Logical stress in an interrogative sentence. Logical stress is a way to highlight thoughts. Methods for transferring logical stress

Intonation is indispensable in verbal communication, and if it did not exist, people would simply not understand each other.

With its help, we can distinguish the emotions of the interlocutor, find out his personal attitude to what he says, highlight the main thing from the speech, and much more.

Imagine the situation: you attended a lecture by a professor who was completely unemotional - he just mumbled for an hour and a half. What will be stored in your memory after it? Answer: nothing. Unless you're a robot with a perfect memory for information, you'll immediately forget everything. This suggests the conclusion that, first of all, it is necessary for us to understand each other's speech, and only after that - for coloring it emotionally.

Logical stress in speech is one of the key components of intonation.

What is logical stress? Let's try to explain it in simple words. Logical stress in speech is necessary in order to highlight a word or phrase from the general text, emphasizing their significance. Consider an example: the phrase “I will buy you ice cream” can be pronounced in 5 different stresses, which will change its emotional color.

You can say: “I will buy you ice cream” (not Masha, not Dima and not Petya, but me). Or like this: “I WILL BUY you ice cream (then you emphasize that you will buy a treat, and not steal it from a passerby, etc.). Please note that logical stresses in the text can be highlighted by simply writing the desired word or phrase in capital letters. However, during oral communication, you can only emphasize the significance of a word or a separate phrase by pausing: “I will buy ... for you ... ice cream” - after pausing after “I will buy” and before “ice cream”, you will emphasize the word “for you”, thereby making it clear to his interlocutor that he will get a delicacy. That's what logical stress is.

Pauses and logical stresses: a little about emotional stress

You have already understood how to highlight logical stresses in text and speech, and now it is worth mentioning the emotional (it is also called emphatic) stress. In fact, this is a kind of logical stress, but with its own nuances.

The most important difference between emotional and logical stress is the non-standard use of vowels and consonants.

For example, by saying: “What a wonderful day,” you will emphasize your positive emotion with intonation. This means that you really like the day, and your interlocutor will immediately understand this. Concerning negative emotions, then they are in oral speech conveyed by consonant lengthening. For example, "what are you all the same m-m-bastard." You have probably heard more than once how a person dissatisfied with something stretches consonant sounds. Now you know why this happens.

Pauses and logical stresses as a way to brighten up our speech

From the article you understood the whole and logical stresses. Properly posing them will help you communicate better with people, as well as speak in public with more persuasiveness. Learn to show your emotions in speech, and you will learn to win over people, it will be a business meeting, public speaking or habitual interpersonal communication!

Speaking or reading aloud, it is important not only to pronounce words correctly, but also to emphasize the necessary phrases that carry the main semantic load. Even if the material that is presented orally is very valuable, but presented without the necessary logical stress, it will not be assimilated by the audience as it should. When the speaker speaks sluggishly and monotonously, it is unlikely that he will be able to hold the attention of the audience for a long time, not to mention convincing them of something or encouraging them to act.

Logical stress is the emphasis in speech on the word or phrase that is most important in the message. How to do it? And is it connected with pauses and changes in intonation?

Methods for transferring logical stress

There are several of them, and skillful speakers have learned to combine them. For example, if you need to highlight an important idea, then you can do it like this: increase the strength of your voice, speak the desired phrase more slowly, pause before and / or after it, use appropriate gestures and facial expressions. Another way to focus attention is to correctly change the volume, pitch and tempo, that is, intonation. Logical stress helps to grasp the meaning of what was said, but intonation helps to make speech colorful. These two tools complement each other.

Which of these methods is the most appropriate in a particular situation depends on the content of the material and the circumstances.

What to highlight?

If we talk about the report, logical stress can indicate the beginning of a new thought or the transition from one thought to another, so that listeners catch how the speech is built. This can be done by emphasizing such words as "in the first place", "after all", "it follows from this", "therefore", "the conclusion suggests itself", etc.

If we are talking about several factors, causes or components of something, it would be quite appropriate to single out each of them with accentuated phrases "firstly", "secondly", "thirdly" along with enumerating gestures.

Also, the speaker, with the help of logical stress, can show a personal attitude to what is being discussed. These are the thoughts to which he wants to give a special emotional coloring. And the words “certainly”, “extremely important”, “unthinkable”, “completely” will help to highlight them. This is where correct intonation comes in handy. In this case, the speaker's opinion can be transmitted to the listeners and even influence their own position.

Logical stress when reading text

In everyday conversations, people use semantic stress without difficulty, without even thinking about it, because they are clearly aware of what exactly they want to say. The difficulty arises when one has to read aloud a text written by someone else.

The key to success is to understand for yourself what the main idea of the text is. Then you need to carefully analyze each paragraph, sentence by sentence, and find not individual words, but whole phrases that express this thought.

For convenience, you can underline them with a pencil or marker. If the word is already in italics, then this is an additional reminder that it should also be emphasized.

Logical stress: errors

When reading a text, it is impossible to highlight too many words: this scatters attention.

Also, some use the technique of periodic underlining, that is, they emphasize words at regular intervals, no matter whether these words carry a semantic load or not. And some unnecessarily emphasize prepositions and conjunctions, such as "and", "but", "too", "for", "before", etc. This is very distracting and looks like bad manners.

If the speaker speaks very quickly and without stopping, then the benefit of such speech is reduced to zero. Logical pauses and stresses contribute to the clarity of what was said.

To become a skilled speaker, you need to practice hard until you can isolate words and phrases so that it sounds natural.

Not only logical pauses help us accurately and clearly convey the author's thoughts to the audience. This is also facilitated by the correct placement and observance logical stresses.

Logical stress is the allocation by means of sound means of a word or a group of words among other words in a sentence or speech tact. In each speech measure there is a word that is distinguished by meaning in the sounding speech by raising, lowering or amplifying the sound of the voice. This intonation of the word is called - clocked logical emphasis.

"Now is the endSEPTEMBER , / and willows / elsedid not turn yellow ".

A separate speech measure rarely contains a complete thought, therefore the stresses of each speech measure must be subordinated to the main stress of the whole sentence. Logical stress can be placed on any significant word, wherever it is located - at the beginning, middle or end of a speech measure. But, often logically, the stressed word is at the end of the speech tact, which is typical of Russian intonation.

