Short-term plan syntactic analysis of a simple sentence. Open lesson on the topic: "Syntactic analysis of a complex sentence

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1 Municipal budgetary educational institution secondary school 29 named after the Hero of the Soviet Union P.S. Kuzuba Municipal formation Slavyansky district Open lesson on the topic: "Syntactic analysis of a complex sentence" Developed by Akopova Svetlana Nikolaevna, teacher of Russian language and literature

2 Russian language lesson Grade 5 Topic: “Syntactic analysis of a complex sentence” Purpose: to update and restore the ability to perform syntactic analysis of a complex sentence. Planned educational results: Subject: to know the order of syntactic analysis of a complex sentence; to be able to perform syntactic analysis (oral written) of a complex sentence, to draw up a message plan on a linguistic topic. Meta-subject: the application of acquired knowledge, skills and abilities in everyday life; the ability to use the native language as a means of obtaining knowledge in other academic subjects; the application of the acquired knowledge, skills and abilities of analyzing linguistic phenomena at the interdisciplinary level. Personal: understanding the Russian language as one of the main national cultural values of the Russian people; determining the role of the language in the development of intellectual, creative abilities and moral qualities of the individual, its significance in the process of obtaining a school education. Methods and forms of teaching. observation of the language; creation of problem situations; individual, group frontal. Equipment: computer, screen, multimedia projector. Visual demonstration material. multimedia series: presentation on the topic of the lesson.

3 Course of the lesson I. Org. moment 1 Greeting (motivation) We are glad to see you all at the Russian language lesson. I want our communication to take place in a good business atmosphere. I hope that you will try to show your knowledge, in the lesson we will develop observation skills, our speech, and enrich our vocabulary. And at the same time we will make a fascinating journey through the fairy tales of A. S. Pushkin. II. Actualization of knowledge and trial educational action 1 Task in groups The first student names the subject, the second predicate, then we add secondary members 1 row 2 row 3 row Chamomile miraculous guard The team that has a long and logical sentence wins. 2 conversation on questions. And now we will tell fortunes on a camomile. The one who guesses, tears off the petal and says: “loves not loves”, and we will find out who knows, who does not know. Questions a) What is a proposal? b) what branch of the science of language studies sentences? c) name the sentences on the purpose of the statement. d) What sentences do you know by intonation? e) how to distinguish a simple sentence from a complex one? f) What are the proposals according to the number of main members? g) what sentences do you know by the presence of secondary members? h) How can sentences be complicated?

4 Write down the number, class work. Next task And now make a statement on the topic "Pushkin's Tales", which is more than a phrase and less than a text. What syntactic unit of the language should you have used? Write down in your notebook What is this sentence on the presence of grammatical foundations? And now we will check how you learned the topic “simple and complex sentences” We will conduct a schematic dictation S P P P P S 1) Since he threw a seine into the sea, a seine came with one mud. 2) Somewhere in a distant kingdom, in a distant state, the glorious king Dadon lived. 3) Balda went to the nearby forest, caught two birds with one stone and put it in a bag. 4) The squirrel sings songs and gnaws everything. 5) And the queen laugh, and shrug her shoulders, and wink her eyes, and snap her fingers. 6) The island lies on the sea, the city stands on the island. Let's remember the names of fairy tales. 1) The tale of the fisherman and the fish. 2) The Tale of the Golden Cockerel. 3) The Tale of Tsar Saltan, of his son, the glorious and mighty hero Prince Gvidon Saltanovich, and of the beautiful Princess Swan. 4) The Tale of the Dead Princess and the Seven Bogatyrs Work in pairs. Mutual verification.

5 Fizminutka Lower your hands below And you will reach the ground. Quietly, the mouse is walking, Because there is a cat nearby. Roly-poly babies are even very good. They bend low, they fill with ringing. Here comes the giant, Like a big crane. Grove, river and meadows He will pass in two steps. The pony runs in circles, smiles at me as a friend. If I really want to, I'll ride with a pony.

