Simple and compound sentences. Unions

53. Read. Where are commas missing? Explain your answer.

The wind is blowing on the sea
And the boat is pushing.
(A. Pushkin)

Autumn winds blow
In a gloomy oak forest.
(N. Karamzin)

The wind blew merrily
All the trees shook.
(A. Leontiev)

The wind drives the clouds
The wind groans in the pipes.
(G. Ladonshchikov)

54. Read. Where are commas missing?

1. Prokr..chala oriole clicked in the bushes with..l..vey.
2. Large drops of rain z..knocked z..slapped and on the leaves..pits.
3. With a sharp beak, a woodpecker hammers a tree..roar..I and extracts bugs and larvae from under the bark.
4. The cook was cooking.
5. An owl hunts not during the day, but at night..yu.
6. The morning was frosty, but the puddles did not freeze.

• First write out simple sentences with homogeneous members, and then complex sentences. Put commas where necessary and insert missing letters into words.
• Explain the use of commas in sentences.

55. Read the beginning of the sentences. Come up with their continuation so that at first you get a simple sentence with homogeneous members, and then a complex sentence.

1. I came to a friend...
2. The cloud ran ....
3. Dog Polkan... .

• Write down any pair of sentences. Explain the placement of punctuation marks in them.

56. Read. Title the text.

Cat Epifan and the old man often went fishing together. The old man was fishing, and Epifan was sitting next to him. The old man always gave the small fish to the cat.

One day the old man pulled a ruff out of the water and handed it to the cat. But there is no Epifan. Where did he go? The old man saw a cat far away on rafts.

The fisherman came up and was surprised. The cat lies on a log, lowered its paw into the water. Here, a flock of fishes are swimming, and the cat will pick up one fish with its claws and eat it.

Now the cat and the fisherman are fishing separately. The cat fishes with a paw with claws, and the fisherman with a fishing rod with a hook.

(E. Charushin)

• Determine the type of text, topic and main idea.
• Find in the text simple sentences with homogeneous members and complex sentences. How did you distinguish between them? Explain the placement of commas in them.
• Prepare to write a summary of this text (see Handout 2).

Letskikh L.A.
primary school teacher
MAOU secondary school №21, Kungur
Russian language lesson in grade 4 on the topic: “How to distinguish a complex sentence from a simple sentence with
homogeneous members? EMC "School of Russia"
Lesson type
Pedagogically
e tasks
Planned
subject
results
metasubject
th UUD
Mastering new material
Create conditions for familiarization with the role of the unions "and", "a", "but" in a complex sentence and in a simple sentence with
homogeneous members; improve the ability to put commas in a complex sentence with unions, make
schemes of simple and complex sentences; promote the development of students' speech, the formation of skills
develop their own opinion on the basis of comprehension of various experiences, ideas and ideas, the ability to
independent analytical and evaluation work with information of any complexity; promote education
interest
to the Russian language, the culture of educational work in the classroom
Get acquainted with the role of the unions "and", "a", "but" in a complex sentence and in a simple sentence with homogeneous
members; learn to recognize simple sentences with homogeneous members and complex sentences; use
complex sentences in oral and written speech; match sentence schemes and sentences corresponding to
these schemes; make complex sentences from given simple sentences
Cognitive: to analyze the studied facts of the language with the allocation of their distinctive features, to implement
synthesis as a compilation of a whole from parts (under the guidance of a teacher); draw conclusions as a result of joint work
class and teacher; to bring the linguistic fact under the concepts of different levels of generalization (the subject and the word denoting
subject; words denoting natural phenomena, school supplies, etc.); regulatory: use when
performing tasks reference books and dictionaries; determine independently evaluation criteria, give self-assessment;
to express their assumptions about the ways of solving the educational problem; evaluate together with the teacher or
classmates the result of their actions, make appropriate adjustments; communicative: performing
different roles in the group, cooperate in the joint solution of the problem (task); defend your point of view
following the rules of speech etiquette; justify your point of view with the help of facts and additional
information; participate in the work of the group, distribute roles, negotiate with each other; foresee the consequences
collective decisions
Personal Consciously prepare for the lessons of the Russian language, complete assignments, formulate your questions and assignments for

results
classmates; use forms of self-assessment and mutual assessment in the lesson