There can be several logical stresses in a phrase (according to the number of speech measures), but one of them is the main stress of the phrase- phrasal stress. The main logical stress subordinates to itself all other stressed words of the phrase, in the same way as an ordinary stressed word subordinates to itself all unstressed words of its speech tact.

" Daughter , / EkaterinaIvanovna , / youngyoung woman , / played the piano " .

There are different ways to highlight stressed words: they are distinguished by raising, lowering, slowing down or intensifying the voice, as well as using pauses. All methods of highlighting a stressed word are usually used in combination with each other.

The allocation of stressed words depends on the context and actionable tasks. However, there are laws and rules for setting logical stresses. Laws are universal, and always observed, the rules prescribe.

Law of the new concept

Words that denote new, unfamiliar concepts from the previous text (names of persons, objects, properties; actions, etc.) are emphasized. Familiar concepts, such as those previously mentioned, are usually not stressed. They can be singled out only in those cases when the meaning or the special construction of the phrase requires it.

« Onegin, my good friend,

Born on the banks of the Neva ... "

When inverted on definitions expressed by the adjective

"Snow, /acicular and loose , / fell in clusters.

Oppositions

Opposite words are accentuated intonation. The opposition usually has two parts. In one, something is denied, for the sake of affirming something in the other. Sometimes one of the parts of the opposition is only implied (hidden opposition). Regardless of the order in which the parts of the opposition are arranged, what is asserted stands out more strongly and necessarily lowering the voice as the main stress.

"I wouldn't smokeshag ,

and I would get"Kazbek" » .

"Do not executescary , - / yours is terribledisfavor » .

"Notgenus , / amind I will put in governors.

The approved concepts are “Kazbek”, “disgrace”, “mind”, therefore they require a lowering of the voice and its significant amplification. The words "shag", "execution" and "kind" are denied concepts and require raising the voice (without amplifying it).

"You would, you know,to the fleet

With your appetite."

The word "to the fleet" is a hidden opposition (to the fleet, not to the infantry).

Comparisons.

When compared, it usually stands out only what is it compared to object, property, etc. Unions, with the help of which a comparative turnover is formed, cannot be shock.

"Always modest, always obedient,

Always likemorning , cheerful,

Howpoet's life , simple-hearted,

Howkiss of love , honey.

An unpopular offer.

In uncommon sentences, which usually consist of a subject and a predicate, as a rule, the stress is placed on the last word. Therefore, in direct word order in such sentences, the predicate becomes stressed, and in inverted sentences, the subject. When the subject and predicate are new concepts, they both stand out. The predicate, the meaning of which is, as it were, contained in the subject, does not stand out, no matter where in the non-common sentence it stands.

"Severewinter . But: wintersevere I am".

Explanatory words with the verb.

If the offer contains additions or circumstances explaining the verb, then it is they who receive the stress, and not the verb. The verbs themselves stand out only in uncommon sentences when they are in second place, as well as in opposition and enumeration. Adverbs with a verb they require stress if they almost replace the verb in meaning. But qualitative adverbs do not require stress.

"One dayautumn / I was returning fromBakhchisaray / v Yalta / acrossAi-Petri » .

Here the emphasis is on the circumstance of time ( autumn) and the circumstances of the place (from Bakhchisaray, v Yalta, across Ai-Petri) that explain the verbs.

"I'm all the way /running fled. But: I'm all the way /fled ».

Here is the adverb running, and verb fled. The word "running" in meaning can replace the verb "run".

Enumeration. Homogeneous members of a sentence.

Enumeration is characterized by a special “voice move” - a rise and a logical perspective. On the enumerated words, the voice rises all the time, showing that the thought is not yet finished and will be continued, and only on the last of them, if it ends the phrase, the voice goes down. The power of highlighting enumerated words is increasing. Homogeneous members of a sentence (expressed in one word or phrase), sometimes whole sentences require enumeration intonation.

"That's itknocking , / andcry , / andbells not hear."

"Flash by /booths ,/ women ,/

Boys ,/ shops , / lanterns /,

palaces ,/ gardens ,/ monasteries …»

Definitions expressed by a noun in the genitive case.

"From the windowsneighbor / there was music."

"From here I see /flows birth, /

And the first / formidablecollapses / movement."

Appeal.

An address at the beginning of a phrase is highlighted by a logical stress and a pause. In the middle and at the end of the phrase, the appeal does not require stress and is part of the speech tact.

« Victor , / give me ball ».

« I beg you (,) daughter, / don't go ».

« Do not scream (,) Lena.

Isolation of recurring concepts.

« I'm going, I'm going in an open field;/

Bellding-ding-ding …/

Scary, scary involuntarily /

Among the unknown plains.

Generalizing words take logical stress.

“Now there are no mountains, / no sky, / no earth - / /nothing was not visible."

MAIN DEPARTMENT OF EDUCATION AND YOUTH POLICY OF ALTAI KRAI

KGBOU "OZERSKAYA BOARDING SCHOOL"

LOGICAL ACCENT

TOOLKIT

MADE

YURINA GALINA NIKOLAEVNA

TEACHER - DEfectologist

lakes

2015

logical emphasis.

I. What is logical stress,

Its role and meaning in speech.

Logical stress is the selection of the word that is most significant from the point of view of the situation of speech. The logical stress is great importance for expressive reading. Just as it is impossible to pronounce a word without highlighting a single syllable in it, in the same way it is impossible to pronounce a measure or a phrase without highlighting one word in a measure, and several words in a phrase, how many measures are in it. A phrase read without highlighting the main meaning of the word sounds unclear, its essence does not quickly reach the minds of the listeners.