6 III. Discovery of new knowledge Guys, in order to formulate the topic of the lesson today, I propose to guess the word. To do this, you need to correctly answer questions on repetition The first letter in the title of the sentence, where there are secondary members P The first letter of the alphabet A What does punctuation study? З The first letter of a complex sentence, the parts of which are connected by intonation? B Secondary member of the sentence, answering the questions where, where, where from? O The first letter of the case that answers the question of whom, what? P PARSING And what parsing in the "Syntax" section do you know? What sentences did we study in the previous lessons? How will the topic sound, the last one in the study of a complex sentence? Write down the topic Let's try to define goals with you: repeat, deepen and test your knowledge and skills. What proposal are you familiar with? Quest Researchers. On the proposed schemes, orally make sentences from Pushkin's fairy tales. 3 1, A year, another passes peacefully, the cockerel sits still. The wind roars merrily, the ship runs merrily. The hour of dinner was approaching, and there was a clatter in the yard. 1 [ and ] The squirrel sings songs and gnaws all the nuts. 2[, ] My light, mirror! Tell me, tell the whole truth. Wind, wind, you are mighty! Let's write a proposal.

7 In the blue sky the stars are shining, In the blue sea the waves are whipping. Let's try to deduce a plan for parsing a complex sentence ourselves. You and I know how to parse a simple sentence, so I think it will not be difficult for us to parse a complex one. Parsing scheme. 1 Type of sentence according to the purpose of the statement 2 By intonation 3 Grammatical bases (simple sentences in the complex) 4 Means of communication of simple sentences in the complex (what is it?). What do we know? (Allied non-Union) 5 Presence or absence of secondary members We compare the analysis with the textbook 41 IV. Practical activity (generalization and systematization of knowledge) Slide show Repetition of syntactic analysis Let's look at the table, talk about the complex sentence SP BSP union SSP SPP Additional task Generalization. Write advice to your comrades about the fairy tales of the wonderful Russian writer Pushkin (using various types of sentences and words from our reference books) Name the complex sentences that helped us compose the text. Make a syntactic analysis of a complex sentence. Compose proposals by doing a series of actions

8 1 From the sentence: "The paratroopers descended in the center of the stadium" take the predicate. 2 From the sentence: “Suddenly light steps were heard” take the definition 3 Add the subject from the sentence: “Snowflakes are melting on the cheeks” 4 Take a noun that acts as an addition: “The paths in the garden fell asleep with leaves” use this noun in the accusative case with the preposition on. V. Generalization of the information received in the lesson, assessment. Today at the lesson, I Learned, learned, rejoiced for my classmates Commenting on grades. Homework 47 exercise 242. Material used: S.V. Savchenkov. Workbook on the Russian language for the textbook by T.A. Ladyzhenskaya and others “Russian language. Grade 5 "M .: AST: Astrel: Polygraph Publishing House, 2011 L.A. Akhremenkova "To the Five Step by Step" - M .: Education, 2011 Berezka

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Summary of the open lesson. Technological map of the lesson Primary school teacher Pyatnitsyna Svetlana Yuryevna Subject: Russian language Class: 2 Date: April 16, 2015 Author and title of teaching materials:

Describe the sentence according to the purpose of the statement: narrative, interrogative or incentive.
By emotional coloring: exclamatory or non-exclamatory.
By the presence of grammatical foundations: simple or complex.
Then, depending on whether the sentence is simple or complex:

If simple:

5. Describe the sentence by the presence of the main members of the sentence: two-part or one-part, indicate which main member of the sentence, if it is one-part (subject or predicate).

6. Characterize by the presence of secondary members of the proposal: common or non-common.

7. Indicate whether the sentence is complicated by anything (homogeneous members, appeal, introductory words) or not complicated.

8. Underline all members of the sentence, indicate parts of speech.

9. Draw up a sentence outline, indicating the grammatical basis and complication, if any.

If complex:

5. Indicate which connection is in the proposal: allied or non-union.

6. Indicate what is the means of communication in the sentence: intonation, coordinating unions or subordinating unions.

7. Conclude what kind of sentence this is: unionless (BSP), compound (CSP), complex (CSP).

8. Parse each part of a complex sentence as a simple one, starting from point No. 5 of the adjacent column.

9. Underline all members of the sentence, indicate parts of speech.

10. Draw up a sentence outline, indicating the grammatical basis and complication, if any.

An example of parsing a simple sentence

Oral analysis:

The sentence is narrative, non-exclamatory, simple, two-part, grammatical basis: pupils and pupils study, common, complicated by homogeneous subjects.

Writing:

Narrative, non-exclamatory, simple, two-part, grammatical stem pupils and pupils study, common, complicated by homogeneous subjects.