O r g a n i z a t i o n n a n d struc ture of the lesson
Lesson stage
The content of the teacher's activity
The content of the student's activity
(actions taken)
1
II.
Updating
I am knowledge.
Examination
homemade
tasks
(working
notebook).
minute
calligraphy.
2
3
Checks homework. Conducts a conversation
about the work done.
– Read task 51. Read the simple
sentence and compound sentence that you
made up.
- List the basics of complex sentences.
Answer the teacher's questions. Tell about
work done at home. Read compiled
suggestions. Name the basics of complex
offers. (See RM, Appendix 2.)
Perform cleansing.
ℓ ℓ ℓ
ℓ ℓ ℓ
u a n o a n o u
An elder bush grew nearby, and on it sat
young sparrows.
Spends a minute cleaning.
Can these letters be words?
How are these words called in grammar?
(Unions.)
When do we use conjunctions in our speech?
– Calligraphically and correctly write
sentence.
- Analyze the proposal by composition. Make up
scheme. What can we say about this proposal?
How are simple sentences connected?
yourself? (Conjunction "and".)
What is the punctuation mark before the conjunction "and"?
- When do we not put a comma before the union "and"?
Formed
ways
activities
student
4
nominate
hypothesis and
substantiate
her.
Realize
updating
personal
vital
experience. Be able to
listen in
According to
target
installation.
Accept and
save
learning goal
and task.
To complement,
specify
expressed
me
according to
merits
received
tasks

1
Work on
words with
unverifiable
m spelling
III.
Message
lesson topics.
Definition
lesson objectives
2
3
4
Continuation of the table.
Organize word work
unverifiable spelling.
- Guess the riddles:
Orange's younger brother
Because it's small.
(Mandarin.)
He looks like a red ball,
Only now it does not rush galloping.
It contains a useful vitamin.
This is a ripe ... (orange).
Growing under the scorching sun
Golden ... (apricot).
– Read the words according to the arrows and explain them
spelling.
- Make one sentence using all
four vocabulary words.
- Why is this proposal interesting?
- Put punctuation marks
Asking questions. Commenting on answers
proposes to formulate the purpose of the lesson
Draw up a complex sentence.
[ = - ], and [ = - ].
Dictionary words are read by the arrows: "orange",
"apricot", "harvest", "tangerine".
Compose and write proposals.
(See RM, Appendix 3.)
- This is a sentence with homogeneous members
Discuss the topic of the lesson. Answering questions
state the purpose of the lesson. Under the direction of
teachers determine the objectives of the lesson: do not confuse
compound sentences and simple sentences
homogeneous members, correctly write complex
sentences and punctuation
Accept
and save
learning goal
and task

Continuation of the table.
1
IV.
Explanation
new
material.
Observation
over linguistic
material.
Work
according to the textbook
(exercise
53)
V. Primary
consolidation
knowledge.
independent
naya work.
2
3
Organizes work on the topic of the lesson. Explains
new material, answers students' questions.
How can simple sentences be combined into
complex?
– Read. Where are commas missing? explain
your answer. (Comma omitted from the sentence
"The wind drives the clouds, the wind howls in the pipes." it
complex proposal.
- What theme can unite everything
suggestions? (Theme "Wind".)
– Determine the type of each sentence: simple
or complex.
– Write down simple sentences with homogeneous
members. Put commas where needed. underline
main members in sentences
Asking questions. Commenting and correcting
answers. Supervises student work.
Helps, checks if necessary
answers. Comment on the decision.
Organizes independent work.
- Choose 2-3 schemes and make them
sentences on the theme "Leaf fall". Do not forget,
that names make our speech beautiful
adjectives. What are the leaves in autumn? (gold,
multi-colored, carved.)
“Now get on with the task.”
Deduce linguistic patterns that lie in
the basis of the concept or rule being studied.
Analyze the wording of the rule (concept),
given in the textbook. Conducting observations on
related text material.
Write down simple sentences. They put
missing commas. Emphasize the main
sentence members.
The wind on the sea walks and the boat drives.
Autumn winds blow in the gloomy oak forest.
The wind rushed merrily, shook all the trees.
Perform didactic exercises
questions and express their opinion. Apply
new knowledge on new language material.
Do analytical exercises. Participate
in discussions on the topic.
Make proposals according to these schemes.
4
Realize
analysis
objects with
relying on
visualization
Consciously and
arbitrarily
build
speech
statement
in oral
form,
substantiate
your opinion.
agree
efforts to
decision
educational