K.S. Stanislavsky called logical stress "the index finger", marking the most important word in a sentence.
In order to correctly place the logical stress, it is necessary to carefully read the text, delve into its content, understand what is the main thing in it, the main thing, about what, how and for what purpose the author is telling the story in it.
So, in A. Pushkin's poem "Autumn", the author draws the autumn state of nature and the feelings that arise with the onset of autumn. Therefore, when reading, it is necessary to highlight with logical stress precisely those words with which the poet most vividly recreates the picture of autumn and conveys the feelings associated with its approach:
Already the sky breathed in autumn
The sun shone less
Briefly speaking the day became
Lesov mysterious canopy,
With a sad noise got naked
Fog fell on the fields
geese noisy caravan
Stretched south: approached
Pretty boring time;
November by the yard.
Setting a logical stress without preliminary understanding of the text, without thinking through and consciously pronouncing each individual phrase of it, can lead to a distortion of the meaning, and, consequently, to an incorrect perception of what is being read. So, if in the story of V. Oseeva "Just an old woman" the girl's question is: "Is this your grandmother?" - pronounce with emphasis not the word “your”, but the word “grandmother”, then the meaning of the work will be conveyed incorrectly, since the main thing in the story is not whether it is a grandmother, mother or one of the boy’s relatives, but that he gave way to an outside, unfamiliar old woman, showing courtesy towards the elders.
Any word in a phrase can be highlighted with logical stress, depending on its meaning and the conscious intention of the reader to draw the listener's attention to a particular word.
Let's take the phrase: "I had a very bad headache yesterday."

Let's pronounce it with the selection of various words and see how this phrase will be perceived.
I have yesterday my head hurt a lot (for me, not for someone else).
I have yesterday I had a very bad headache (yesterday, not at another time).
I have yesterday very I had a headache (not just a headache, but very badly).
I have a very good yesterday sick head (was not healthy, but sick).
I was very sick yesterday head (head, not something else)

II. Rules for setting logical stresses.

There are rules for setting logical stresses, which in some cases help to find the most important words in a semantic sense.

The logical emphasis is:

New concepts, phenomena, actors, which are mentioned for the first time:

There was a boy, his name was Philip.
(L. Tolstoy "Filippo".)

Lightning flashed, thunder rumbled.

Words containing opposition:

I will not have a vacation this year and in the future. - this year is opposed to the future;

We have blood in our veins, not water. - "blood" is opposed to "water";

Bulgaria is a good country, and Russia is the best.

subject (if highest value has an object, person) or predicate (if the process, action is of the greatest importance) in a non-common sentence:
Blew cold winds.

The fields are empty; forests were exposed.
(I. Sokolov-Mikitov "Blizzard Winter")
Let's run both frosts...
(“Two frosts.”)

Noun after adjective:
Under blue skies
magnificent carpets
Shining in the sun, the snow lies.
(A. Pushkin " Winter morning»)
However, if the reader wants to emphasize the features of the subject, the feature actor, emphasize the exclusivity of the phenomenon, event, logical stress can be placed on the adjective.

An adjective (or several adjectives) following a noun:

freezing ten degrees
Cracks in the alleys of the park.
(Z. Aleksandrova "Skiers")
- Explanation with the verb:
Instantly my team is gone...
(N. Nekrasov "Grandfather Mazai and hares").
- Words expressing comparisons:
Our river, as if in a fairy tale
Frost paved over night.
(S. Marshak "Christmas Tree")
- Words denoting transfer or account:
Pass, stand before me
Villages, fields and forests,
And the month above the pipe
AND Linden opposite the porch.
(M. Isakovsky "At the very border")
- Appeal at the beginning of phrases
Neighbor Have you heard the good word?
(I. Krylov "Mouse and Rat")
- If the appeal is in the middle or at the end of the phrase, then it is not highlighted with logical stress:
Don't eat me, slanting bunny, I'll sing a song for you!
(Russian folk tale"Kolobok")
Don't cry, bunny!
(Russian folk tale "The Fox, the Hare and the Rooster")
- Words expressing a short, quick action, such as grab, kick, talk, look, etc.:
The ram ran away - yes bam, bam , began to upset the wolf on the sides.
(Russian folk tale "Winter hut of animals")
- Words expressing a question:
Who's there?

An adjective with a noun, if they denote the main person, object, phenomenon:
Late fall .
Or:
Through the wavy mists
The moon is making its way.
(A. Pushkin.)

These rules will make it easier to prepare for expressive reading. However, if the reader wants to highlight any word that, in his opinion, is important, then deviation from these rules is permissible if it does not contradict the author’s intention, the idea of the work and does not distort the meaning of the text.

So, in a couplet from M. Lermontov's poem "The Death of a Poet":
empty heart beats straight,
In the hand the gun did not flinch -

the logical emphasis can be placed not on the noun "heart" but on the adjective "empty", if the reader wants to emphasize the soullessness of the murderer.

empty heart beats evenly

The pistol did not waver in his hand.

III. Methods for highlighting logical stress.

In oral and written speech, there arevarious ways highlighting the logical stress.

In oral speech:

1. Pronouncing a logically stressed word in a louder voice.

2. Logical stress is distinguished by raising and lowering the tone of the voice.

3. Logical stress is highlighted with a pause before the highlighted word.

4. The main word is highlighted by slowing down the pace of pronunciation.

Often we use in speech not one way to highlight a word, but several ways at the same time.

In written language:

1. Lexical way.

2. Graphical way.

VI. Abstracts of classes.

Subject: Logical stress.

Target: Introduce students to logical stress. Learn to highlight it in speech. Contribute to the formation of expressive speech.

During the classes.

I. Org. moment.

II. Setting the purpose of the lesson. Today we will learn to highlight the logical stress in speech.

III. Work on the topic of the lesson.

1. Listen to what the teacher says. Repeat softly, loudly .

a A o O pa PA by PO paPApaPAPAPAPAPA

2. Listen to what the teacher says. Say it with the teacher.

dad PAPA

mom mom

guys GUYS

3. Say softly.

Monday Tuesday, . .., . . ., .. ., . .., Sunday; 1, 2, 3, 4, 5.

4. Say it loud.

Monday, . . . , . .. , . . . , . . . . . . , . . . ; one, . .. , . . . , . . ., . .. .

Monday, ..., ... ; 1, 2, 3, 4, 5, 6, 7.

Sunday, . . . , …, . . ., . . . ; 7, . . . , . . . , . . . , . .., .. . .

