the ground. Golden rain rustled in the forest.

A drop clicks on a leaf - the leaf falls off. Tits on a branch are brought in - leaves will splatter on the sides. Suddenly the wind will fly in - a motley tornado will spin. And if the clumsy scythe breaks in on the fly, a sparkling waterfall will gush.

The leaves rustle, scrape, murmur. Leaves fly, sway and run. Leaves above, below and around.

Noisy golden rain.

N. Sladkov.

4. Linguistic analysis of the text.

What is the text about? (About leaf fall.)

How did you understand that the text is about leaf fall, because this word is never used in the text? (According to the meaning of the text.)

How do you think. And why does the author call the leaf fall "golden rain", why not just say it? (N. Sladkov wanted to show that the usual annual phenomenon - leaf fall - is unusual and surprisingly beautiful, for which he did not use the word itself, which displays a natural phenomenon, but created an image of leaf fall.)

We need to figure out how the writer managed to create such an image, what magic he possesses, that we understand what is at stake. The unusual begins with the first sentence:All summer the leaves exposed their palms and cheeks, backs and tummies to the sun. “Translate” the author’s words into ordinary language (students talk in their own words about the changes in nature that occur in the fall). Look how verbose our “translation” turned out to be, and N. Sladkov has everything in one sentence!

Let's try differently. I will read this sentence to you, keeping all the words in it, but slightly changing them:All summer long, the leaves exposed their palms and cheeks, backs and bellies to the sun. Has anything changed in the offer? (The image of a small, pretty, defenseless creature disappeared, collapsed.)

Why did this happen? What did I change in the proposal? (Diminutive - petting suffixes disappeared from the words, and the sentence lost its charm and meaning.)

It turns out that suffixes play a big role despite being so small. Without them, the sentence loses its meaning and beauty, and you have a natural reaction - laughter.

We read the following sentence:And so filled and saturated with the sun that by autumn they themselves became like the sun, crimson and gold. What picture does the author paint for us with this one sentence? (The author describes leaves that have changed color by autumn.)

Give scientific explanation why green leaves in summer change their color in autumn (under the influence of the sun, chlorophyll is produced in the leaves, which gives the leaves green color. By autumn, the sun shines less and weaker, chlorophyll ceases to form, and the leaves change color).

And then a complete surprise. "They poured, became heavy and flowed. Why did such an unusual and, at first glance, inappropriate word “flow” appear? Why didn't it "drip"? (The verb “dripped” conveys the actions of single phenomena, and the verb “flowed” conveys the actions of a continuous stream.)

And then something quite unusual.“They flew like orioles… Jumped squirrels… Rushed like martens…”. How so?Poured, weighed down, it means that they became clumsy, clumsy, slow, and they flew, jumped, rushed! Maybe the author made a mistake? (No, I was not mistaken. The leaves, about which the author writes, retained their lightness. They were saturated, poured not with weight, but with color. They acquired the characteristic colors of the sun:crimson and gold.)

Why does the author use such different verbs to convey the action of the leaves? (Each leaf for the author is an individuality, a personality, a unique creation of nature both in form and in character. “Characters” are different, so they act differently.)

Doesn't this contradict the image of rain? After all, the autumn rain is monotonous, tedious, dreary and monotonous. (There is no contradiction. N. Sladkov’s rain is unusual, golden. He confirms this with the following sentence:Golden rain rustled in the forest.)

Why do verbs come first in all these sentences, since the author draws an image for us, a picture of the “golden rain” (the main thing is not even the picture itself, but the actions taking place in the picture.)

Imagine yourself as photographers and cameramen (by options). "Remove" the painting "Golden Rain". Who will have it more fully? (A photograph is static, it does not reflect the actions, changes taking place in nature, it captures one moment in the life of nature. A film shot by a cameraman is dynamic, it can show movements, changes in nature.)

Indeed, N. Sladkov's rain is not monotonous and monotonous. Every minute changes take place in the forest, there is its own special, mysterious, amazing life, and the author draws it for us with the words:

A drop click t - the leaf will fall off ...

Tits are brought in - leaves splash ...

The wind will fly - a tornado will spin ...

Kosach will break in - a waterfall will gush.

Who noticed the features, "highlights" of this picture? (Firstly, the leaves respond to each action in nature in their own way; secondly, everything goes in ascending order: the stronger the impact, the more leaves fall from the tree).

Pay attention to the nouna drop. Choose verbs that describe actions that can bemake a drop . (It will drip, spread, dry, fall ...) But none of you named the verbclick. And what can click? (Birds, scourge, door lock...) Why does Sladkovdrop click? (Leaves are dry in autumn, and the impact of a raindrop on a dry, stretched leaf sounds like a click.)

Consequently, the author gives us not only a visible, but also a sound picture. Read this text each aloud, quietly, listening to the sounds of the text. Who has the most sensitive hearing? What did you hear? (An abundance of hissing, whistling sounds, which corresponds to the autumn rustle, rustle.)

