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Target: repeat and summarize information about the main groups of a compound sentence by meaning and conjunctions.

Educational:

• improve the ability to determine semantic relationships between parts of a compound sentence;
• consolidate the skill of punctuation in the SSP;
• expansion and deepening of students' knowledge about punctuation marks between parts of a compound sentence.

Educational: to promote the development of students' speech culture.

Developing:

• Continue building student competencies: reflexive- 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; information - information transformation: text-scheme.

Lesson type. Knowledge consolidation lesson.

The goals of using ICT: increasing the motivation of students, enhancing the cognitive activity of students, optimizing the teacher's work. ICT tools are used at every stage of the lesson.

Planned result:

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.

Forms of organizing the work of children: frontal, individual: systematization of the acquired knowledge, assessment of their own activities in the lesson, self-control, mutual control.

Lesson equipment: computer, multimedia projector, presentation for the lesson “Compound sentence”, handout

During the classes

1. Organizational moment.

2. Actualization of existing knowledge.

Goal setting. Formulating the objectives of the lesson together with the students.

Syntax workout. Working with slides

Presentation. Slides #2-12. (5 sentences of different types and answers to them)

Task for students: determine the type of sentence, comment on your answer.

(Checking speech skills - monologue)

Self control. The correctness of each answer is fixed in the margins of the notebook with the signs “+”, “-”.

slide number	Offers	Answer	Answer slide number
3	The coming years lurk in the mist, But I see your lot on a bright forehead.	SSP	8
4	I love your silent voice And poetic tears.	PP	9
5	The transparent forest alone turns black, And the spruce turns green through the frost, And the river under the ice glitters	SSP	10
6	Again I visited The corner of the earth where I spent An exile for two years inconspicuous.	SPP
7	The moon was shining, the July night was quiet.	BSP

Explanation of abbreviations:

PP - simple sentence

SSP - compound sentence

SPP - complex sentence

BSP - non-union complex sentence

3. Application of knowledge.

a) Read the wording of the topic of the lesson, find the key words in it and determine the content of the terms. (The key words of the topic of the lesson are a complex sentence, a compound sentence, punctuation). slide number 13

1. Define a complex sentence.

2. Define a compound sentence.

b) Slides #14–17 . Generalized scheme “Varieties of semantic relations between parts of a complex sentence”.

c) Test your knowledge with examples. Slides #18–21

Students work on a diagram. (Handout)

Task for slide number 18.

1. Divide the sentences into groups according to the types of semantic relationships between the parts of the compound sentence. (1 point for each suggestion)

2. Draw sentence patterns. (1 point for each suggestion)

slide number	Sentence	Scheme. Slides #23-24
19	1. It seemed to fall like a fog, then it suddenly allowed a slanting rain. 2. Neither the sun is visible to me, nor is there room for my roots.	Then [ = - ] , then [ = - ]. Neither [ - = ] nor [ = ].
20	3. Not only children love computer games, but also adults are often addicted to them. 4. Either I will arrange everything as before, or I will challenge him to a duel.	Not only [ - = ] , but also [ - = ]. Either [ - = ] or [ - = ].
21	5. In the corner behind the stove, a cricket was crackling, and from afar came the peculiar spring voice of a house owl. 6. The song over the house was silent, but over the pond the nightingale started his own.	[ = - ] , yes [ = -]. [ - = ] , but [ = ].
22	Examination. Answers.

Mutual control. The correctness of each answer is recorded in the margins of the notebook.

For each correct answer 1 point.

Conclusion. Different groups of coordinating conjunctions must contribute different meanings to the sentence.

4. Workshop.

a) The key word of our lesson is also the concept of punctuation. Define the word: punctuation. How are parts of a compound sentence divided? slide number 25.

b) Put punctuation marks in the sentences. differentiated task. slide number 26.

1. The sun was shining and it was raining. (1 point)
2. On the mountain, either a forest of malachite hue spread, or curly thickets stretched, or grassy glades shone in the sun. (2 points)
3. The conversation either fell silent or resumed with renewed vigor, and as if listening to the news, the river wave lazily touched the pebbles of the coast. (3 points)

Student self-control. The correctness of the answer is recorded in the margins of the notebook.

slide number 27.

c) problem situation. Explain why this sentence does not need a comma. slide number 28

In early April, starlings were already noisy and yellow butterflies were flying in the garden.