7. Listen to what the teacher says. Say it with the teacher. Tell yourself.

TATA tata PAPA has come. Today is Thursday? Not really, .. . . tata TATA MAMA came. Today is Thursday? tata tata?

Papa is here? Snowing? It's raining? Tata tata? Mom came? Snowing? It's raining?

Outcome. – What were we doing now?

We spoke loudly, quietly. We emphasized the main words in the sentence.

8. Read the sentence. Make up a question according to the model. Answer briefly.

The lesson has begun. LESSON started? LESSON HAS STARTED?

You go to the cinema. . , . ... ... ...

The teacher in the classroom. ... ... ... ...

Today was a dictation. ... ... ... ...

9. Listen to what the teacher says. Repeat. Highlight the words in the question that are important in meaning. Answer briefly.

Did you answer in class today?

WHAT lesson did you answer?

Did you get a rating?

WHAT rating did you get?

10. Listen to the teacher talking. Give a complete and concise answer, highlighting the goal of words that are important in meaning.

WHO TEACHES THE LESSONS? PUPILS.

STUDENTS learn lessons.

WHAT DO STUDENTS DO? LEARN.

Pupils LEARN lessons.

WHAT do students learn? LESSONS.

Schoolchildren learn LESSONS.

11. Read the questions. Say the answers. Emphasize words that are important in meaning.

Who went to the forest? The children went to the forest.

What did the guys DO?

WHERE did the guys go?

Who is skating? My brother is skating.

What is your brother riding?

What is brother doing?

12. Ask a question for each word in the sentence. Answer by emphasizing important words in your voice.

The students wrote down their homework.

My sister was washing dishes.

13. Listen to the teacher talking. Repeat. Emphasize important words in your voice.

Heron.

The heron flew TO THE LAKE, entered the water up to its knees, bowed its HEAD and hid. And the eyes are sharp-sighted - EVERYTHING sees. Here is a red-feathered PLOTICHKA floating. The heron pecked, but PAST. Plotichka after all FAST - DOVERD. The heron AGAIN froze. WAITING. Here the clumsy KARASIK swims and catches flies. And the heron grabs it - and READY! TRUMBLING in heron's beak crucian carp. And the heron JUMPED three times, FLAVED its wings and FLYED.

IV. Summary of the lesson.

What did you study today? - We learned to allocate logical stress.

Which words are logically stressed? - The main words in the sentence.

Why do you need to highlight the logical stress? – To speak expressively. To better understand the meaning of the sentence.

Topic. Work on the logical stress in the dialogue.

Target:

Tasks: To form practical skills for highlighting logical stress in independent speech.

Equipment. Tables, cards.

During the classes.

I. Organizational moment.

II. Goal setting.

Today we will learn to highlight the logical stress in the dialogue.

III. Repetition.

Logical stress is the allocation in speech of words that are important in meaning in a sentence.

How are words that are important in meaning (words that are logically stressed) pronounced in a sentence?

In a sentence, important words are pronounced louder than others.

Read these questions and answers. Speak louder words that are logically stressed. Pay attention to how the underlined words should be pronounced.

What is your name? My name is. ...

In what grade do you study? I am in … class.

What is the weather today? Cloudy weather today.

How many lessons do you have today? I have six lessons today.

Why didn't you walk in the evening? Because my head hurt.

Listen as the teacher reads the questions and answers. Read them for yourself. Place the logical stress correctly - say the main words (they are underlined) louder.

Where did you go yesterday?

On an excursion.

Where does your mother work?

At the pharmacy.

How many people are in your family?

Five persons.

How is your mother's name?

Anna Ivanovna.

What grade is your younger sister in?

In the sixth.

Read the sentences. Pay attention to how the logical stress changes the meaning of the sentence.

Are you going to the library today? (not your friend)

Are you going to the library today? (will you go or not)

Are you going to the library today? (not tomorrow)

Are you going to the library today? (not the stadium)

Ask a friend (girlfriend) about his (her) biography. Say which words in each question require logical stress.

Where were you born? When were you born? Where do your parents work? Do you have brothers and sisters? What year did you enter school? What school did you enter? What year will you finish school?

5. Ask a friend (girlfriend) five questions about how he (a) spent his day off.

Remember about logical stress.

6. Read the question and answer it. Determine which words are logically stressed. Speak at the right pace.

What is the name of the city where you live?

Is your city big?

What are the streets, houses in it?

Is there a park in your city? What is he?

Why do you like your city?

Is there a theater in your city?

Are there trolleybuses in your city?

Outcome. How is the logical stress allocated in the dialogue?

When a question is asked, the logical stress falls on the question word. In response - to the response word.

Topic. Logical stress in a declarative sentence (message).

Target: Formation of expressiveness of speech.

Tasks:

To form practical skills of highlighting logical stress in speech.

During the classes.

I. Organizational moment.

II. Goal setting.

We will learn to highlight the logical stress in messages.

III. Repetition.

What is logical stress? (- Highlighting words that are important in meaning).

Which word can be logically stressed? (- For any).

IV. Work on the topic of the lesson.

1. Read the sentences. Correctly highlight the words with logical stress in your voice.

I'm in the drama club.

I am interested in different magazines. I try to speak well.

With others, I communicate only verbally.

I often go to the cinema.

Ask questions about these sentences. Identify the words on which the logical stress falls.

2. The boy writes a letter to his sister. What questions do you think he will ask her in the letter? Ask these questions. Highlight with your voice the words on which the logical stress falls. How will you pronounce these words?

3. Read the sentences. Use your voice to highlight words that are logically stressed. Ask a question for each sentence.

The boys caught the bird.

4. Write a sentence three times. In each sentence, underline the words that can be logically stressed. Ask a friend to check your work. Highlight with your voice (speak louder) the words that are logically stressed.

I was at the cinema yesterday.

5. Read the sentences. Decide what to focus on in each sentence. Highlight the words that are logically stressed with your voice. Speak at the right pace.

I have a headache. Give me a headache pill, please. I didn't learn the poem. My teacher's name is.... I like skiing. I'm unwell.

6. The result of the lesson. What did you study today? How do we highlight logical stress with our voice? What was difficult for you?

Topic. Logical stress as an expressive means: role, meaning.

Target: Formation of expressive speech.