Let us return to the last four proposals under consideration. I read them in an abbreviated version to highlight the actions, but something very important was lost in such a reading. What? (A tornado is colorful, a kosach is clumsy, a waterfall is sparkling.)

Why are these words so important? (They help to more vividly and fully present the picture described by the author.) And not only the picture. Say how the adjective characterizesclumsy kosach? (With help this definition the nature of the movements of this bird is shown.) And what is the role of the verb in this sentence? (The verb complements the characteristics of the bird: not justsit down, but break.)

We see that for N. Sladkov, not only words are important, but also the choice of a word or phrase. Wordsbreak in and clumsy correspond to each other and make the characteristic of the kosach more expressive.

We have already emphasized that Sladkov's rain is not ordinary, but golden. Consider the following suggestions:“The leaves rustle, scrape, murmur. Leaves fly, sway and run. Leaves above, below and around. How does the author emphasize the difference between ordinary rain and “golden”? (With the help of verbs denoting various actions and adverbs.)

Leaves... leaves... leaves. Three sentences - three repetitions of the word. At school they teach that repetitions should be avoided, replaced with synonyms. Let's edit this piece, get rid of annoyingly repetitive words. (This is not necessary, since repetitions in this case are justified, necessary. They show an abundance of autumn leaves, the height of leaf fall.)

-- "Golden Rain" , - this is how the writer ends the autumn miniature. There is a fall of leaves, an amazing phenomenon in nature that occurs in autumn continues. We saw how N. Sladkov reflected one of the phenomena of autumn - leaf fall. So other writers do not copy life phenomena, do not photograph them, but transform, show in accordance with their ideals, moods, feelings, in accordance with the plan. artwork.

Let's see how autumn is depicted in other works by other authors.

Acquaintance of students with poems on the theme of autumn.

(A pre-prepared handout is used.)

Offended girl autumn

leaving,

Picking flowers...

And the bare willow looms

Above the blue of the cold grass.

And autumn.

Like a girl crying

Over a scattering of scarlet foliage.

(F. Vasiliev)

Autumn sends leaves

golden flock,

Not simple, golden

I read sheets.

Flew onto the porch

Golden letter.

I am sitting and reading.

(A. Barto)

Golden autumn, wait a little!

Do not go beyond the forests and mountains!

Your amber earrings glow,

Golden beads glitter on the chest.

In golden boots, the legs are small,

The golden handkerchief twists to the brim,

And pigtails, like my sister,

My sister, little Gulru...

(G. Suleimanova)

Forest, like a painted tower,

Purple, gold, crimson,

Cheerful, colorful wall

Standing over a bright meadow...

The forest smells of oak and pine,

During the summer it dried up from the sun.

And autumn is a quiet widow

He enters his motley tower.

(I. Bunin)

(The guys note that F. Vasilyev has an offended girl in autumn, A. Barto has a postman sending letters - leaves. G. Suleimanova has a beautiful girl, I. Bunin has a quiet widow. Children also name the signs of each image of autumn. )

Collection of material for writing.

Now we ourselves will try to become writers, and we will write about autumn, but each in our own way. Let's imagine autumn in various images and name the necessary attributes of each image (children represent autumn the sorceress (magic wand, words - spells, invisibility hat), autumn the artist (features of the autumn palette, an amazing brush with which the artist creates an annual miracle), autumn-postman (autumn's helpers are the autumn cold wind and birds flying south), autumn-hooligan (sets fires on trees, scatters heaps of collected leaves, splashes with cold rain), some see autumn as a zealous mistress, harsh, but fair, others - evil an old woman, others - a beggar; the children's imagination has no end: autumn is a cheerful minx, a spoiled woman; autumn is a beauty, a hard worker, a robber, a mischievous girl, Kind fairy, insidious witch, etc.)

Choosing the image you like and writing a miniature.

Improving written and creating little books.

Work on miniatures can last more than one day. The teacher, receiving the work of sixth graders, looks through them, points out shortcomings, mistakes, says how to make the miniature better, more interesting, suggests the right word or image. It is necessary that the child perceives editing not as a punishment, but as a necessary link creative work(After all, writers also rewrite, rewrite their work many times!) For such work, such an incentive as “publication” can be provided the best essays about autumn in the form of baby books with illustrations by the students themselves.

Application

to participate in the Republican competition methodological developments additional education children

Territory Republic of Tatarstan, Aksubaevsky municipal area, With. Old Kiyazly

Nomination - socio-pedagogical

Competitor information:

Full name - Abrarova Zulfiya Gabdrakhmanovna

Date of birth - 2.01. 1963.

Place of work, position - MBOU "Starokyazlinskaya secondary school", teacher

Address of the place of work, phone - st. Central, 57, 4-20-40

Home address, telephone - st. Central, 12.

