In the early years of school, students are given all the knowledge they need to succeed in the later years of middle and high school. Therefore, it is especially important to remember well and be able to apply all the material that is taught at school, starting from the first grade. This is especially true of mathematics and the Russian language, which are traditionally considered fundamental sciences, without knowledge of which it is impossible to be well versed in other school subjects.
In principle, it is, because, for example, the ability to build a sentence scheme from grade 1 develops not only this practical skill, but also to some extent shows the logical structure of the Russian language. This, of course, can help in the further development of this subject. It also works for other items as well. And since it is easier to master almost the entire program of the Russian language using examples of sentences, this method will also be used in this article. It's not hard!
The main members of the proposal. What is it about?
Before dealing with sentence schemes by examples, you should know what "members" are.Do you know what they might be like? As indicated from class 1 in the proposal scheme.
So, the subject is the main member that denotes the person or object in question. Most often, in sentences, the subjects are living beings or objects that have some properties, qualities and characteristics, perform (or do not perform) any action, or are in any state. This doesn't work for single-part sentences only.
The predicate is the same main member of the sentence that describes the properties, actions or state of the subject. However, in class 1 sentence schemes, grammatical foundations are most often used, in which the predicate is a verb. By the way, the grammatical basis is the subject and the predicate. Attention: without any secondary members!
Example of parsing sentences (only grammatical basis) 1
Better start simple. Here is an example of parsing a sentence: "I eat ice cream".
You can ask questions like: Who or what is doing the action? Answer: I, so "I" is the subject. Then, from the subject, you can ask a question to the predicate: I am doing what? Answer: I eat, therefore, "eat" is a predicate.
A common mistake when constructing a sentence outline in Grade 1 can be defining the word "ice cream" as the subject. To avoid such a mistake, you can check yourself like this. It is necessary to understand whether the situation is possible for the predicate and the alleged subject to be logicallyconnected. So, in the meaning of this sentence, it is clear that ice cream cannot be the main character in the sentence, since ice cream cannot perform such an action as "is". Thus, it is clear that the function of the word "ice cream" is secondary.
Example of parsing sentences (only grammatical basis) 2
Now consider parsing the sentence: "I did my homework".
Despite the fact that the object that performs the action, it would seem, is not the word "task", but the word "me" (that is, "I"), one must take into account, firstly, the form of the passive voice of the predicate, and secondly, that the subject is always in the nominative case only.
On the topic of sentence schemes in grade 1, only the three most frequently used secondary terms are covered: addition, definition and circumstance. On the diagrams, they are designated as follows.
In this sentence, "in the park" is an addition (since it answers questions of indirect cases, that is, everything except the nominative), "beautiful" is a definition (since it answers the question "what?"), and "long" is a circumstance (because it describes the circumstance of a sentence situation.
Now you are very familiar with the first class syllabus of proposal schemes.