An example of parsing a complex sentence

Oral analysis:

The sentence is narrative, non-exclamatory, complex, allied connection, means of communication subordinating union because, a complex sentence. The first simple sentence: one-part, with the main member - the predicate did not ask common, not complicated. Second simple sentence: two-part, grammatical basis we went with the class, common, uncomplicated.

Writing:

Narrative, non-exclamatory, complex, allied connection, subordinating union means of communication because, SPP.

1st PP: one-part, with the main member - the predicate did not ask common, not complicated.

2nd PP: two-part, grammatical basis - we went with the class, spread, not complicated.

Schematic example (sentence followed by schema)

Another option for parsing

Syntax parsing. Order in parsing.

In phrases:

Select the correct phrase from the sentence.
We consider the structure - we highlight the main word and the dependent. We indicate what part of speech is the main and dependent word. Next, we indicate in what syntactic way this phrase is connected.
And finally, we denote what its grammatical meaning is.

In a simple sentence:

We determine what the sentence is for the purpose of the statement - narrative, incentive or interrogative.
We find the basis of the sentence, we establish that the sentence is simple.
Next, you need to talk about how this proposal is built.
- It is two-part or one-part. If it is one-part, then determine the type: personal, impersonal, nominative or indefinitely personal.
- Common or non-common
- incomplete or complete. If the sentence is incomplete, then it is necessary to indicate which member of the sentence is missing in it.
If this proposal is complicated in any way, whether it be homogeneous members or isolated members of the proposal, this must be noted.
Next, you need to analyze the sentence by members, while indicating what parts of speech they are. It is important to follow the order of parsing. First, the predicate and the subject are determined, then the secondary ones, which are part of the first - the subject, then - the predicate.
We explain why one way or another punctuation marks are placed in the sentence.

Predicate

We note what the predicate is - a simple verb or compound (nominal or verbal).
Specify how the predicate is expressed:
- simple - what form of the verb;
- compound verb - what it consists of;
- compound nominal - what connection is used, how the nominal part is expressed.

In a sentence that has homogeneous members.

If we have a simple sentence, then when parsing it, it should be noted what kind of homogeneous members of the sentence are and how they are related to each other. Either through intonation, or intonation with conjunctions.

In sentences with separate members:

If we have a simple sentence, then when parsing it, it should be noted what the turnover will be. Next, we analyze the words that are included in this turnover by the members of the sentence.

In sentences with isolated members of speech:

First, we note that in this sentence, there is a direct speech. We indicate the direct speech and the text of the author. We analyze, explain why punctuation marks are placed in the sentence in this way and not otherwise. We draw the scheme of the offer.

In a compound sentence:

First, we indicate which sentence for the purpose of the statement is interrogative, declarative or incentive. We find simple sentences in the sentence, we single out the grammatical basis in them.

We find unions with the help of which simple sentences are connected in a complex one. We note what kind of unions they are - adversative, connecting or dividing. We determine the meaning of this entire compound sentence - opposition, alternation or enumeration. We explain why punctuation marks are placed in the sentence in this way. Then each simple sentence that makes up the complex one must be parsed in the same way as a simple sentence is parsed.

In a complex sentence with a subordinate clause (one)

First, we indicate what the sentence is in terms of the purpose of the statement. We single out the grammatical basis of all simple sentences that make up a complex one. Let's read them.

We name which sentence is the main one, and which is subordinate. We explain what kind of complex sentence it is, pay attention to how it is built, how the subordinate clause to the main clause is connected and what it refers to.

We explain why the punctuation marks in this sentence are arranged in this way. Then, the subordinate and main clauses must be parsed, in the same way as simple sentences are parsed.

In a complex sentence with subordinate clauses (several)

We call what the sentence is according to the purpose of the statement. We single out the grammatical basis of all the simple sentences that make up the complex one, and read them out. We indicate which sentence is the main one, and which is subordinate. It is necessary to indicate what the subordination in the sentence is - either it is a parallel subordination, or sequential, or homogeneous. If there is a combination of several types of subordination, this should be noted. We explain why, in this way, punctuation marks are placed in the sentence. And, at the end, we analyze the subordinate and main clauses as simple sentences.

In a complex non-union sentence:

We call what the sentence is according to the purpose of the statement. We find the grammatical basis of all simple sentences that make up this complex sentence. We read them out, call the number of simple sentences that make up the complex one. We determine what the meaning is the relationship between simple sentences. It can be - sequence, cause with effect, opposition, simultaneity, explanation or addition.