Information about education - higher, KSPI, istfilfak

Work experience - 27 years

The name of the methodological development is "Linguistic text analysis"

Supervisor educational institution ____________________________

Signature and seal

Lesson type: The development of speech.

Goals:

• promote the conscious participation of students in educational process;
• teach analysis artistic text;
• develop students' speech, develop a creative approach to the task;
• instill in students a love for nature and respect for it.

Lesson structure:

1. Intrigue.
2. Control and preparatory stage "Repetition with the expansion of knowledge."
3. Theme movement.
4. Understanding the results of the work.

During the classes

I. Intrigue.

Introduction by the teacher.

Guys, I hope that you are waiting with great interest for lessons in the development of speech, lessons in which we learn to think and speak. Today we will work with short story Nikolai Sladkov - a man passionately in love with nature. We will see how the plot develops, how the artist of the word leads the reader along unexplored paths to reveal the great secrets of nature. These roads are not easy. Today we will go to this hard way. The story-sketch "Golden Rain" will explain a lot to inquisitive researchers and lovers of the beauty of nature.

II. Control and preparatory stage "Repetition with the expansion of knowledge."

Teacher. Before starting work on the text, it is necessary to repeat the material covered, that is, to repeat what we already know about language and speech. Let's try to draw conclusions from the work done earlier and answer the questions:

Why does a person need a language? (Language is needed to transfer thoughts from one person to another, for communication, mutual understanding).

Is there a difference between language and speech?

What is the point of learning a language?

What forms of speech do you know?

What types of speech are monologue speech divided into?

What does each type of speech mean?

What do you think is the theme of the text? (Events, phenomena, characters taken by the writer from life and described truthfully or in the form of a fabulous, allegorical plot).

What is the idea of ​​a work called? (An idea is a thought expressed in words)

III. Theme movement.

1. Reading the text.

(Text reproduced for each student).

Golden Rain.
All summer the leaves exposed their palms and cheeks, backs and tummies to the sun. And before that they were filled and soaked with the sun that by autumn they became like the suns - crimson and gold.
They poured, became heavy and flowed.
Orioles flew in the wind. They jumped squirrels over the knots. They rushed like martens on the ground.
Golden rain rustled in the forest.
A drop clicks on a leaf - the leaf falls off. Tits on a branch are brought in - leaves will splatter on the sides. The wind will suddenly fly - a motley tornado will spin. And if a clumsy kosach breaks into the branches from the fly, a sparkling waterfall will gush.
The trees are knee-deep in leaves.
Christmas trees were decorated with leaves, ferns warmed under the leaves, mushrooms hid under the leaves.
The leaves rustle, scrape, murmur.
Leaves fly, sway and run.
Leaves above, below and around.
Noisy golden rain.

Teacher. There is no doubt that we have a text before us, and yet under what conditions did we recognize this? Suggested answer.

First of all, because it is a complete statement. It has a summary of events and an ending. All together it is one whole. It also meets the second condition of the text: all sentences in it are connected grammatically and in meaning. Narrative text sketch: it talks about actions that follow one after another.

Vocabulary work.

narration - narrate, news, news, notice, omen.

2. Task.

• Write out words with an unstressed vowel in the root from the first paragraph and write test words next to them.
• Write out verbs 1 and 2 of conjugation, two for each.
• Write out the noun with a preposition and prove the separate spelling.

Teacher. Guys, what is the theme of this story? It is easy to make a mistake in answering this question. It is easiest to say: "Golden rain" - such is the name of the story, such is its theme.
Read in "School explanatory dictionary» Dictionary entries dedicated to the word «Golden».

Golden -oh, oh.

1. cm. gold.
2. in meaning noun gold, - wow, m. Coin of gold, chervonets.
3. Gold color, brilliant yellow. Golden curls. Golden autumn (autumn time, when yellowing leaves are especially bright).

Now let's think, what is the main idea of ​​this text? It's not easy to understand main idea a work that follows from many details of the plot, in order to express it, we must identify the author’s idea of ​​​​how he sees this unique season - autumn, and return to some details that we may have missed.

So, in any work there is:

• secondary, side thoughts;
• main idea that the author wants to convey to the reader.

Teacher. I will name some thoughts, and you think about which of them is the main one, and which is secondary.

1. It is good to wander along the winding path of the autumn forest, and listen to the leaves rustle under your feet.
2. Still, it's sad that autumn has come. Soon the trees will lose their magnificent decoration.
3. Leaves swirl slowly in the air. It is interesting to watch the fall of the leaves and feel the joy of the autumn beauty that brings to the world.
4. The grass turned yellow and leaned towards the ground, only the golden leaves are pleasing to the eye.

Teacher. So, let's write down the movement of the plot: from "the leaves were soaked in the sun in the summer" - to "they poured, became heavy and flowed." From "they flew, jumped and rushed" - to "the golden rain rustled in the forest."

