§ 1 Parsing algorithm

The syntactic analysis of a simple sentence complicated by homogeneous members differs little from the analysis of any other simple sentence. When working, you must follow the order of parsing. The presence of homogeneous members in the sentence is indicated after the characterization of a simple sentence, and only then is the main and secondary members analyzed.

So, let's consider the whole parsing algorithm.

First, you need to find the grammatical basis of the sentence and establish that it is simple.

Secondly, we name the type of sentence according to the purpose of the statement (narrative, incentive, interrogative) and intonation (exclamatory or non-exclamatory).

Thirdly, we talk about the structure of the sentence. It is two-part or one-part, non-common or common, complete or incomplete, complicated or uncomplicated. Since now we are talking about parsing sentences with homogeneous members, then, of course, when characterizing, we will say that the sentence is complicated by homogeneous members, and then indicate which ones: subject, predicate, additions, definitions or circumstances.

Fourthly, we analyze the proposal by members, indicate how they are expressed. Moreover, first the subject and the predicate are disassembled, then the secondary members that are part of the subject, then - the part of the predicate.

Fifthly, it is necessary to explain the placement of punctuation marks and draw a sentence outline. Start your punctuation analysis by explaining the choice of punctuation mark at the end of a sentence. Determine whether the sentence being analyzed is simple or complex. In a complex sentence, “count” the number of parts and determine the type of connection between them: subordinating, coordinating or non-union. Thus explain the choice of signs of separation. Determine what function the signs that occur inside the simple perform.

§ 2 Parsing examples

Now let's practice with a specific example.

Young trees of all breeds: spruce and pine, aspen and birch - grow together and closely. (K. Paustovsky)

So, the grammatical basis (what?) trees, spruce and pine, aspen and birch (what are they doing?) grow. Let's make a digression and note that in the sentence with homogeneous members there is a generalizing word, and, as we remember, it is the same member of the sentence as the homogeneous members. Let's continue. Since the sentence has only one grammatical basis, it is simple.

According to the purpose of the statement, this sentence is narrative, according to intonation - non-exclamatory.

Since both the subject and the predicate are present in the sentence, there are no gaps necessary to understand the meaning of the secondary members, we can conclude that we have a complete sentence. Now it is time to pay attention to the complexity of the proposal. As we mentioned earlier, the sentence has homogeneous members, and specifically - subjects, which means that the sentence is complicated by homogeneous subjects. There are also secondary homogeneous members - the circumstances are friendly and close, which means that the proposal is complicated by homogeneous circumstances.

Let's analyze the proposal by members.

Homogeneous subjects are expressed by nouns (what?) trees, spruce and pine, aspen and birch.

The predicate is expressed by the verb (what are they doing?) grow.

The secondary members that make up the subject are represented by definitions: young trees (what?) - an adjective, trees (what?) of all species - a combination of a pronoun with a noun. It is important to bear in mind that these definitions are not homogeneous, since characterize the word being defined from different angles and are expressed by different parts of speech.

The secondary members that make up the predicate - homogeneous circumstances of the mode of action amicably and closely, answer the question how? and expressed in adverbs.

We emphasize all the members of the sentence: the subjects with one line, the predicate with two, the definitions with a wavy line, the circumstances with a dot with a dotted line.

In conclusion, it is necessary to explain the punctuation marks.

Since the sentence is declarative, non-exclamatory, a period is placed at the end of it. There are also punctuation marks within the sentence. Recall the rule: “In the event that a generalizing word comes before homogeneous members, and after them the sentence continues, then a colon is placed before the homogeneous members, and after them a dash is placed before the rest of the sentence.”

And draw a diagram of the proposal. In our case, it will look like this:

Let's take another suggestion.

I'll call you either Tuesday or Wednesday.

The sentence is simple, narrative, non-exclamatory, complete, complicated by homogeneous circumstances.

The subject i is expressed by a pronoun, the predicate I will call - by a verb. There are no secondary members that are part of the subject in the sentence. I'll call (to whom?) You - an addition expressed by a pronoun; I'll call (when?) Or on Tuesday or Wednesday - homogeneous circumstances expressed by nouns with a preposition.