We note what are the features of the structure of this sentence, what kind of complex sentence it is. How are simple words connected in this sentence and what do they refer to.

We explain why punctuation marks are placed in the sentence in this way.

In a complex sentence in which there are different types of communication.

We call what, according to the purpose of the statement, this sentence is. We find and highlight the grammatical basis of all simple sentences that make up a complex one, read them out. We establish that this proposal will be a proposal in which there are different types of communication. Why? We determine what connections are present in this sentence - allied coordinating, subordinating, or any other.

According to the meaning, we establish how simple ones are formed in a complex sentence. We explain why punctuation marks are placed in the sentence in this way. We analyze all simple sentences that make up a complex one in the same way as a simple sentence is parsed.

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Short Term Lesson Plan Subject Class Date Topic General Objectives Learning Outcomes Student Learning Outcomes (A) Student Learning Outcomes (B) Student Learning Outcomes (C) Key Ideas Links Resources Steps (Time) Beginning of class (3 minutes) Russian language 6 "A" 05/05/2016 Syntactic analysis of a complex sentence To know the syntactic analysis of a complex sentence. Be able to parse complex sentences. They know and are able to do syntactic analysis of complex sentences. They know and are able to do syntactic analysis of complex sentences. They are able to independently analyze, synthesize and compare simple sentences as part of a complex sentence. They know and are able to parse a complex sentence. Able to perform oral and written parsing. They know and are able to do syntactic analysis of complex sentences. Develop coherent speech, memory and thinking. GOSO, curriculum, textbook. Tables, A4 paper, task cards, stickers, posters, various stationery necessary for the creative work of students. Actions of the teacher Actions of the students Evaluation Course of the lesson 1. Greeting 2. Psychological mood. Training: "Greetings". 1. Teachers greet 2. They walk around the class, shake hands with each other: “Hello”, “Hello”, “How are you?” etc. Praise, say compliments to each other. verbal encouragement from the teacher. Checking homework (7 minutes) Ex. 10 Reception "Thick and thin questions" questions on the materials covered. Children answer Introduction to the topic (8 minutes) Implementation of the purpose of the lesson (8 Disassemble these sentences by members: Children make a breakdown by members of the sentence 1. White steam spreads across the meadows. parsing: Verbal encouragement by the teacher Verbal encouragement by the teacher Children read and do syntactic analysis of a complex sentence Formative assessment "Thumb" minutes) 1. Type of sentence for the purpose of the statement. 2. Whether the sentence is exclamatory. 3. Simple or complex sentence. Simple sentence: 4. Common or non-common. 5. Main and secondary members of the proposal. 6. Homogeneous members of the proposal (if any). 7. Appeal (if any). Compound sentence: 4. Parts of a complex sentence, their bases. 5. With the help of unions or without unions, parts of a complex sentence are connected. A sample of a written analysis of a simple sentence: White steam spreads across the meadows. (I. S. Nikitin.) complex: The sleepy forest looks into the mirror of the bay, in the thicket the silent darkness lies. Fizminutka (3 minutes) Realization of the goal of the lesson (15 minutes) (I. S. Nikitin.) Warm-up 1. Disassemble the first and third sentences in writing, the rest orally. 1. The sun was not..ko in the pale-clear..m sky. 2. Long shadows ran from trees, from bushes, from high stacks of hay. 3. The sun was already quite high in the clear sky, but the fields were still covered with dew. 4. The damp earth is elastic underfoot, tall dry blades of grass do not move, long threads glisten on the pale grass. (I. S. Turgenev.) Mark the sounds in place of the highlighted letters. 2. Write off, placing the missing commas. Review written proposals. Make a syntactic analysis of the sentence. 1. We enter carefully into the forest early in the morning. 2. A light haze of fog rises from the ground .. and on each needle .. pines on each leaf .. b .. cuts on each blade of grass .. some others .. squeeze small and tender .. droplets of water. Homework (1 minute) Reflection (2 minutes) D / C exercise. optionally. Children write in diaries What do you like? What questions do you have about the new topic? Children respond Formative assessment

I approve:

Director of KSU "Svobodnenskaya School"

N. A. Merker _____________

Ososkova Anastasia Igorevna 2 category 3 (basic level)

thing

Russian language

Class

5 B"

date

14.11.2016

Lesson topic

Syntactic analysis of a simple sentence.