Main idea of ​​the story- not in how the forest is deprived of its elegant decoration, but in human satisfaction, to feel the joy of the magical beauty of autumn, that at such a moment bright sadness looks into our souls, and we are sad and think about the meaning of life and our destiny on this amazing earth.

Teacher. Guys, if the topic is “golden rain”, then the writer needed to show what changes have occurred in nature. How has the forest changed?(Knee-deep trees in leaves, Christmas trees were decorated, ferns warmed up, mushrooms hid) . Have you ever watched a leaf fall?(Children share their observations and impressions).

To convey his impression, the writer resorted to artistic means of expressiveness - epithets, comparison, metaphor, personification.

Record.

• Epithet- figurative, colorful definition of an object or action.
• personification- this is the endowment of inanimate objects with signs and properties of a person (person).
• Metaphor- transferring the name from one object to another based on similarity (hidden comparison).
• Comparison- a comparison of two objects, joined by unions like, exactly, as if, as if others; helps to reveal the described object brighter, deeper. Separated by commas.
• Comparison- this is an artistic technique of figurativeness and expressiveness of our speech.

And now once again carefully reread the text and find the means artistic expressiveness. What purpose do they serve?

(Compilation of the table with the help of the teacher)

Teacher. Guys, did you like the language of N. Sladkov? How?(Colourfulness, figurativeness, non-standard, mastery of fantasy).

IV. Let's summarize the lesson.

I hope you enjoyed our lesson. Today I realized that there are many artists among you who feel the beauty of the word and great love for their native nature.

All summer the leaves exposed their palms and cheeks, backs and tummies to the sun. And before that they were filled and saturated with the sun, that by autumn they themselves became like the suns - crimson and gold.

They poured, became heavy - and flowed.

Orioles flew in the wind. They jumped squirrels over the knots. They rushed like martens on the ground.

Golden rain rustled in the forest.

A drop clicks on a leaf - the leaf breaks. Tits on a branch are imported - leaves will splatter on the sides. The wind will suddenly fly - a motley tornado will spin. And if a heavy kosach breaks into the branches from the fly, a sparkling waterfall will gush.

The trees are knee-deep in leaves.

Christmas trees were decorated with leaves.

The ferns warmed up under the leaves.

Mushrooms hid under the leaves.

The leaves rustle, scrape, murmur. Leaves fly, jump, swim. Leaves sway on cobwebs. Leaves above, below and around.

Noisy golden rain.

SEWER

Winter is on the nose, it's time to change a T-shirt for a fur coat, sandals - for felt boots. The animals thought: where to get a fur coat? And the Fox is right there:

To me, to me, welcome, hurry up. I have sewing "Seven skins". I will please everyone!

The Hare jumped first:

Hurry up, Fox, snow from day to day and look, and I'm in a summer sleeveless jacket. I won’t get a tooth on a tooth, but not from the cold, but from fear: I’ll be good in the dark on white snow! Can you get me a protective coat - white as a snowball?

It's like wagging my tail! Lisa answers. - Just take a measurement, jump closer to me ...

What other measure? - the Hare was worried. - And you're in the eye.

I can’t do without measurements, - Lisa answers. I can't believe my eyes, I need to feel it. Who is next?

The squirrel on the Christmas tree chirps:

For me, Fox, make a squirrel fur coat, warm, winter. And a ponytail so fluffy, but don’t forget the tassels on the ears, and a white apron on the breast. My summer redhead got shabby. Chill…

Fu-you, well-you, what a freak! Lisa cooed. - Tassels for her, a ponytail, an apron ... And who should look at you in the forest? Well, okay, get off the tree, I'll take measurements.

Isn't it possible without a sample? Belka was scared.

Without trying on, I only do the Hedgehog: I stick the needles, and it's ready. Is there anyone else there?

An otter popped out of the water:

I, Lisa, need a warm and waterproof coat, made of water-repellent wool. I'm in the winter in the water-dampness, I'm in a fur coat and dive and swim!

I can and waterproof, - promises the Fox. - I can do everything! Get out on the shore, I'll take your measurements.

Are you just taking measurements?

What else?

I would be better off without measurements ... - Otter resists.

And why are you all so touchy? Lisa doesn't understand. - Or are you ticklish? They saw a fox coat on me - what a job! Furs, soft gold! Hunters can't take their eyes off her. And all because according to the measure. And she sewed a bear's fur coat, and a wolf's fur coat - they can't praise enough!

So it is so ... - the animals huddle. - Yes, we are not wolves and not bears. How would you not lose your last in your "Seven Skins". Together with the measure, look, and you will take off your head. It’s better that we, Lisa, can manage without your help, we ourselves will exchange a T-shirt for a padded jacket.

And they scattered in all directions. Lisa just clicked her teeth.