The girl jumped out of bed. The house didn't move. The sun shone brightly through the window. Ellie ran to the door, flung it open, and screamed in surprise.

The hurricane brought the house to a land of extraordinary beauty. A green forest spread all around, trees with ripe fruits grew along the edges. The fields were full of pink, white, and blue flowers. Tiny birds, colorful butterflies fluttered in the air.

Red-breasted and golden-green parrots perched on the branches of the trees and screamed with strange voices. A clear stream gurgled in the distance, and silvery fish frolicked in the water.

A whole crowd of small men and women could be seen in the distance. They stood, whispering and looking at each other. These timid people smiled kindly at the girl.

(According to A. Volkov)(96 words)

Exercise

(choice of students)

1. Determine the topic and main idea of ​​the text, find key words in it;
   • How are sentences related to each other in language?
   • with the help of what language means (lexical, grammatical) sentences are combined into a single whole - a text?
   • What role do words with figurative meaning play in the text? Name them.
2. Perform different types of parsing (phonetic, morphemic, morphological, syntactic);
   • draw up schemes for complex sentences and sentences with homogeneous members;
   • Explain spelling and punctuation graphically.

Source text. Syntactic compression involves the compression of a sentence. Text compression techniques. Examples of text compression. The purpose of the lesson. The most common ways to compress text. Replacements. Year after year passes. Exceptions. The basic rule of text compression. Exception. Generalization. Basic language techniques of compression. Basic criteria for text compression. Mergers. Generalization and exclusion.

"Preparation for the Russian language exam" - Explain the setting of the dash. Spelling of adjective endings. The use of a hyphen. Writing adverbs. Spelling of derivative prepositions. Define the predicate. Spelling of the soft sign. Means of communication. Lexical meanings. The formation of the sacraments. Shades of meaning. Human. Spelling of roots with alternating vowels. Spelling of unstressed checked vowels. Make up a synonym. Missing letters.

"Preparation for writing a presentation" - Find the mistake. Language is the most expressive thing that a person possesses, therefore, one must constantly monitor one's speech - oral or written. Criteria for evaluation. All thoughts are formed by language. Simplification. Generalization. Semantic integrity, speech coherence and consistency of presentation. Preparing to write a presentation. Exception. Language is the main indicator of a person. Define 3 microthemes. Ways to reduce.

"Game-competition in the Russian language" - Awards. Received knowledge. Russian language. Library manager. Let's go back to the origins. The words. Top. Assistants. Meaning. Gron. Material. Winged words. Oppression. Surnames. Image words. Pastoral. Dictionary. Grade. Synonyms. Anabiosis. Envelopes. Delirium. Competition. Accents. Sparks of feeling. Soviet linguist. Who quickly. Names. Antonyms. Joke.

"Writing an essay GIA" - Theoretical reasoning. Tips for writing an essay. Conclusion (conclusion). About handwriting. Language is like a multi-storey building. Examples. Lev Vasilievich Uspensky. Language is what we use to express ourselves and things. Each version of KIM will have its own theme of the essay. Inclusion of examples. A phrase is a combination of two or more independent words. Write an essay-reasoning. Transition to discussion.

“The connection of words in a phrase” - The main word is left unchanged. Methods of subordination. Coordination. Fill the table. Regimental flag. Types of connection of words in a phrase. We read in the task what type of connection we should receive. Buckwheat porridge. The dependent word is an indivisible phrase. Replace the phrase NOT REMEMBERED WITH LONGING. Adjacency. Replace the phrase UNCLE'S WIFE. A sleepless night. Tips to help you avoid mistakes when doing exercises.

Training tasks (B8-B9)

1. homogeneous subordination of subordinate clauses. Write the number of this offer.

1) In order to repulse, discard the enemy shaft, the city endured such trials, which it had never known in two hundred and forty years of existence ( Inb.).

2) When our boat headed from the frigate to the shore, we saw that many women and children rushed to run from the village ( Hound.).

3) And for a long time I will be so kind to the people that I awakened good feelings with a lyre, that in my cruel age I glorified freedom and called for mercy for the fallen ( P.).

2 . complex sentence with heterogeneous(parallel) subordination adnexal. Write the number of this offer.

1) Maxim Gorky loved the book both when he served as a boy in a bakery, and when he worked on a steamer as an assistant to the cook Smurny ( F.).