Since the sentence is declarative, non-exclamatory, there is a dot at the end of it, and since homogeneous circumstances are connected by a repeating union, a comma is placed between homogeneous members. Let's represent the proposal schematically:

List of used literature:

1. Ladyzhenskaya T.A., Baranov M.T., Trostentsova L.A. and others. Russian language: textbooks for 5, 6, 7 cells. educational institutions; Scientific ed. acad. RAO N.M. Shansky. – M.: Enlightenment.
2. Trostentsova L.A., Ladyzhenskaya T.A. and others. Russian language: textbooks for grades 8 and 9. educational institutions. – M.: Enlightenment.
3. Razumovskaya M.M., Lvova S.I., Kapinos V.I. and others. Russian language: Textbooks for 5, 6, 7, 8, 9 cells. educational institutions / Ed. MM. Razumovskaya, P.A. Lekanta, - M .: Bustard.
4. Lvova S.I., Lvov V.V. Russian language: Textbooks for 5, 6, 7, 8 cells. educational institutions. – M.: Mnemosyne.
5. Babaitseva V.V., Chesnokova L.D. Russian language. Theory. Textbook for 5-9 cells. educational institutions. – M.: Bustard.
6. V.V. Babaitseva, A.P. Eremeeva, A.Yu. Kupalova, G.K. Lidman-Orlova and others. Russian language. Practice. Textbooks for grades 5, 6, 7, 8, 9 of educational institutions. - M., Bustard; Nikitina E.I.
7. Russian speech. 5-9 grades. – M.: Bustard.
8. Barkhudarov S.G., Kryuchkov S.E., Maksimov A.Yu. and others. Russian language: Textbooks for 8, 9 cells. educational institutions - M .: Education.
9. Bogdanova G.A. Test tasks in the Russian language. 8th grade. M.: Enlightenment, 2012
10. Goldin Z.D., Svetlysheva V.N. Russian language in tables. Grades 5-11: A reference guide. - M.: Bustard, 2000
11. Nefedova E.A., Uzorova O.V. Rules and exercises in the Russian language. Grade 5-8. "Aquarium" GIPPV, 1997
12. Simakova E.S. Practical tasks in the Russian language for preparation for lessons and State Academic Examination. 8th grade. Astrel, VKT, 2012
13. Stronskaya I.M. Reference book on the Russian language for students in grades 5-9. - St. Petersburg: Publishing House "Literature", 2012
14. Tikhonova V.V., Shapovalova T.E. Tests. Russian language. 8-9 grades. M. Bustard, 2000
15. Trostentsova G.A., Zaporozhets A.I.: Russian language. 8th grade. Lesson developments. Handbook for teachers of educational institutions. Enlightenment, 2012

Metasubject:

Personal:

Lesson vocabulary:

Lesson resources:

• textbook - “Russian language. Grade 5 "author. Baranov M.T., Ladyzhenskaya T.A. and etc;
• worksheets for students;
• multimedia tools;

Dzgoeva Laura Vladimirovna, 09.11.2017

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Development content

Lesson summary

Russian language in the 5th grade

"Syntactic and punctuation analysis of a simple sentence"

Prepared by:

teacher of Russian language

and literature

Dzgoeva L.V.

2017

Planned educational results:

Subject (educational):

generalization and systematization of theoretical information studied in the section "Syntax and Punctuation";

acquaintance with the order of oral and written syntactic and punctuation analysis of the sentence;

formation of the ability to perform syntactic and punctuation analysis of a simple sentence;

observation of the features of the syntactic and punctuation analysis of a simple sentence;

development of skills of independent work with text, tests.

Metasubject:

formation of regulatory universal educational actions: goal-setting of educational activities, self-assessment, self-control and reflection;

the formation of communicative universal educational actions, the formulation and argumentation of one's own opinion, the creation of an expression on a certain topic, the use of adequate language tools, the ability to conduct an educational dialogue with a teacher and with peers;

the formation of cognitive universal educational activities: semantic reading, the implementation of analysis, classification, definition of a concept, the ability to draw conclusions based on language analysis.

Personal:

formation of spiritual and moral qualities of a person;

maintaining a stable cognitive interest in the subject, fostering love for the native language, an aesthetic attitude to the word.

Lesson vocabulary: syntactic and punctuation parsing.

Lesson resources:

textbook - “Russian language. Grade 5 "author. Baranov M.T., Ladyzhenskaya T.A. and etc;

worksheets for students;

cards for group work;

multimedia tools;

phonogram of a musical work.