TERRIBLE INVISIBLE

A terrible invisible man appeared in the forest. Terrible things began to happen there. Someone ruthlessly tore the leaves from the trees. Someone crushed, mixed up and put herbs.

Birds disappeared without a trace - warblers, finches and blackbirds.

Yesterday they were still seen and heard, but today there is not a single one.

Animals and birds frightened hiding in the thicket.

But the invisible man found them there too. He did whatever he wanted, redrawing everything to his taste and style. He took and painted the hind legs of the hares white, as if he put white shorts on each hare. He made the red squirrels gray, the partridges white. Badgers, hedgehogs and raccoons were so intimidated that they hid in holes, hid under the roots of trees and did not show their nose. The forest dwellers were overwhelmed. Every day, terrible news in the forest. Frogs and toads disappeared somewhere. The butterflies and flies are gone.

Most of all, the underyearlings, those who have only recently been born, have been overwhelmed. They had not seen anything like it; here's to fear!

But what of the yearlings, if the old bear began to take a fancy to the lair in order to hide from the terrible invisible.

And the invisible wanders through the forests and fields, bends the trees, whistles, splashes the waves on the shores. It will soak the earth with rain, then it will cover it with frost. All roads, bridges broke, ditches flooded with water. And no one can do anything with him: he is not visible, he is invisible!

Pheasant BOUQUET

I shot a pheasant in the fall. He bent down to take it, and could not. I'm afraid to burn my hand! The pen burns: copper, bronze, purple!

Firebird, and nothing more.

My first-grader daughter picked up the pheasant by the wing and said:

Oh dad, what have you done!

And I'm not happy myself.

You can’t revive a pheasant, I tell my daughter, let him at least serve science! Let's write down its size and color and see what it eats?

The goiter of the pheasant was tightly stuffed with insects, berries and seeds. I put all this into separate piles and began to look at what the pheasant eats in the fall. I identified the insects quickly. There were grasshoppers, grasshoppers and ants. Berries were also easy to recognize - one purple blackberry. But the seeds are a disaster! Try to figure out what plants they come from!

It was a pity, but I had to pour the seeds into a matchbox and put them on the table. I wrote "seeds" on the box and left it until better times. Maybe there will be an expert, determine.

The winter has passed. Only in the spring I remembered about the boxes of seeds. Opened the box - empty!

I ask my daughter

Did you take the seeds?

You collect deadwood - it creaks, you cut down flyers for a pot - creaks, you lay spruce branches - everything creaks, creaks ...

And behind the crackling of the fire, a creak is heard, and behind the gurgling of tea. Through drowsiness, all night long - creaking and creaking.

By morning you already know why it creaks.

Then two trees grow closely, rested against each other with branches, one pushes the other away, shoves it away - that's what creaks. It happens that the wind will knock one another on the shoulders - both also creak.

Others look alive and well, but the core is rotten: a little breeze creaks. And then the snow will twist into an arc in winter - it cannot straighten up all summer long. It is bent, its shaggy head buried in the ground, - it also creaks.

I heard a lot of creaking through the woods. There is no grove, no pine forest and no oak forest, wherever the tree does not creak. And each in a special way. And each about its own ...

GOALS:

1. to teach students how to conduct linguistic analysis of the text;
2. reveal artistic means, used by the author in the text proposed for analysis;
3. determine their role in revealing the ideological and artistic content of the text;
4. to promote the development of a sense of the word and the desire to create their own verbal works;
5. to interest students in the analysis of the text carried out in the lesson, while maintaining its holistic perception;
6. continue to work on the formation of the ability to speak to an audience, talk about linguistic issues, work in a group.

I. Psychological preparation for the topic of the lesson.

(Music sounds - P.I. Tchaikovsky's "The Seasons" ("October") and a slide show about autumn).

Today in the lesson we will talk about autumn again. Remember, we have already considered poetic texts dedicated to autumn (poems by A.S. Pushkin and A.A. Fet), described the picture of S.Yu. Zhukovsky "Autumn. Veranda”, shared their impressions of autumn in the essay “You never know what can be done in the forest”.

What signs of autumn can you name? How would you tell about this time of year, for example, to the inhabitants of the tropics who do not know what autumn is in our understanding?

So, each of us sees the changes taking place in nature, but we react to them in different ways. Someone's heart aches at the sight of birds flying south, and the sad rustle of leaves underfoot, someone admires the extraordinary beauty of the motley autumn forest, someone is indifferent to all these changes. But there are people who see everything that happens around them, surprisingly bright and distinct, react to the slightest changes in nature. And if such a person, in addition to everything, is endowed with a sense of the word, then he expresses his thoughts, feelings, moods in the way that writers do. Thanks to this, you and I can empathize, co-think, co-experience, rejoice, reading: “It’s a sad time! oh charm! Your farewell beauty is pleasing to me…” But reading the descriptions of autumn by different writers, we see that each of them has a different, special autumn. Today we turn to several works dedicated to autumn. And let's start with a wonderful sketch of the writer Nikolai Sladkov "Golden Rain". Try to understand the peculiarities of his perception of autumn, to see the originality of his speech, to understand how he manages to speak about the ordinary, everyday so unusually and beautifully.