Tasks:

1. Form the concept of logical stress and its role in expressing one's thoughts.

2. To form the ability to hear and convey shades of speech, the ability to understand semantic relationships in parts of a sentence.

3. To consolidate the ability to graphically highlight the logical stress.

During the classes.

I. Organizational moment.

II. Setting the purpose of the lesson.

What should we learn in class?

1. Put a logical stress in the sentence.

2.Find out what logical stress is for.

III. Introductory part.

What is logical stress?

This is the selection of words that are important in meaning.

IV. Work on the topic of the lesson.

1. Make a sentence based on the picture:

Frost drew patterns on the glass. Read.

2. Try to ask a question to this sentence.

Who painted the patterns on the glass? (Frost painted patterns on the glass), read the answer aloud.

What did the frost draw on the glass? (Frost painted patterns on the glass), read aloud.

Where did the frost draw patterns? (Frost painted patterns on the glass), read aloud.

What did the frost do? (Frost painted patterns on the glass), read aloud.

Why do we read the same sentence differently? Each time, the main word was highlighted.

Why do you need to be able to put logical stress in sentences? (with expressive reading, when we ask a question or want to find out something)

How do we highlight logical stress in writing?

We underline the main words with one line.

3. Read the sentence on the card and underline the main words.

Keep your ears out of the cold!

What word can be stressed? Who has other options?

Conclusion: Which word in a sentence can be logically stressed?

For any).

4. You need to make a proposal based on the available answers. Read these answers.

-……….? - Yes I saw.

-……….? - yes, a bear.

-……….? - yes, white.

-……….? Yes, at the zoo.

What was the offer?

Did you see a polar bear at the zoo?

Why was there 4 answers to one question? (highlight the word you want to pay attention to)

Read the sentence with logical stress so that you can answer.

- "Yes I saw!"

Yes, a bear!

Yes, white!

Yes, at the zoo!

Write down this sentence and put the logical stress. How can you highlight the logical stress in writing? (- Underline the correct word).

5. Work with an excerpt from a poem by A. S. Pushkin:

My light, mirror, tell me

Yes, tell the whole truth:

Am I sweeter than everyone in the world, All rouge and whiter?

Let's highlight the logical stress in this poem. (Read and underline the highlighted words.)

Outcome:

What concept did you learn in class? (logical stress)

What is logical stress? (highlighting the word they want to pay attention to)

Where can we use the ability to put logical stress?

Will you use the new skill in speaking?

What task did you like?

What task was difficult?

Topic. logical stress in interrogative sentence .

Target .

Tasks: To promote the development of the ability to highlight the main word in a sentence; reproduce logical stress when reading and in speech.

Expand the practical skills of setting logical stress in interrogative sentences.

Equipment. Cards, tablets.

Lesson progress

I. Org. moment.

II. Work on the topic.

Today we will work out the logical stress in interrogative sentences.

1. Listen as I say: Who read book? What is Katya doing? What is Katya reading?

Katya is reading a book? Katya is reading a book? Is Katya reading a book?

What words did I highlight? Repeat the same. Why did we highlight these words? These words are important in meaning in these sentences.

2. We read the rule: The logical stress in an interrogative sentence is on an interrogative or other important word. The voice rises on the stressed syllable of the word.

3. Read, highlight the logical stress.

Lena went home.

Lena gone home? Yes, Lena. – No, not Lena, but Tanya.

Lena is gone home? -Yes, she left. - No, she didn't.

Lena went home ? -Yes, home. - No, not home, but to school.

4. Listen as I say, and then repeat, highlighting the words with logical stress. Repeat several times.

What number was yesterday?

What is today's date?

What number will tomorrow ?

Will you come today?

You are you coming today?

5. Read the roles, highlighting the logical stress.

Did you dig a hole?

Copal.

Did you fall into a hole?

Fell.

Are you sitting in a hole?

Sitting.

Looking for stairs?

I'm waiting.

Pit of cheese?

Cheese.

Like a head?

Whole.

So it's alive?

Alive.

Well, I went home.

6. Dialogue "Future profession".

By whom do you want to be? - I want to be … .

Why do you like this profession? - Because ….

What do you know about this profession? - I AM I know that there is a good salary.

What else do you want to know about this - I want to know what time is it

Professions? you have to learn to be...

Summary of the lesson.

Where do we put the logical stress in an interrogative sentence?

- On an interrogative word.

Topic. Logical stress when working on a literary work.

Target. Formation of coherent, articulate, intelligible, expressive speech. Learn to observe logical stress in a poetic and prose text.

Equipment. Cards, tablets.

Course progress.

1. Conversation.

What is logical stress?

Right. Each sentence can have one main strong stress - this is how the words that are important for understanding the meaning of the utterance stand out in the voice.

I will go to the museum tomorrow.

I AM I will go to the museum tomorrow.

3. Explain the meaning of each sentence.

I will go to the museum tomorrow. (not today)

I will go to the museum tomorrow. (I won't go)

I will go to the museum tomorrow. (not in movies)

I will go to the museum tomorrow. (and not someone else)

4. Work on a literary work

1) Let's work on a poem.

Lark.

Dark in the sun forest glowed,

In the valley of steam, thin whitens,

And sang an early song

In azure the lark is sonorous.

sings , sparkling in the sun:

Spring came to us young

I'm here singing parish spring!

V. Zhukovsky.

What is the name of the poem? Who is its author?

Read the poem. What is it about?

What pictures can you draw for this poem?

Get ready to convey the author's feelings with expressive reading: highlight logical stresses, place logical pauses.

2) Work on an excerpt from a prose work.

Read an excerpt from A. Chekhov's story. Answer the questions. Highlight the main words in questions and answers with your voice.

A. Chekhov.

White-fronted.

The hungry wolf got up to go to hunt. Her wolf cubs, all three, were sound asleep, huddled together and warmed each other. She licked them and went.

It was already the spring month of March, but at nightthe trees cracked from the cold, as in December, and as soon as you stick out your tongue, you begin to pinch it strongly.