2) It seemed to me that my father was looking at me mockingly and distrustfully, that I was still a child for him ( G.).

3) When the sun rose from the sea, it illuminated the mountain peaks that were covered with snow (T.).

3. Among sentences 1-3, find a complex sentence with sequential subordination of subordinate clauses.

1) To the right, a few sazhens from me, stood some kind of hut unfamiliar to me, and at my very feet, transparent as glass, the river splashed - beautiful Vetluga (Kor.).

2) The travelers saw that a wide field was spreading before them, beyond which one could discern a distant forest.

3) Yegorushka saw how little by little the sky darkened and darkness descended on the earth, how the stars lit up one after another ( Ch.)

4. Among sentences 1-3, find a complex sentence with heterogeneous (parallel) and sequential subordination of subordinate clauses.

1) There was that pre-night hour when outlines, lines, colors, distances are erased; when the daylight is still confused, inextricably linked with the night ( Shoal.).

2) Jan realized that this was the deer he had been tracking for a long time, and quickly went in the direction that the woodcutter pointed out to him ( E. S-T.).

3) I thought that the birds would certainly arrive later, when there was less food left in the forests and gardens ( Ast.).

5 complex unionless sentence. Write the number of this offer.

1) All the way from the station to the farm they were silent: the jolting ride prevented talking ( Ch.).

2) Alexei had no doubt that he would again run, and fly, and swim ( Floor.).

3) When yellow and pink candles bloomed on the chestnut trees, spring reached its peak ( paust.).

1 . Among sentences 1-3 find complicated offer with unionless bond

1) On the mountain, either a forest of malachite hue spread, then curly thickets stretched, then grassy glades shone in the sun, then the cuts of gorges darkened, or rocks with eagles' nests reddened ( S. B.).

2) In dry and clean air, it smells of wormwood, compressed rye, buckwheat; even an hour before night, dampness is not felt ( T.).

3) There is no other river in the world that would shine with such a variety of natural beauty as the Volga ( Fed.).

2 . Among sentences 1-3 find complicated offer with unionless and allied subordination between parts. Write the number of this offer.

1) The guys walked quickly, and when a forest appeared on the right, only three kilometers remained to the place of lodging for the night.

2) Frost is not terrible, because the air is dry, there is no wind.

3) Imagine a tall man, once slender and in the most, as they say, time.

3. Among sentences 1-3 find complicated offer with unionless and allied writing communication between parts. Write the number of this offer.

1) I will tell you this word, but remember: you need to say it in a quiet voice, looking straight into your eyes ... (Os.)

2) I received news that the Volga had stopped and that carts were being pulled through it ( Aks.).

3) The pale gray sky brightened, grew cold, turned blue; the stars now twinkled with a faint light, then disappeared; the earth became damp, the leaves were sweating, in some places living sounds, voices began to be heard (T.).

4. Among sentences 1-3 find complicated offer with allied subordinating and writing communication between parts. Write the number of this offer.

1) I’ll tell you how the taiga rustled under the wind, how in winter the regiments walked along the steep granite ridges in hot pursuit of the enemy (Surk.).

2) At the gate I saw an old cast-iron cannon; the streets were cramped and crooked; the huts are low and mostly covered with straw (P.).

3) The ice hills are still, but you feel dizzy, and it seems that the bridge, along with the audience, is leaving somewhere (Ch.).

5 . Among sentences 1-3 find complicated offer with writing and subordinating connection between parts. Write the number of this offer.

1) Although the day was very good, the ground became so polluted that the wheels of the cart, grabbing it, soon became covered with it, like felt, which greatly burdened the crew (G.).

2) It was hard to understand how the mountains, of which there are so many, could end ... (Paul.).

3) Princess Mary begged her brother to wait another day, saying that she knew how unhappy her father would be if Andrei left and did not make peace with him (L.T.)

ANSWERS

Conditional abbreviations

Used Books

1., Cheshko for classes in the Russian language. - M.: Enlightenment, 2005

2., Severinenko language. - M .: "Higher School", 2000

3. Rosenthal in the Russian language for applicants to universities. - M .: house "ONIX 21st century": and education", 2010

Open lesson in Russian

TOPIC: Compound sentences

GOALS:

1) To develop the ability to distinguish complex sentences, the ability to correctly punctuate;

2) develop cognitive interest, creativity and imagination.