Organizational structure of the lesson

Lesson stage	Teacher activity	Student activities
Organizing time	Hello dear guests! Hello children! Welcome to the Russian language lesson. (Slide 1)	Self-control of readiness for the lesson (textbooks, notebooks, stationery), mobilization of attention.
Motivation for learning activities	Look how sunny it is today. What a happy mood it creates! What is your mood today? Show with the help of cards: if you are in a good mood, raise a green card, and if you are in a bad mood, then a red card. I am very glad to see your faces, your smiles. I hope that today's lesson will bring us the joy of communicating with each other. So what do you expect from the lesson? (It will be interesting! I will learn something new! My horizons will expand!) And for this you must work together, listen carefully, and not be afraid of difficulties!	Students watch nature outside the window. Work with signal cards. Listen to teachers, enter into a dialogue.
Knowledge update	Checking homework: Read the text of the exercise aloud. What is the main idea of ​​the text? Indicate the homogeneous parts of the sentence in the text. What parts of speech are they? - Generalize: What are homogeneous members? Can all members of a sentence be the same? What parts of speech can they be expressed in? What do you know about punctuation marks with homogeneous members? Repetition of terms. Chamomile "Continue the offer!" And now we will tell you a little fortune on a camomile "you know - you don't know." We recall those definitions that will be useful to us in our further work. The supplement is... The definition is... The circumstance is... Subject is… The predicate is… Appeal is…	Read the text expressively. Perform tasks. Self-control and correction Formulate rules, justify your answer.
Goal setting and planning.	Open notebooks, write down the number, class work. slide 2 Work in pairs. Note that there are several strips in front of you. Arrange them to make a sentence. This is the topic of our lesson. Write down the topic of the lesson in your notebook. (Slide 3) - Remember what syntax, punctuation is? Check your worksheet. Based on the topic of the lesson, formulate the objectives of the lesson. Lesson Objectives: 1) get acquainted with the order of oral and written syntactic and punctuation analysis of a simple sentence; 2) learn how to perform analysis; 3) be able to distinguish parsing; 4) repeat the studied spellings. Put a + in your notebook in the margins if you easily coped with this task; - if you failed; ?, if there were difficulties.	Formulate the topic of the lesson, check with the sample. Students improve their teamwork skills. Analysis of language material, Build the objectives of the lesson and compare with the sample; adjust the topic and objectives of the lesson. Self-assessment and reflection.
Discovery of new knowledge	Parsing involves a short, precise, logical story about the sentence. Recall what you know about the offer. What types of sentences for the purpose of the statement do you know? slide 4 What types of sentences for emotional coloring do you know? slide 5 What groups are proposals divided into by the presence of secondary members? slide6 How can a simple sentence be complicated? Slide 7 Vocabulary work: Slide 4-7 narrative interrogative incentive exclamatory non-exclamatory widespread uncommon. Write down these words and check their spelling. What items do you think parsing should include? (Discussion and conclusion) Let's compare the conclusions with the materials of the textbook on page 104 Let's look at the parsing samples in the textbook on page 104. Why do we not connect subject and predicate with arrows in written parsing? Primary fastening. Here are the worksheets. Perform oral syntactic analysis of a simple sentence, make diagrams. Chain work. - Swap worksheets and check each other's sentence patterns. Now write the sentence in your notebook and do a written parsing of the sentence. In late autumn, the birds fly south. A moment of relaxation. Slide 8 Guys, are you tired? Do you want to relax? Then sit comfortably, close your eyes, put your hands on your knees, relax and let's mentally transport ourselves to a magical autumn forest. Let's admire the colors of golden autumn, greet the hosts and wish them warmth and beauty. Let's stop. Is it so quiet in the autumn forest? Listen to the rustling of falling leaves, the breeze rustling in the branches, the titmouse whistling merrily. We are calm, kind, friendly, affectionate. And how does it smell in the autumn forest? Breathe deeply this bitter aroma! The forest air is fresh and clean. Take a deep breath and exhale. Exhale yesterday's resentment, anger, anxiety, forget about them. Breathe in the freshness of the autumn forest, the warmth of the sun's rays. I'll count to 5. On the count of "5" - you open your eyes. The world around you is a big magic mirror. And we will be able to see and feel all the beauty of the surrounding nature. Self-observation on pages 105-106 What signs are called separating? What signs can be used as termination signs? Why are the markers called so?	They form their own thoughts, express and justify their point of view. Self-control and correction. observation in the textbook. Material analysis. Building a conclusion based on the analysis of linguistic material. Formation of the skill of performing syntactic analysis of a simple sentence, drawing up diagrams, building logical reasoning. Students learn relaxation skills Building a conclusion based on the analysis of linguistic material.
Inclusion of new knowledge in the knowledge system	Ex. 230 - perform oral punctuation analysis of sentences. Working with explanatory dictionary: forerunners. Ex. 228-commented letter - a written syntactic analysis of sentences. Working with text (Worksheet) Title it. Perform proposal reviews. group work Review the breakdowns carefully. Determine where is syntactic and where is punctuation parsing. How did you determine? Put "+" if you completed the task. Put "-" if you did not complete the task. Put "? ", if you were at a loss. Pair work. Cards are distributed. Divide into pairs. Find errors in parsing. Fix them.	Formation of the skill of performing punctuation and syntactic analysis of a simple sentence. Pupils improve the skills of working in a group, with a text. Building a conclusion based on the analysis of linguistic material. Pupils improve group work and pair work skills.
Reflection and assessment	Did you achieve the objectives of the lesson? What did you learn in the lesson? Choose the level of assessment of your knowledge and skills Has your mood changed by the end of the lesson? Which smiley suits your mood? Choose one of the cards on your table and show it to me. If you are in a good mood, show a card with a smiling face. If you are in a bad mood, show a card with a sad face.	Analysis of own learning activities and self-assessment.
Homework	P. 44, 45 exercise 231; R.T. task 53 pp. 29-30