The she-wolf was weak health, suspicious; She shuddered at the slightest noise and kept thinking aboutas if at home without her who did not offend the cubs. The smell of human and horse traces, stumps, stacked firewood and a dark manured road frightened her; she thought as if people were standing behind the trees in the dark and dogs were howling somewhere beyond the forest.

Where did the hungry wolf go?

What were the wolves doing?

How many wolves were there?

What did the wolf do before going hunting?

What was the weather like?

What was the health of the wolf?

What was the wolf thinking?

What scared the wolf?

What did the wolf think?

3) Work on proverbs and sayings.

Read proverbs and sayings about the seasons. Learn to speak them expressively. Underline the main words.

Spring is red with flowers, and autumn with pies.

Two friends - frost and blizzard.

Blizzards - blizzards under February has flown.

In the summertime dawn converges with dawn.

Outcome. Did you do it in class today? - Highlighted the logical stress in the poem and the story.

Why do we highlight logical stress? - For expressiveness and understanding of the meaning of what was said.

Topic. Methods for highlighting logical stress in independent speech.

Target. Formation of expressive, intelligible speech.

To acquaint students with the methods of highlighting logical stress in oral and written speech. Development of logical thinking, processes of analysis and synthesis through exercises. Ensuring a health-saving classroom space.

Equipment. Cards, tablets.

During the classes.

I. Organization of the beginning of the lesson.

1. -How do you feel? -Good. (Excellent, excellent.) -What is your mood? -Good. (Peppy).

2. Wishes.

I wish you good luck in your lesson. Wish each other good luck.

-…, I wish you success in the lesson.

And I wish you well to cope with all the tasks.

P. Setting the goal of the lesson.

Today in the lesson we will learn to observe logical stress - one of the elements of the expressiveness of speech.

III. Work on the topic.

1).- What is logical stress?

Logical stress is the emphasis in the voice of the most important word in meaning.

Why is it necessary to observe it in speech?

In order to more accurately and expressively convey an idea.

2). Read the sentences and put the logical stress. (Cards)

Did you receive a letter today or someone else?

Did you receive the letter today or yesterday?

Did you receive a letter today or didn't you?

Did you receive a letter or postcard today?

To you did the postman come yesterday? To you yesterday did the postman come? to you yesterday came postman? Came to you yesterday postman?

Does the meaning and meaning of the statement change depending on which word is logically stressed? (-Yes).

3). In oral and written speech, there are various ways to highlight logical stress. Today we will get acquainted with some of them.

How do you pronounce the stress word logically? - Louder voice. This is one of the ways.

Read the sentences and determine the following way to highlight the logical stress.

Has the mail arrived? The mail has arrived.

The mail has arrived. Got mail?

In this case, the logical stress is distinguished by an increase and decrease in the tone of the voice.

Read the sentence, determine the way of highlighting intonation.

The main post office is the post office.

Post - an institution for sending letters.

Letters to the post office are delivered by a special person - a courier.

What helped you highlight the logical stress? (-Pause).

When you highlight the main word, do you pronounce it faster or slower?

(- Slower).

What ways of highlighting logical stress in oral speech have you now learned? Louder pronunciation.

Slow word pronunciation.

Pause before the highlighted word.

4). Allocation of logical stress in written speech.

Read the sentences. In what ways is the logical stress allocated in them?

enjoy email possible via the INTERNET.

Internet is the International Network.

E-mails reach mg-but-ven-but.

Parcel - an item sent by mail.

The logical stress is highlighted:

Other font;

capital letters;

Using a dash;

Dividing a word into syllables.

All these methods are called graphic.

5. Read the following sentences and identify ways to highlight logical stress in them.

Exactly mail has become an ideal intermediary between people living in different parts of the world.

The telegraph was invented only in the 19th century.

But in the east, mail was transported by camel.

Extraordinarily the method of sending mail was interesting - with the help of carrier pigeons.

Long, very longv ancient world people had to wait for an answer to their letter.

In these sentences, logical stress is emphasized with the help of the words “exactly”, “here”, “only”, “extraordinary”, as well as with the repetition of one word. This method is called lexical.

6. Very often, the logical stress in writing is placed at the end of the sentence.

Read the offer. Put the logical stress at the end.

We will go tomorrow mail.

Arrange sentences so that the last word stands out.

Tomorrow.

We.

We'll go to the post office tomorrow.

Let's go to the post office tomorrow we.

This method is called positional.

Summary of the lesson.

What are the ways of highlighting logical stress in oral speech?

In written language?

Topic. Logical stress in a declarative sentence.

Target: Formation of expressive, intelligible speech.

To improve skills and abilities to allocate by ear the main word in a sentence; reproduce when reading and in speech logical stress with a louder and longer sound. Expansion of ideas about the ways of setting logical stress.

Equipment. Cards, tablets.

Course progress.

I. Org. moment.

II. Work on the topic.

1. Today we will work on logical stress. Let's remember what is logical stress?

This is the most important word in the sentence.

How do we pronounce the main word?

We speak louder and longer. Right.

2. Important words in the sentence are distinguished in different ways. We say the whole word loudly or quietly, raise or lower the tone of the voice - the stressed syllable of this word is always spoken louder.

3. Read. Highlight the words that are logically stressed. Repeat several times.

I know this road. And Olya knows her. Julia also knows the way.

He's twelve. Oleg is ten years old, and Masha is nine. My sister is three years old.

4. Listen to the sentence. Repeat. Highlight with logical emphasis different words, underline these words with one line, mark the stressed syllable. Say each sentence several times.

Vanya gave oats to the horse.

Say so that it is clear WHO gave the horse oats. Vania gave oats to the horse.

Say so that it is clear WHAT Vanya did. Vania gave oats to the horse.

Say so that it is clear WHAT Vanya gave the horse. Vanya gave horse oats.

Say so that it is clear to whom Vanya gave the oats. Vanya gave oats horses.

5. Listen to how the teacher speaks in different ways.

Repeat several times. Highlight words that are important in meaning.

It's good to run to the river early in the morning bathe.

It's good to run early in the morning swim in the river.

clouds slowly sailed through the blue sky

Clouds drifted slowly across the blue sky

In the morning| all the ground was already covered with snow.

All evening | we walked the streets.

The sea was quiet and sad.

I know this song. This is a good song.