3) to educate students in the moral qualities of the individual

Lesson type: lesson learning new material

Type of lesson: developmental learning lesson

Teaching methods: problem-search method, visual, reproductive

and other methods of stimulating learning activities

Forms of organization of educational activities of students: individual, frontal, group

Equipment and technical equipment: textbook, notebook, computer presentation, table with sentence patterns, dictionary, cards with exercises and tests

DURING THE CLASSES

Opening speech.

Hello guys! I am very glad to meet you.

Let's get ready for a nice job.

Division into groups:

People - "Triangles" have ambition. They are strong personalities and dangerous competitors. "Triangle" is a born leader. They make successful politicians, businessmen, managers.

People - "Squares", usually patient, stubborn and incredibly diligent. "Squares" will move the intended goal step by step, and will not stop until it is reached. Thanks to these qualities, they make excellent pros.

II. Announcement of the topic, setting the goal of the lesson.

Look at the unusual recording of lines from the poem by Afanasy Afanasyevich Fet

"Flowers". Formulate a task.

Rushing from the fields... (control)

In the bushes…( grammatical basis)

And from the whitened ... ( control)

It's flowing...( agreement).

Help: garden apple trees, delicate aroma, the voice of the herd, robins ring.

(It is necessary to restore the lines by inserting the necessary phrases from

help, then write down, placing the necessary punctuation marks).

Examination

The voice of the herd rushes from the fields,

The robins are ringing in the bushes

And from the whitened apple trees of the garden

A delicate fragrance wafts.

How many sentences are in this quatrain? (one)

Give him a description. (Pov., non-exclamation, complex, allied, consists of 3

parts connected by allied and non-union ties)

Tell us which language categories we worked with when restoring

quatrain? (phrase, sentence).

- In what section of the science of language are they studied? (syntax)

What do you think the topic of today's lesson is?

What exactly are we going to do? Let's go to keywords

So we will

repeat

information about a complex sentence; coordinating conjunctions;

assimilate

features of a compound sentence;

the difference between the BSC and the PP with homogeneous members of the proposal;

and finally we will learn again

III . The main part of the lesson.

1) Performance of the 1st group.

This group was given the task of compiling a summary table of complex sentences.

In order to consolidate knowledge in full, we will conductworkout for the mind . (questions)

Student performance:/We have compiled a general table. In our view compound are good sentences that connect two simple ones. Complex - evil, they subordinate one sentence to another. BUT unionless - stupid, they look for alliances and never find. /

Performance of the 2nd group.

This group was given a question about compound sentences.

We give them a word.

Student performance:/We were given the task to talk about compound sentences. These offers are divided into three groups:

With connecting, with divisive and with opposing unions ./

Distinguishing alliances is a talent.

1. Divide the sentences into groups according to the types of semantic relationships between the parts of the compound sentence.

(1 point for each suggestion)

2. Draw sentence patterns.

(2 points for each sentence)

1. It seemed to fall like a fog, then it suddenly allowed a slanting rain.

2. Neither the sun is visible to me, nor is there room for my roots.

3. Not only children love computer games, but also adults are often addicted to them.

4. Either I will arrange everything as before, or I will challenge him to a duel.

5. Soon after sunrise, a cloud came up and a short rain splashed.

6. The song over the house was silent, but over the pond the nightingale started his own.

IV. Consolidation of new knowledge in practice.

Guys, is there a difference in the structure of these sentences?

- Can a comma be missing in SSP? Under what conditions?

A comma is not used in a compound sentence:

1. If its parts are united by a common minor member.

At night the storm raged for a long time and the rain poured down like a bucket.

2. If all its parts are interrogative, motivating, exclamatory sentences.

Who are they and what do they need?

How pretty this girl is and how smart she is!

Harmony, play and have fun, people!

- Easy to arrangepunctuation marks in any task.

Place punctuation marks

1. The sun was shining, then it was raining. (1 point)

2. On the mountain, either a forest of malachite hue spread, or curly thickets stretched, or grassy glades shone in the sun. (2 points)

3. The conversation either fell silent or resumed with renewed vigor, and as if listening to the news, the river wave lazily touched the pebbles of the coast. (3 points)

(1) Autumn is one of the seasons following summer. (2) Asters fall in the gardens, the slender maple under the window turns yellow, and the cold fog in the fields turns white all day long. (3) The onset of autumn is due to the inclination of the Earth's axis of rotation to the plane of the orbit and the rotation of the Earth towards the Sun by the Southern Hemisphere from September 23 to December 21-22. (4) The nearby forest is quiet, and gaps have appeared everywhere in it, and it is beautiful in its attire, dressed in golden foliage. (5) The astronomical duration of autumn is 89 days.