Target

To form in students the concept of analysis by members of the sentence

Tasks

To organize the activities of students in the assimilation of new material;

Developing the ability to distinguish main and secondary members of the proposal;

The development of dialogic speech, the ability to synthesize, compare, analyze, independently draw conclusions.

Methods

Brainstorming, filling in the table and diagrams for sentences, parsing sentences, logical tasks.

Integration of seven modules

CM, Dialogic Learning, Management and Leadership

in teaching, OO, work with gifted students.

Expected Result

Students:

They know how to find the main and secondary members of the proposal, put questions to them, graphically highlight them in writing;

-Able to write simple sentences.

Equipment,

visibility

Markers, A-4 paper, stickers, posters, various stationery necessary for the creative work of students.

During the classes

Teacher activity

Student activities

Org. moment.

1. Greeting

2. Psychological attitude. Training: "Greetings".

1. Welcome teachers

2. They walk around the class, shake hands with each other: “Hello”, “Hi”, “How are you?” etc. Praise, say compliments to each other.

Brain attack.

Poll d / z.

I. Motivation

Motivation

Application.

Completing tasks.

Creative moment.

Reflection.

Evaluation

Homework.

Today, guys, we have an unusual day. We are going to travel to the country "Syntax". To begin our journey, we must answer one question:

What is syntax?

Well done, now we have the road open and we can begin our journey. But before To start our journey, let's split into groups.

I will give you assessment sheets where you will grade yourself for each stage of the lesson.

1 stop. Answers on questions .

Name the main members of the sentence.

What is a subject?

What is a predicate?

Name the secondary members of the sentence.

What is an add-on?

What is a definition?

What is a circumstance?

2 stop . Fill the table

3 stop. main members of the proposal.

Read the sentences. Find the main members of the sentence.

4 stop. Secondary members of the sentence.

Read the text. Write out the first sentence. Underline the secondary parts of the sentence.

Make sketches for this text.

5 stop. Warm up.

Fizkultminutka.

6 stop. Analysis of proposals.

Read the sentences and make an analysis of the members of the sentence.

7 stop. Complete the charts.

Fill in the diagrams for sentences from 6 stops.

8 stop. The proverb is folk wisdom.

Complete the proverbs.

9 stop. What we know, we repeat.

MINI TEST

10 stop. Ultimate.

My mood.

Guys, what did we talk about at the lesson? Did you like the lesson? Write your opinion about the lesson (slide 32).

Evaluation forms are used to give grades.

Write a short story about how the lesson went. Write one sentence and parse it by the members of the sentence.

Syntax is a branch of the science of language that studies phrases and sentences.

According to the names of fruits are divided into groups. Then they draw these fruits themselves.

Student answers. (who will be the first to raise their hand)

Fill in the prepared table.

1. The bell rang. 2. Schoolchildren entered. 3. The teacher said hello. (orally)

Perform all three groups.

In the spring, schoolchildren plant fruit trees.

Paperwork.

Group 1: A friendly spring has come.

Group 2: A warm wind blew from the south.

Group 3: Spring painted the trees green.

Schemes of proposals are distributed.

They select words that are suitable in meaning and say which part of the sentence they are.

Read the sentences and find the main and secondary members of the sentence.

Choose "smiley".

Perform a test check on the key. Giving ratings.

write down

The syntactic analysis of a simple sentence has firmly entered the practice of elementary and secondary schools. This is the most difficult and voluminous type of grammatical analysis. It includes a description and scheme of the sentence, analysis by members, indicating the parts of speech.

The structure and meaning of a simple sentence is studied starting from grade 5. The full set of features of a simple sentence is indicated in the 8th grade, and in the 9th grade the focus is on complex sentences.

In this type of analysis, the levels of morphology and syntax are correlated: the student must be able to identify parts of speech, recognize their forms, find conjunctions, understand the ways of connecting words in a phrase, know the signs of the main and secondary members of a sentence.

Let's start with the simplest: we will help the guys prepare for parsing in 5th grade. In elementary school, the student memorizes the sequence of analysis and performs it at an elementary level, indicating the grammatical basis, syntactic relationships between words, the type of sentence in terms of the composition and purpose of the statement, learns to draw up diagrams and find homogeneous members.