Worksheet

Full name _____________________________________________________________

1 . Check yourself!

Syntax is a branch of the science of language in which a phrase, sentence, text, as well as the rules for their construction are studied.

Punctuation is a branch of the science of language in which the system of punctuation marks and the rules for their formulation are studied.

2. Perform oral parsing of a simple sentence, make diagrams.

At a deserted half-station we go out to the platform.

The car said goodbye to the passengers in the parking lot.

We follow him along the sleepers and turn into the forest.

3. Work with text

Fill in the missing letters and explain the spelling.

Read the text expressively.

Title it.

Perform oral reviews of the proposals.

From mid-summer to late autumn in l..sakh is mushroom time. White mushrooms grow in groves, in pine forests... On slender legs are picks .. cutters. Red boletus caps are visible from a distance. In any l..su they can meet..sya russula. They settle in large families .. near the stumps of honey agarics. Ryzhiki grow in clearings between young ..smoky pines and spruces, they take ..sya under dry fallen leaves ..I. You have to bend down and look for them in the dry grass.

Atexactlyandassessment of their knowledge and skills

1. I do not understand everything, I experience serious difficulties in performing practical tasks.

2. In general, I understand, but I experience some difficulties when performing practical tasks.

3. I understand everything well, I have no difficulty in performing practical tasks.

Materials for group work

The golden autumn has arrived.

The sentence is narrative, non-exclamatory, common.

Ducks and geese stirred in the coastal reeds.

Materials for working in pairs

A narrow path led us to the river.

The offer is motivating, non-exclamatory, widespread.

Do you love autumn nature?

The sentence is narrative, non-exclamatory, non-extended.

Synopsis of the Russian language lesson in grade 8

Topic: "Syntactic analysis of sentences with homogeneous members"
1. To form knowledge about the features and procedure for oral and written syntactic analysis of a sentence with homogeneous members.

2. Develop the ability to verbally and in writing parse a sentence with homogeneous members; correctly punctuate sentences with homogeneous members connected by coordinating conjunctions of different types.

3. Cultivate respect for health.

Planned results:

Students' knowledge of the features of syntactic analysis of a sentence with homogeneous members.

The ability to parse a sentence with homogeneous members, correctly punctuate sentences with homogeneous members connected by coordinating conjunctions of different types.

Type of lesson: combined (learning new material and consolidating what has been learned)

The place of the lesson in the calendar-thematic planning: lesson number 54 on KTP, after studying the topic: "Homogeneous members of the proposal."

Equipment: handout (multi-level tests)

Vocabulary and semantic work: gymnastics.

During the classes

I. Organizational moment.

Greeting, message of the topic, objectives of the lesson.