II. Introduction to the text.

Golden Rain.

All summer the leaves exposed their palms and cheeks, backs and tummies to the sun.

And before that they were filled and soaked with the sun that by autumn they themselves became like the suns - crimson and gold.

They poured, became heavy and flowed. Orioles flew in the wind. They jumped squirrels over the knots. They rushed like martens on the ground. Golden rain rustled in the forest.

A drop clicks on a leaf - the leaf falls off. Tits on a branch are brought in - leaves will splatter on the sides. Suddenly the wind will fly in - a motley tornado will spin. And if the clumsy scythe breaks in on the fly, a sparkling waterfall will gush.

The leaves rustle, scrape, murmur. Leaves fly, sway and run. Leaves above, below and around.

Noisy golden rain.

N. Sladkov

III. Linguistic analysis of the text.

What is this text about? ( About leaf fall.)

How did you understand that the text is about leaf fall, because this word is never used in the text? ( According to the meaning of the text.)

Why do you think the author calls leaf fall “golden rain”, why not simply say: “Fall fall”? ( Sladkov wanted to show that the usual annual phenomenon - leaf fall - is unusual and surprisingly beautiful, for this he did not use the word itself, reflecting a natural phenomenon, but created an image of leaf fall.)

We need to figure out how the writer managed to create such an image, what magic he possesses, that we understand what is at stake. The unusual begins with the first sentence: ALL SUMMER THE LEAVES EXPOSED THEIR HANDS AND CHEEKS, BACKS AND TUMMY TO THE SUN. “Translate” the words of the author into ordinary language, call everything by its proper name.

Look how verbose our translation turned out to be, and Sladkov has everything in one sentence!

Let's do a linguistic experiment. I will read this sentence to you, keeping all the words, only slightly changing them: ALL SUMMER THE LEAVES EXPOSED THEIR HANDS AND CHEEKS, BACKS AND BELLIES TO THE SUN. Has anything changed in the offer? ( The image of a small, cute, defenseless creature disappeared.)

Why did this happen? What did I change in the proposal? ( Diminutive suffixes disappeared from the words, and the sentence lost its charm and meaning.)

We read the following sentence: AND BEFORE THEY HAVE FLOWED AND BEEN SOAKED WITH THE SUN, THAT BY THE AUTUMN THEY BECAME LIKE THE SUNS - PURPLE AND GOLD. What picture does the author paint for us with this one sentence? ( The author describes leaves that have changed their color by autumn.)

Give a scientific explanation why leaves that are green in summer change color in autumn ( Under the influence of the sun, chlorophyll is produced in the leaves, which gives the leaves their green color. By autumn, the sun shines less and weaker, chlorophyll ceases to form, and the leaves change color.)

We read further: POURED, WEAVED AND FLOWED. Why did such an unusual word DROP appear? Why not DROPPED? ( The verb DROPPED conveys the actions of single phenomena, and the verb FLOW - the action of a continuous stream. The author draws us a leaf fall in the form of a golden rain, not even rain, but a real downpour.)

Read the following sentences: FLYING ORIOLS ... JUMPING WITH SQUIRRELS ... FLIGHTING WITH MARTNES ... POURED, WEAVED, which means they became clumsy, clumsy, slow, and they FLYED, JUMPED, RUNNED! Maybe the author made a mistake? ( No, I'm not mistaken. The leaves, about which the author writes, have retained their lightness. They were soaked, poured not with weight, but with color. Acquired the characteristic colors of the sun: PURPLE AND GOLD.)

Why does the author use such different verbs to convey the action of the leaves? ( Each leaf for the author is an individuality, a personality, a unique creation of nature both in form and in character. “Characters” are different, so they act differently.)

Doesn't this contradict the image of rain? After all, the autumn rain is monotonous, tedious, dreary and monotonous. ( There is no contradiction. The rain at Sladkov's is unusual, golden. The author confirms this with the following sentence: GOLDEN RAIN IN THE FOREST.)

Why do all these sentences have verbs in the first place? ( The author shows the changes in the autumn forest.)

Indeed, Sladkov's rain is not monotonous and monotonous. Every minute changes take place in the forest, there is its own special, amazing life, and the author draws it for us with the words:

A DROP CLICK - A LEAF SHOULD BE TEARED ...

TITTS ARE IMPORTED - LEAVES SPRAY ...

THE WIND WILL FLOW - A TWIST WILL SPIN.

KOSACH BREAKS - WATERFALL WILL FLASH.

Who noticed the features, the “highlights” of this picture? ( First, the leaves respond to every action in nature in their own way; secondly, everything goes on increasing: the stronger the impact, the more leaves fall from the tree.)