7. Rewrite. Listen to what the teacher says. Repeat and put signs of logical stress (underline the words, put the stress). Repeat several times.

Kolya swam the fastest.

Kolya swam faster than anyone, he himself learned to swim.

He learned to swim himself, even the coach praised him.

Ira plays the piano well. She has been making music for a long time.

8. Read the sentences. Highlight the stressed syllable of an important word. Read aloud several times.

The sun has disappeared. Night has come.

Night shadows covered the sky.

I stood by the river for a long time.

The full moon shone brightly.

A cool breeze blew.

The sail floated silently along the lunar path.

9. I will read the text, and you underline the main words. (Card.)

There are people, about whom they say: "This is a man the words !" So, such a person can rely on . He will fulfill his promise without being reminded.

You promised call a friend on the phone and did not call - forgot. You late date or just did not come , referring later to ill health or another reason. you were asked put the letter in the mailbox, and you dragged through it in your pocket for a whole week.

We quite often we commit such petty “betrayals” without attaching great importance to them. This carelessness has become a habit of many people.

From a young age, one must learn to force oneself to do not only what you want, but also what necessary . Don't delay for tomorrow what can be done today now .

(S. Mikhalkov. Everything starts from childhood.)

Topic: Variation of logical stress.

Target: To improve skills and abilities to allocate by ear the main word in a sentence; reproduce when reading and in speech logical stress with a louder and longer sound. Expansion of ideas about the variability of logical stress depending on the content and purpose of the statement. Development mental operations(analysis, synthesis, comparison).

Equipment. Tables, cards

During the classes.

I. Organizational moment.

II. Setting the purpose of the lesson. We will learn to identify and place logical stress, highlight it in speech.

III. Work on the topic.

1. Introductory conversation.

1. Conversation.

Why do you need to highlight the logical stress?

To make speech more expressive.

To highlight an important word.

To understand what they are talking about.

What is the importance of logical stress in speech?

If the logical stress is incorrect, then the meaning of the whole phrase may also be incorrect.

What is needed for a sentence to have a definite and precise meaning?

2. Track how the content of the statement changes from a change in the place of the logical stress in the sentence. Put the stress on each word of the sentence in turn:

Will you be at the theater today? (and not anyone else?)

Will you be at the theater today? (Will you come or not?)

Will you be at the theater today? (and not tomorrow, not the day after tomorrow?)

Will you be at the theater today? (and not at work, not at home?)

Have you made sure that the content of the statement changes from a change in the place of logical stress? (Yes).

3. Any word in a sentence can be highlighted with logical stress.

Read the sentences:

Children will go tomorrow to the cinema.

The children will go to the cinema tomorrow.

Children going to the cinema tomorrow.

(Students take turns reading the sentences, trying to focus on the highlighted word).

How does the meaning of the sentence change depending on where the logical stress is placed? Give examples.

(Students come up with sentences with different options for setting logical stress).

What does each sentence say? (Children explain).

Why does the meaning of a sentence change despite the same words and punctuation at the end?

Because each time we highlighted different words.

Read these sentences again and watch how the given word stands out with the voice.

Words that are important in meaning in a sentence are spoken more loudly, drawlingly.

4. A proposal is written on the board.

The cold winter is coming soon.

Read this sentence twice so that on the first reading it answers the question “When will the cold winter come?”, And on the second reading it answers the question “What kind of winter will come soon?”.

(Both sentences are analyzed and read expressively again).

5. The teacher consistently and expressively reads two or three sentences. Students listen carefully and at the end of reading each sentence indicate which word is logically stressed.

Exactly you will have to do it.

I will reward you.

Never I have never been so surprised.

6. Proverbs are written on the board or on cards.

Read the proverbs expressively, observing the indicated logical stresses (words are highlighted in a different color or font).

Explain the meaning of the proverbs.

Motherland , be able to stand up for her.

There is nothing more beautiful in the world than motherland our.

Live -Motherlandserve.

The hero whomotherlandmountain.

Honestworkis our wealth.

MoreAffairs- lesswords.

missminute- you will loseclock.

6. Read the sentences on the cards. Alternately make logical stresses on one or the other word. Explain what new semantic connotation is obtained in each case:

We read a poem by Lermontov.

7. Read the sentence: Today the students read Pushkin's story.

How does the meaning of the sentence change from moving the logical stress in it:

When did students read Pushkin's story?

Who read Pushkin's story today?

What did the students do today?

What did the students read today?

Whose story did the students read today?

8. Fixing.

Independent work on cards. Students must independently place logical stresses and prepare for expressive reading in compliance with these stresses. Weaker students are given fewer sentences or words for logical stress are already indicated. After reading the sentences by the student, the class discusses whether the logical stresses are correctly placed, whether it could have been done differently, if possible, then how.

Summary of the lesson.

Literature.

Aksenova A.K. Methods of teaching the Russian language in correctional school. - M. 1999.

Volkova K.A. Pronunciation 1981.

Journal of Defectology No. 3 of 1984.

Kubasova O.V. How to help your child become a reader. - M., 2004.

Lomizov A.F. Expressive reading while learning syntax and punctuation. - M., 1968.

Moskalenko G. "Logical stress".

So, for example, in the line from Krylov’s fable “The Harrow and the Fox”: “The Fox sees the cheese” - the word “cheese” is the main thing in meaning, because because of the cheese the Fox stopped and started a conversation with the Crow, so this word should be highlighted logical emphasis.

Logical stress is very important for expressive reading. A phrase read without emphasizing in the voice a word that carries a dignified meaning sounds unclear, its essence does not quickly reach the minds of the listeners.

“Stress,” wrote Stanislavsky, “is the index finger, marking the most important word in a phrase or measure! In the highlighted word, the soul, the inner essence, the main points of the subtext are hidden! one

Logical stress is achieved by various means: by the power of the voice, by lowering or raising it, by a pause before the highlighted word, or by slowing down the tempo of three pronunciations of this word. However, it must be remembered that when setting a logical stress, one should never abuse the word under emphasis with excessive pressure, as this violates its semantic connection with other words in the phrase and pulls it out of the text.