II. Updating of basic knowledge.

1. Terminological dictation with mutual verification.

Listen to the definition of a linguistic phenomenon, write down the term that calls it, or continue the statement.

1) The science of language, which studies sentences and phrases and the rules for their construction (syntax).

2) A number of identical members of a sentence, interconnected by a composing link, which is expressed by unions or only intonationally (homogeneous members).

3) Definitions that refer to the word being defined in different ways: only the nearest of them refers directly to the noun, and the other refers to the entire phrase of the first definition with the noun (heterogeneous)

4) Coordinating conjunctions and; Yes; no no; not only but; both ... and in meaning are (connective).

5) Between homogeneous members connected by a single connecting or separating union, a comma (not put)

6) If the generalizing word is after homogeneous members, then a (dash) is placed behind it.

7) If different members are homogeneous in the sentence, then they form groups of homogeneous members of the sentence, which are called (rows).

2. Graphic dictation. Without writing sentences, make sentence schemes. (One student at the blackboard for evaluation).

1) Autumn brought cold, but wind, and boredom.

2) Everywhere: in front, behind, on the left, on the right - boundless native expanses spread out.

3) Day and night, the scientist cat keeps walking around the chain.

III. Learning new material.

1) Work with the textbook.

Reading the order and patterns of parsing a sentence with homogeneous members.

2) Written and oral syntactic analysis of the sentence at the blackboard.

Everything: people, birds, herbs covered with dew - listens to the silence of the morning. (Narrative, non-exclamatory, simple, two-part, distributive, complete, complicated by one-or-one subjects with a generalized word and a separate definition, expressed adverb)

IV. Fixing the material.

Explanatory dictation. Work with text (printed for each student).

1) Read the text. Determine the theme, style, and type of text.

2) Tell us about the origin of the word "gymnastics". Find out what are the benefits of exercise. How often do you play sports?

3) Place the missing punctuation marks, graphically explain their setting.

4) Graphically explain the spellings where the letters are underlined.

5) Make a syntactic analysis of the highlighted sentence.

Great people about the benefits of exercise.

Even the great thinkers of antiquity Plato Aristotle Socrates noted the influence of movements on the body. The famous physician Galen forced the obese Romans to dig the earth and mow and run and do gymnastics. The Greeks went in for sports naked under the rays of the southern sun, hence the word “gymnastics” comes from, translated from ancient Greek “hymnos” means “naked”. The progressive people of Russia in the 18th century spoke about the need for movement to maintain health and called for the improvement of the population and the fight against diseases. AI Radishchev deeply believed that physical education can strengthen not only the body but also the spirit. A.V. Suvorov introduced and did military gymnastics himself, required training and hardening of soldiers. Contemporaries of A.S. Pushkin wrote about him that he was of the strongest build, muscular, flexible, and gymnastics largely contributed to this. Maxim Gorky was fond of rowing, swimming, or playing gorodki, and in winter he went skiing or skating. I.P. Pavlov went in for sports until a very old age and also loved physical labor.

V. Physical education.

VI. Independent work.

(Part A - low level "3";

part B - average level "4";

part C - high level "5").

VII. Summarizing.

What is the peculiarity of syntactic parsing of sentences with homogeneous members?

What difficulties did you encounter during the test?

Grades for the lesson will be posted after the test is checked.

VIII. Homework.

Test on the topic: "Homogeneous members of the sentence"

Option 1.

Part A.

1) Such members of a sentence are called homogeneous if they are the same member of the sentence, refer to the same member of the sentence and are connected to each other by a subordinate relationship.

2) Homogeneous are those members of the sentence that are the same member of the sentence, belong to different members of the sentence and are connected to each other by a subordinate relationship.

3) Homogeneous are those members of a sentence that are the same member of the sentence, refer to the same member of the sentence and are connected to each other by a coordinating link.

A 2. What members of the proposal can be homogeneous?

1) Only the main members of the proposal.

2) Both main and secondary members of the sentence.

3) Only minor members of the proposal.

1) The storm has passed and a branch of white roses through the window breathes aroma to me.

2) Then everything calmed down and only the distance from the sea continued to make a monotonous noise.

3) There was a war and we became not weaker but stronger.

4) A whirlwind raged for about an hour and then disappeared as suddenly as it appeared.

1) There is a lot of fussy and funny, businesslike and cunning in the behavior of the starling.