The elementary school uses different programs in the Russian language, so the level of requirements and preparation of students are different. In the fifth grade, I accepted children who studied in elementary school according to the programs of the educational system "School 2100", "School of Russia" and "Elementary School of the XXI Century". There are big differences. Primary school teachers do a tremendous job to compensate for the shortcomings of their textbooks, and themselves "lay" successive links between elementary and secondary schools.

In grade 5, the material for parsing a sentence is generalized, expanded and built into a more complete form, in grades 6-7 it is improved taking into account the newly studied morphological units (verbal forms: participle and gerund; adverb and category of state; service words: prepositions, conjunctions and particles ).

Let's use examples to show the differences between the level of requirements in the format of parsing.

In 4th grade	In 5th grade
In a simple sentence, the grammatical basis is highlighted, familiar parts of speech are indicated above the words, homogeneous members are emphasized, phrases are written out or syntactic links between words are drawn. Scheme: [O -, O]. Narrative, non-exclamatory, simple, common, with homogeneous predicates. Exist. (main word) + adj., Ch. (main word) + noun. Ch. (main word) + places. Adverb + ch. (main word)	Syntactic links are not drawn, phrases are not written out, the scheme and basic designations are the same, but the characteristics are different: narrative, non-exclamatory, simple, two-part, common, complicated by homogeneous predicates. Parsing is constantly practiced in the classroom and participates in the grammar tasks of control dictations.
In a complex sentence, grammatical foundations are emphasized, parts are numbered, familiar parts of speech are signed above the words, the type is indicated according to the purpose of the statement and emotional coloring, according to the composition and presence of secondary members. Parsing scheme: [O and O] 1 , 2 , and 3 . Narrative, non-exclamatory, complex, common.	The scheme remains the same, but the characteristics are different: narrative, non-exclamatory, complex, consists of 3 parts that are connected by an allied and allied connection, in 1 part there are homogeneous members, all parts are two-part and common. Parsing a complex sentence in grade 5 is educational in nature and is not a means of control.
Sentence schemes with direct speech: A: "P!" or "P," - a. The concept of quotation is introduced, which coincides in design with direct speech.	The schemes are supplemented by a break in direct speech with the words of the author: "P, - a. - P." and "P, - a, - p". The concept of dialogue and ways of its design are introduced. Schemes are made up, but the characteristics of sentences with direct speech are not made.

Plan for parsing a simple sentence

1. Determine the type of sentence according to the purpose of the statement (narrative, interrogative, incentive).

2. Find out the type of sentence by emotional coloring (non-exclamatory or exclamatory).

3. Find the grammatical basis of the sentence, underline it and indicate the ways of expression, indicate that the sentence is simple.

4. Determine the composition of the main members of the proposal (two-part or one-part).

5. Determine the presence of minor members (common or non-common).

6. Underline the secondary members of the sentence, indicate the ways of their expression (parts of speech): from the composition of the subject and the composition of the predicate.

7. Determine the presence of missing members of the proposal (complete or incomplete).

8. Determine the presence of complications (complicated or not complicated).

9. Write down the characteristics of the proposal.

10. Draw up a proposal scheme.

For analysis, we used sentences from the beautiful fairy tales of Sergei Kozlov about the Hedgehog and the Bear cub.

1) It was an extraordinary autumn day!

2) Everyone's duty is to work.

3) Thirty mosquitoes ran out into the clearing and played their squeaky violins.

4) He has no father, no mother, no Hedgehog, no Bear cub.

5) And Squirrel took nuts and a cup and hurried after.

6) And they put things in a basket: mushrooms, honey, a kettle, cups - and went to the river.

7) And pine needles, and fir cones, and even cobwebs - they all straightened up, smiled and sang with all their might the last autumn song of the grass.

8) The Hedgehog lay, covered up to the very nose with a blanket, and looked at the Bear Cub with quiet eyes.

9) The hedgehog sat on a hill under a pine tree and looked at the moonlit valley flooded with fog.

10) Across the river, blazing with aspens, the forest darkened.

11) So until the evening they ran, jumped, jumped off a cliff and yelled at the top of their lungs, emphasizing the stillness and silence of the autumn forest.

12) And he jumped like a real kangaroo.

13) Water, where are you running?

14) Maybe he's crazy?

15) It seems to me that he imagined himself ... as the wind.

Examples of Parsing Simple Sentences