In order to correctly place the logical stress, it is necessary to carefully read the text, delve into its content, understand what is the main thing in it, the main thing, about what, how and for what purpose the author is telling the story in it.

Let us recall A. Pushkin's poem "Autumn". In this poem, the author draws the autumn state of nature and the feelings that arise with the onset of autumn. Therefore, when reading, it is necessary to highlight with logical stress precisely those words with which the poet most vividly recreates the picture of autumn and conveys the feelings associated with its approach:

Already the sky autumn breathed,

Already re same the sun shone

Briefly speaking the day became

Lesov mysterious canopy

With a sad exposed with noise

Laid down on the fields fog,

geese noisy caravan

dragged on to the south: was approaching

Enough boring time;

Stood n october by the yard.

Setting a logical stress without preliminary understanding of the text, without thinking through and consciously pronouncing each individual phrase of it, can lead to a distortion of the meaning, and, consequently, to an incorrect perception of what is being read.

So, if in the story of V. Oseeva "Just an old woman" the girl's question is: "Is this your grandmother?" - pronounce with emphasis not the word “your”, but the word “grandmother”, then the meaning of the work will be conveyed incorrectly, since the main thing in the story is not whether it is a grandmother, mother or one of the boy’s relatives, but that he gave way to an outside, unfamiliar old woman, showing courtesy towards the elders.

Any word in a phrase can be highlighted with logical stress, depending on its meaning, and the conscious intention of the reader to draw the listener's attention to a particular word.

Let's take the phrase: "I had a very bad headache yesterday." Let's pronounce it with the selection of various words and see how this phrase will be perceived.

At me yesterday my head hurt a lot (for me, not for someone else).

I have yesterday I had a very bad headache (yesterday, not at another time).

I have yesterday very I had a headache (not just a headache, but very badly).

I have a very good yesterday sick head (was not healthy, but sick).

I was very sick yesterday head(head, not something else).

There are rules for setting logical stresses, which in some cases help to find the most important words in semantic relations.

The logical emphasis is:

1. New concepts, phenomena, actors, which are mentioned for the first time:

There was a boy, his name was Philip.

(L. Tolstoy "Philippok")

Trees fun noisy,

“when spring returned to us;

and only one spruce between them

was silent and gloomy.

Trees plaintively

made noise when the cold came;

only spruce was silent indifferently

and green as always.

(A. Pleshcheev "Spruce")

3. Subject (if the object, person is of the greatest importance) or predicate (if the process, action is of the greatest importance) in non-common
offer:

Blew cold winds.

(I. Sokolov-Mikitov "Blizzard Winter")

Let's run both Frosts...

("Two Frosts")

4. A noun in the genitive case when combined with another noun:

It's already getting dark rivers,

pulls up the smoke of a fire.

(A. Tvardovsky "Autumn")

5. Noun after adjective:

Under blue skies

magnificent carpets,

Glittering in the sun snow lies...

(A. Pushkin "Winter Morning")

However, if the reader wants to emphasize the feature of the object, the peculiarity of the character, emphasize the exclusivity of the phenomenon, event, the logical stress can be placed on the adjective:

January. Beginning of the year.

Frost in the yard.

Good weather

happens in January:

(N Sakonskaya "Visiting Lenin")

6. An adjective (or several adjectives) after a noun:

freezing ten degrees

crackling in the alleys of the park.

(3. Aleksandrova "Skiers")

7. Explanation with the verb:

In an instant, my team fled ...

(N. Nekrasov "Grandfather Mazai and hares")

8. Words expressing comparisons:

our river, like

in a fairy tale,

Frost paved over night.

(S. Marshak "Christmas Tree")

9. Words denoting transfer or account:

Pass, get up in front of me

villages, fields and forests,

and month above the pipe

and Linden opposite the porch.

(M. Isakovsky "At the very border")

10. Appeal at the beginning of the phrase:

Neighbor Have you heard the good word?

(I. Krylov "Mouse and Rat")

If the appeal is in the middle or at the end of the phrase, then it is not highlighted with logical stress:

Do not eat me, oblique bunny, I'm for you song sing!

(Russian folk tale "Kolobok")

Do not Cry, bunny!

(Russian folk tale "The Fox, the Hare and the Rooster")

11. Words that express a short, quick action, such as grab, kick, sense, look etc.:

The ram ran away - yes bam, bam, began to upset the wolf on the sides.

(Russian folk tale "Winter hut of animals")

12. Words expressing a question:

Who there?

13. An adjective with a noun, if they denote the main person, object, phenomenon:

Pos daytime autumn.

Through wavy mists

The moon is creeping.

(A. Pushkin)

The rules for setting logical stresses apply equally to both prose and poetry. An unreasonable passion for the rhythmic-melodic side, the desire to highlight rhyming words in particular can lead to a violation of the meaning of the verse. So, when setting a logical stress only on rhyming words, the meaning of the quatrain will be distorted:

It would be better if the snow blizzard

meet breast glad!

As if with fright

shouting out to the south

Cranes are flying.

And, on the contrary, with the correct selection of the most important words in a semantic sense, the text of the quatrain will be perceived quickly and accurately:

Better b dream y yes blizzard

Meet breastfeeding glad!

As if in fear

Shouting out, to the south

Cranes are flying.

(A. Fet "Autumn")

These rules will make it easier to prepare for expressive reading. However, depending on the intention of the reader to highlight any word that, in his opinion, is important, deviations from these rules are permissible if it does not contradict the author’s intention, the idea of the work and follows from the internal meaning of the text (subtext).

So, in a couplet from M. Lermontov's poem "The Death of a Poet":

Empty heart beats evenly

The gun did not flinch in his hand -

the logical stress can be placed not on the noun "heart" but on the adjective "empty", if the reader wants to emphasize the soullessness of the murderer.

Tasks

1. For each rule, select two examples, write them out in a notebook, put a logical stress and read aloud.

We we walk through the dark spruce forest.

We let's go then dark spruce.

We are going in the dark spruce forest

We're walking in the dark spruce forest.

Who threw a bow at Luka?

I threw a bow Klim in Luka.

What did Klim do?

threw bow Klim to Luka.

What did Klim throw at Luka?

threw bow Klim in Luka.