2) In the light of lightning, houses and sheds and trunks of wet trees became visible.

3) Long before dawn, Ilyinichna lit the stove and by morning she had already baked cakes.

4) Architects and artists of European and Asian countries studied with Byzantine masters.

1) The name of the great Russian composer P.I. Tchaikovsky is known both in Russia and abroad.

2) In the Middle Ages, a thermometer and a barometer appeared, a telescope and a microscope, the first printed book and a newspaper.

3) In the saddest and most difficult moments of my life, I recalled Pushkin's lines.

4) Almost half of all scientific literature and technical documentation published in the world is published in Russian.

1) In the grass in the bushes of dogwood and wild rose hips in the vineyards and on the trees, cicadas were flooded everywhere.

3) Everything was unattractive - the sky and the lake and the cloudy distances and the low island.

4) Bears, deer, wild boars, wild goats and hares belong to the number of game.

1) At the morning market in Simferopol, everything shone with dew, jugs of milk, cold radishes, bunches of onions and huge peonies.

2) In my purse there were a lot of little things, colored pencils, a penknife, a needle case with threads, an awl, a watch, a stopwatch.

3) In Pavel, two feelings of resentment and endurance fought for several minutes.

4) And the roar of engines and the rumble of anti-aircraft guns and the thunder of a mighty explosion were all incredibly fast angry.

Everything in him—the jacket, the astrakhan hat, and the white boots—was stained with some kind of dark, oily liquid.

Part C.

Think up and write down a sentence with homogeneous members connected by a connecting union.

Test on the topic: "Homogeneous members of the proposal."

Option 2.

Part A.

A 1. What members of the sentence are called homogeneous?

1) Homogeneous are such members of a sentence that are the same member of the sentence, belong to different members of the sentence and are connected to each other by a subordinate relationship.

2) Homogeneous are such members of a sentence that are the same member of the sentence, refer to the same member of the sentence and are connected to each other by a coordinating link.

3) Homogeneous are those members of the sentence that are the same member of the sentence, refer to the same member of the sentence and are connected to each other by a subordinate relationship.

A 2. How are homogeneous members of a sentence expressed?

1) Words of one part of speech.

2) Usually words of one part of speech, but can also be expressed in words of different parts of speech.

3) Words of different parts of speech.

A 3. What is a simple sentence with homogeneous members? (No punctuation marks).

1) The sun had already set and a pleasant coolness spread in the air.

2) Only the white trunks of the nearest birches and a piece of the alley were visible.

3) By noon the clouds had gone and over the tops of the pines the sky began to shimmer with cold lights.

4) Things were packed and there was nothing to do.

A 4. In which sentence do you need to put one comma? (No punctuation marks).

1) In winter, I went hunting or went downhill with the guys or went skiing with them.

2) I love these dark nights, these stars and maples and a pond.

3) Annual and biennial plants bloom and bear fruit once in a lifetime.

4) You will go through the world with a lie and you will not turn back.

A 5. In which sentence should two commas be used? (No punctuation marks).

1) In the count's living room, mirrors and paintings and vases were real works of art.

2) It’s good to get lost in the thick thickets of aspens and birches in a warm autumn and breathe in the rotten smell of grass.

3) The sun is a powerful source of both light and heat and other radiations.

4) In the music of March, there are the murmur of streams and the drumming of chapels and the squeal of a saw and the clatter of an ax.

A 6. In which sentence is it necessary to put a colon? (No punctuation marks).

1) Neither tree nor water moves.

2) Kitchen cupboard cupboards were all set up with crockery supplies.

3) Various junk was lying in the corners, a broken spinning wheel, crumpled tin cans, bent ramrods.

4) Both my anger and my joy left him indifferent.

A 7. In which sentence is it necessary to put a dash? (No punctuation marks).

1) Nothing helped the enemy, neither the network of barbed wire nor the desperate resistance of the garrison.

2) An iron bed with a pillow and a mattress with a white blanket; a small bookcase in the wall; a closet for dresses and linen;

3) The dust remained from the summer and lay in a thick layer everywhere on the sundial on the statues on the marble benches.

4) He stopped and talked with various people, orderlies, wagon conductors, oilers.

B 1. Parse the sentence.

B 2. Outline this proposal.

Part C. Think up and write down a sentence with homogeneous members connected by a divisive union.