– Is what you heard text?

Why not, because all the proposals are united by one theme - which one?

- How many texts can be distinguished in thisquasi-text ?

vocabulary work

QUASI - the first part of compound words, a prefix (from Latin, as if, as if or not real)

Write down the number of sentences for each.

Working with text No. 1.

Prove that the text is in front of you./The text can consist of one sentence and even one word. The text can be very long. The text is called several sentences with a common main idea and theme.

Determine its style (what vocabulary does it use)?)/ Numbers are given in the text. This is proof. Reasoning is especially characteristic of the scientific style of speech. /

Working with text №2.

Expressive reading of the poem.

Asters fall in the gardens,

The slender maple under the window turns yellow,

And cold fog in the fields

White all day long.

The nearby forest is quiet, and in it

Lights appeared everywhere

And he is beautiful in his attire,

Dressed in golden foliage.

The author of the poem is Ivan Alekseevich Bunin, Russian writer, honorary academician of the St. Petersburg Academy of Sciences. Born in 1870. Having met the October Revolution with hostility, the writer left Russia forever in 1920.

Bunin lived a long life and died on November 8, 1953 in Paris.

What changes in nature are described by the author?

How many complex sentences with a coordinating link?

Make sentence patterns [= -], [- =], and [- =].[- =], and [= -], and [=-]

V. Actualization of knowledge.

1.Test

1. Find a complex sentence
A. Downpours are pouring all over the district, ropes are twisted from raindrops.

B. Loose snow flies on the shoulders, the bough oppresses over the head.

V. The garden below begins to turn black, and it is white in the forest.

D. Leaves fly from apple trees, whisper dryly with grass.

2. Find in which example of the part of the SSP connects the opposite union

A. Either they were flashes of distant explosions, or lightning flashed.

B. Words were hard to form, and even excitement prevented speaking.

V. There was no month, the stars did not shine either.

D. It was dark and I didn't see any trees, water, or people.

3. Specify the SSP, between parts of which a comma is not needed

A. I turn off the lamp and the night slowly begins to brighten.

B. Here the colors are not bright and the sounds are not sharp.

V. Flocks of cranes called into the distance and I heard an eagle cry.

G. The sun has set and the dawn has gone out.

4. Find a SSP that has a punctuation error

A. The storm raged all night and the rain lashed loudly.

B. The attack thundered and the bullets whistled, and the machine gun scribbled evenly.

V. Uncle Kolya and Marina, and even the little son, were quiet, and the same silence was established around.

D. They rarely went here, but they did, and the path was clearly marked.

5. Indicate the sentence corresponding to the scheme:, and (punctuation marks are not placed

A. All the diversity and all the charm and all the beauty of life is made up of light and shadow.

B. Lanterns were lit on both sides of the street and lights appeared in the windows.

B. He saw many countries and roads in the midst of fire and military smoke.

D. Work will be enough for you and your children and grandchildren

Answers: 1B, 2B, 3B, 4B, 5B

2 .1. Simple sentences are combined into complex ones in two main ways: ...(allied and non-union)

2. Complex sentences in which simple sentences are connected using intonation are called ...(Unionless)

3. Equal in terms of the meaning of the part ...(SSP and BSP)

4. Parts of the BSC can be connected using unions ...(composing)

5. Name the coordinating unions in groups ...(connective, adversative and divisive)

6. There may not be commas between parts of the MTP if ...(there is a common minor member of the sentence)

Our lesson is coming to an end. Let's find out together if we were able to achieve the goals set at the beginning of the lesson:

We repeated

Information about a complex offer; coordinating conjunctions;

We found

Features of a compound sentence;

What is the difference between BSC and PP with homogeneous members of the proposal;

We have been learning the whole lesson.

Distinguish compound sentences from other sentences

Correctly put signs in the SSP

VI. Summing up the lesson.

Guys, we successfully completed the tasks, and our knowledge, skills and abilities helped us.

VII. Homework.

Make up a short story using as many SSPs as possible with different types of unions, make diagrams for them if you wish.

Thank you for the lesson!