Pay attention to the noun DROP. Pick up verbs denoting actions that a DROP can DO. ( It will drip, spread, dry, fall ...) And Sladkov uses the verb CLICK. a door lock, a bird, a scourge can click. Why does Sladkov's drop CLICK? ( The leaves are dry in autumn, and the impact of a raindrop on a dry stretched leaf sounds like a click.)

Consequently, the author draws not only a visible, but also a sound picture. Reread the text each aloud, quietly, listen to the sounds of the text. What did you hear? ( An abundance of hissing whistling sounds, which corresponds to autumn rustles, rustling.)

Let us return to the last four proposals under consideration. I read them in an abbreviated version to highlight the actions, but something important was missed in such a reading. What? ( Tornado - motley, kosach - clumsy; the waterfall is sparkling.)

Why are these words so important? ( They help to more vividly and fully present the picture described by the author.) And not only a picture. How does the adjective Clumsy kosacha characterize? ( With the help of this definition, the nature of the movement of this bird is shown.) And what is the role of the verb in this sentence? ( The verb complements the characteristics of the bird: not just SIT, but BREAK.)

So, we see that not only words are important for Sladkov, but also the choice of a word or phrase. The words BREAK and Clumsy correspond to each other and make the characterization of the scythe more expressive.

We have already emphasized that Sladkov's rain is not ordinary, but golden. Consider the following sentence: LEAVES RUSH, SCRABBING, SHAPING. LEAVES FLY, SWING AND RUN. LEAVES UP, DOWN AND AROUND. How does the author emphasize the difference between ordinary rain and “golden”? ( With the help of verbs denoting various actions, and adverbs.)

LEAVES… LEAVES… LEAVES. Three sentences - three repetitions of the word. We remember to avoid repetitions, to replace them with synonyms. Let's try to edit this passage, get rid of the repeated word. Make a conclusion. ( You can’t do this, because. repetitions in this case are justified, necessary, they show the abundance of autumn leaves, the height of leaf fall.)

THE GOLDEN RAIN IS NOISY - this is how the writer ends the autumn miniature. There is a fall of leaves, an amazing phenomenon in nature that occurs in autumn continues.

We saw how N. Sladkov depicted one of the phenomena of autumn - leaf fall. Let's see how autumn is depicted in other works by other authors.

IV. Acquaintance of students with texts dedicated to autumn.

Offended girl autumn
leaving,
Picking flowers...
And the bare willow looms
Above the blue of the cold grass.
And autumn
Like a girl crying
Over a scattering of scarlet foliage.

F. Vasiliev

Autumn sends leaves
golden flock,
Not simple, golden
I read sheets.
Flew onto the porch
Golden letter.
I am sitting and reading.

A. Barto

Golden autumn, wait a little!
Do not go beyond the forests and mountains!
Your amber earrings glow,
Golden beads glitter on the chest.
In golden boots, the legs are small,
The golden handkerchief twists to the brim,
And pigtails, like my sister,
My sister has a little Gulru.

G. Suleimanova

Forest, like a painted tower,
Purple, gold, crimson,
Cheerful, colorful wall
Standing over a bright meadow...
The forest smells of oak and pine,
During the summer it dried up from the sun,
And autumn is a quiet widow
Enters the motley tower of the SVR.

I. Bunin

In what way does autumn appear to the reader in each of these poems? ( F. Vasiliev's autumn is an offended girl, A. Barto's is a postman sending letters-leaves, G. Suleymanova's is a beautiful girl, I. Bunin's is a quiet widow.)

Name the signs of each image of autumn.

And now each of you has to become a writer and write about autumn, but each will write in his own way. Everyone will present autumn in some image, come up with the attributes of each image (a sorceress - a magic wand, an artist - brushes and paints) and select the language tools necessary to reveal this image. Create your miniature about autumn.

Reflection

1. What did I do well?
2. What needs special attention?
3. What else should I work on?
4. What is my mood at the end of the lesson?

Among them - colloquial, official business, artistic. There are two more ways to tell. These are scientific and journalistic styles. For a clear formulation of your own thoughts, it is important to be able to choose the right words that can accurately convey the meaning put into them. For students lower grades This is enough difficult task because they do not yet have the full extent of this ability. An even more difficult task for them is the presentation of what they have read, since it requires compliance with those used by its author. Stylistic analysis of the text greatly facilitates its reproduction.

Distinctive features

Often junior schoolchildren are offered for the study of works relating to different styles of presentation. At the same time, each has characteristics characteristic only for him. hallmarks. Let's take a closer look at some of them next.

Literary presentation

Artistic style is used in writing novels, short stories, poems. Its purpose lies in the author's desire to convey a colorful, lively picture and create an emotional connection with the characters depicted or the actions taking place. The presentation is distinguished by expressiveness, bright emotional coloring of statements and the specificity of the images described.