Answers to the test

Syntactic and punctuation analysis of compound sentences Syntactic and punctuation analysis of compound sentences Lesson of generalization and consolidation of knowledge Lesson of generalization and consolidation of knowledge Komleva Tatyana Ivanovna, teacher of Russian language and literature, MOU Vozdvizhenskaya OOSh

Educational and educational tasks Educational: to improve the ability to determine the semantic relationships between parts of a compound sentence; consolidate the skill of punctuation in the SSP; Educational: to promote the development of students' speech culture and cultivate a sense of friendship.

Formation of regulatory competencies of students through the formulation of goals, analysis, self-assessment and self-control of their activities; the ability to independently determine the tasks of their activities; continue the development of skills to compare, analyze, systematize the data obtained and draw conclusions; communicative through various types of speech activity: monologue, dialogue, discussion cognitive through the transformation of information: text-scheme.

Students know the basic concepts of the topic. determine the types of sentences, semantic relationships between parts of a compound sentence. transform information: sentence-scheme. formulate their own point of view on the problem posed during the study of the material, argue it. Planned result

Suggested questions What sentences are called SSPs? What are the parts of the SSP? With the help of what conjunctions are the predicative parts of the SSP connected? What is the meaning of SSP depending on the union connecting the parts? What punctuation marks are used in SSP? Drawing up questions on the paragraphs of the textbook

Completed table Parts of the SSP Conjunctions are connecting and, yes (= and), neither ... nor, too, also dividing that ... that, or (il), or, either ... or, not that .... not that adversative a, not only ... but also, but, yes (= but), however Meanings of SSP simultaneity sequence reason alternation mutual exclusion comparison opposition Punctuation marks in SSP comma semicolon dash

Rear Task Correct execution 1 Read the sentences. Choose a compound compound from them Make a sentence scheme, highlighting the union. 3 Determine and write the type of BSC for the union that connects the parts of the BSC. 4 Determine the value that the SSP conveys. 5 Highlight the grammatical foundations in the SSP. Total Control sheet

Suggestions for analysis Group 1 1. We have been given possession of the richest, most accurate, powerful and truly magical Russian language. 2. Each poet always thinks about his "holy craft", about poetry, about relations with society and humanity. 3. You never know where you will find the real word. 4. Life is given to a person once, and we all have a different fate. 5. Hot dry winds dispersed the clouds, raising whirlwinds along the road, the sun mercilessly burned bread and grass.

Suggestions for analysis 2nd group. 1. Pushkin considered love to be one of the deepest feelings of a person, influencing his whole life. 2. Everyone wants to have a reliable friend, but we do not always find such people nearby. 3. Grasses are mowed in the early morning, while the dew has not yet dropped, while they bask in its coolness under a drowsy sweet weight. 4. The road wound before me between thick hazel bushes, already flooded with darkness; I moved forward with difficulty. 5. The trail leveled off, ran forward, passed the last meadow and led the caravan to a steep cliff.

Suggestions for analysis Group 3 1. It is impossible to understand a poet without being under his exclusive influence for some time, without falling in love with looking through his eyes, hearing with his ears, speaking with his language. 2. So that the souls are not empty, so that the fire does not take away beauty, so that the rivers flow, so that the cherries bloom, we are responsible for the expanse of the whole earth. 3. Having found a good friend, we try not to lose him, and he - us. 4. A wind blew, smelling of wormwood and wheat straw, swaying high burdocks on the boundary. 5. I am sad: there is no friend with me.

Received text about friendship. Life is given to a person once, and we all have a different fate. Everyone wants to have a reliable friend, but we do not always find such people nearby. Having found a good friend, we try not to lose him, and he, probably, us. When we experience difficulties, we help each other, and no one forgets about it. With a friend, life becomes beautiful for each of us, and troubles are already perceived differently.

Lesson topic: "Syntactic and punctuation analysis of a simple sentence"

The purpose of the lesson: repeat and consolidate the studied syntactic features of a simple sentence, the rules for punctuation in a simple sentence. To teach students to perform syntactic and punctuation analysis of a simple sentence.

Goals for the student:

To be able to: extract phrases from sentences, make a complete syntactic analysis of a simple sentence, correctly place punctuation marks in sentences with direct speech, homogeneous members, appeals, introductory words.

Know: all definitions of the main concepts on the topic.

Goals for the teacher:

Review and summarize knowledge on the topic "Syntax and punctuation".

Consolidate and correct knowledge of the section, the ability to punctuate.

Foster a culture of learning.

Lesson objectives:

Educational: to systematize knowledge on the topic "Syntax and punctuation", to form the skill to correctly perform syntactic and punctuation analysis of a simple sentence.

Developing: develop students' interest in the Russian language, deepen their creative potential.

Educational: to cultivate love for the native language, personal qualities: self-confidence, ingenuity, fantasy, collectivism.

Metasubject:

Cognitive UUD : be able to independently formulate a topic, goals, structure knowledge, solve a problem.

Regulatory UUD: to carry out goal-setting, forecasting, control, evaluation and correction.

Communicative UUD : plan educational cooperation with the teacher and peers, ask questions, be able to express their thoughts.

Personal UUD : show responsibility, respect for the team, the ability to work in a group, the ability to evaluate the answers of their classmates, increase self-esteem.

Planned result: the ability to accurately perform syntactic and punctuation analysis of a simple sentence, analyze the text.

Lesson type: A lesson in consolidating, generalizing and systematizing what has been studied on the topic "Syntax and punctuation".

Basic concepts, terms: Syntax, punctuation, phrase, sentence, text, main members of a sentence, secondary members of a sentence, homogeneous members of a sentence, introductory words, appeals, direct speech, words of the author.

Methods: search and research, gaming

Forms: individual, frontal, group, differentiated.

During the classes

Orgmoment

Greetings. We are glad to welcome you to our lesson. Well, let's get started, for starters, I'll ask you to draw a smiley of your mood.

Now let's figure out what we have encrypted on the board?! "Confused logical chains". Well done!

Goal setting stage

Today we are going on a journey. Listen to the riddle and try to guess what?

What beauties! anytime and anywhere

They are born on land, but live on water?

The giant city walks

To work in the ocean

We are sailing with you on the Pyaterochka ship.

And what do you think, for what purpose do we go sailing?

Repetition and generalization on the topic "Syntax and punctuation".

Goals: be a literate person, correctly punctuate.

Generalization on the topic

To go to sea, you need to raise the anchor. But we won’t be able to lift it just like that, we need to warm up! So,

syntactic loading. Task: "thick" and "thin" question.

Students independently formulate questions to the opposite team (3-4 questions on the main concepts of the section).

2. Well, now let's go!

3. Right on the course of an amazing island called "Syntax and Punctuation." We will climb the Mount of Collocations, swim in the Lake of Suggestions, visit the city of Text.

4. To moor, you need to complete the task (for speed!):

Third wheel

1. Definition, addition, subject.

2. Probably, of course, of course.

3. Narrative, motivating, exclamatory.

4. One-part, complex, two-part.

So, we are moored!

5. Now we need to climb the mountain of "Phrases" (but for this, let's warm up)

Physical education minute

Put your hands in front of your chest

We will turn around.

There is a wall, and there is a window,

We know this for a long time. (Hands in front of the chest, turns the body to the right and left.)

Now turn your head

Right-left, and then, (Rotation of the head to the right and left.)

Three-four, squat

Let's stretch our legs. (Squats.)

We all managed to warm up,

And they sat down again. (Children sit down.)

Well, warmed up, now we will climb the mountain!

Each of you received a task card (work with punched cards)

Exercise: write down the phrases, distributing them into three groups:

Heavy downpour, ran to the house, in the thickets of berries, rested with my grandmother, yellow leaves, whitewashing the cabinet, resolutely sat down, sang loudly, harvesting, hummed softly, a wide pond.

Before us is the Lake of Proposals, let's swim in it!

Performing exercise 228.

Climbing the mountain of Collocations was, they swam in the lake of Proposals, it remains to visit the city of Text.

We again turn to the cards and look for a task called City Text. Your task is to read, determine the topic of the text, type of speech and perform punctuation analysis of sentences

Homework: repeat the order of syntactic and punctuation analysis of a simple sentence; ex.227, 231

Lesson summary.

While our ship is returning back, we will sum up the results.

1. Reception "Tell me according to the scheme: I know, I remember, I could"

The guys in a circle speak in one sentence, choosing the beginning of the phrase on the board:

Today I found out that...

It was interesting…

It was difficult…

2.Draw your mood emoticon. Has it changed?

3. Grading.

Reserve: checking homework.