When conducting a stylistic analysis, one can notice the use of characteristic language techniques, such as:

1. Specific words - for example, tree, moon
2. Words or phrases in figurative meaning- For example, beat the buckets.
3. Words with a strong emotional connotation - for example, son, grandmother.
4. Expressive means that convey an artistic image:

Epithets - bright sun;

Metaphors - Golden hair;

Avatars - milk escaped;

Comparisons - white as snow.

The speeches listed above can be studied in more detail using the example of the work of art "Golden Rain" by N. Sladkov:

“All summer the leaves exposed their palms and cheeks, backs and tummies to the sun. And they filled up and soaked in the sun so much that by autumn they themselves became like the suns - crimson and gold. They poured, became heavy and flowed. …" .

"Encyclopedic" presentation

Narratives have found their wide application in dictionaries, reference literature, textbooks, scientific papers. It is used to convey information of a disciplinary nature. Conducting a stylistic analysis scientific text, we can note the following key features: clarity of presentation of genuine material, as well as the use of words only in their direct meaning.

Like any other language reception, such a narrative has its own characteristic features. Its most pronounced feature is the frequent use of special words - terms. The following text perfectly illustrates the specifics of the scientific style: “Under the influence of the sun, chlorophyll is produced in the leaves of plants. Chlorophyll is a green pigment contained in chloroplasts and causes its color to be green. In the process of photosynthesis, chlorophyll absorbs solar energy and converts it into the energy of chemical compounds of internal substances.

Periodicals

Journalistic style is most often found in periodicals. This form of presentation of the text is typical for magazine or newspaper articles. Conducting a stylistic analysis of a journalistic text, one can immediately note its characteristic language features. They are, in particular:

• Vocabulary of a socio-political nature.
• Proverbs, aphorisms, sayings.
• Appeals.
• Solemn vocabulary.
• Exclamatory and incentive sentences.
• Rhetorical questions.

A striking example of a text written in a journalistic style are the statements of A. Mikhanov:

"Let's give peace to planet Earth! Peace is the firm conviction of fathers and mothers that their children will grow up healthy and happy. Peace is the laughter of children and the silence of cannons. We will leave the cannons only for festive fireworks. Let's give peace to planet Earth!"

The purpose of the presentation

Stylistic analysis of the text allows not only to correctly determine the speech technique used by the author when writing the text, it is also an excellent simulator in the ability to select the exact words and make sentences from them to create your own story. In addition, the stylistic analysis of the text provides a deeper understanding of the author's intention.

Plan for stylistic analysis of the text

It is more expedient to evaluate and reproduce the narrative according to the scheme. Let's carry out a stylistic analysis of the text. Example:

"Thunderstorm is a natural phenomenon characterized by the occurrence of electrical discharges in large thunderclouds, as well as between clouds, the earth's surface and objects located on it. Lightning is accompanied by strong winds (sometimes squall), heavy precipitation, hail may fall. A thunderstorm is a consequence of a high accumulation of water steam over highly superheated land in hot weather, and is also observed when a large mass of cold air moves to a warmer underlying layer.

1. The topic of the text is a scientific description of such a concept of an atmospheric phenomenon as a thunderstorm.
2. The purpose of the story is to provide important information about the natural phenomenon and the features of its occurrence.
3. The genre of presentation is a scientific reference article.
4. The type of narration is prosaic.
5. Text style - scientific. The presented material also has a popular science substyle.
6. Literary environment - the narrative is of interest to a wide range of readers - from specialists to schoolchildren.

Sample

1. The characteristic of the phonetic style is neutral. This is indicated by:

Smooth declarative sentences without emotional coloring;

Bookish (neutral) lexical and phraseological features of the narrative;

Orthoepy complies with established pronunciation standards;

The logical sequence of the presentation of the material, its structural and semantic completeness, as well as the close interconnection of individual sentences, indicate that the rhythm of the material corresponds to the scientific style.

2. Lexico-semantic combination. There are no synonymic rows in the text, unambiguous speech elements and terminological expressions predominate.

3. The vocabulary of the text is active:

Mainly used like precipitation, clouds, hail, wind;

Also in the text there is often a characteristic scientific article i.e. terminology;

There is no emotionally expressive vocabulary;

The text uses both native and borrowed words from other languages, which is also characteristic feature scientific style;

Missing means of expression language.

4. Derivational characteristics - in the material presented, there are often derivative words obtained with the help of productive suffixes, such as -yan, -sk-, -n-. At the same time, there are no contextual formations and subjective suffixes in the text.

Morphological characteristic

Syntactic characteristic

The story is made up of 3 simple sentences, complicated homogeneous members and participial turnover structures. Speech constructions are narrative in nature with neutral vocabulary and a logical sequence of words. Conclusion: the analysis of each level of the text, and especially the lexical one, is an indisputable proof of the manifestation of the scientific in the presentation of the material.