Continuation of the table.
4
tasks.
Number of points
Negotiate with
I
and come
to the general
opinion at
working in pairs.
Take account of
neighbor's opinion
by party.
Realize
control
by result
3
Scheme
].
1 point
2 points
2 points
2 points
3 points
3 points
3 points
During the test, the responding student calls
number of the scheme and read out the proposal, and
rest
check and show with signal cards,
whether the proposal matches the scheme.
They work in pairs.
Prepare an oral story on the topic “What do I know about
complex sentence" according to the plan.
1
2
Conducts self-assessment.
- How many points did you manage to score?
- Say the number of the scheme and read out the most
 and ].
interesting offer.
and
- Pay attention to schemes 2-5. Why in the scheme
and
5 before the union "and" is a comma, and in the rest
no cases? (A comma is placed if
the sentence is complex, as she shares
write two simple sentences.)
[ – =], and [ = – ].
[ – =], and [ = – ].
[ – =], but [ = – ].
]
Work in
steam.
Organize work in pairs.
- Prepare in pairs a coherent story on the topic
"What I Know About Compound Sentence". Build
your story will help you plan. Don't forget that
every thought must be confirmed
example.
Plan of oral communication:
1. What sentence is called complex? How
to distinguish it from a simple one?
2. How the parts can be related
complex sentence?
3. What do the unions “and”, “a”, “but”, and how do they
differ?

1
2
3
4
Continuation of the table.
4. Statement and role of a comma in a complex
offer.
5. What you need to remember in order not to make a mistake in
placing a comma in a complex sentence with
unions "and", "a", "but" and in a sentence with
homogeneous members?
– Read. Where are commas missing?
- First write simple sentences with
homogeneous members, and then complex
suggestions.
- Put commas where necessary and define
what letters are missing in the words.
- Explain the placement of commas in sentences
Organize work in a workbook.
- Read an excerpt from the poem.
Fedorovskaya. Insert the missing letters and
commas.
- Which of the given schemes is suitable for the first
offer and why? Circle the number of this
scheme
in a circle. (See RM, Appendix 5, 6.)
Work
according to the textbook
(exercise
nie 54)
VI.
Further
Work
on
consolidation
and generalization
purchased
knowledge and
skills.
Work in tet
for the sake of
nie 52)
They write out simple ones, and then complex ones.
suggestions. Insert missing letters and
commas.
Perform a sound-letter analysis of the word "lunch".
(See RM, Appendix 4.)
Complete the task in the workbook: insert
missing letters and commas.
(See RM, Appendix 7.)
Realize
analysis for the purpose
finding
compliance
given
standard.
formulated
your opinion
and position

2
3
1
VII. Outcome
lesson.
Reflection
homemade
exercise
Organizes evaluation of performance results
assignments in the lesson. Encourages children to evaluate
work in the classroom by filling out a self-assessment table.
Conducts discussions on:
What was the most interesting thing for you during the lesson?
- What did you learn at the lesson?
What is a complex sentence? Like him
distinguish from simple
How do parts of a complex fit together?
suggestions?
- Does the setting of a comma depend on which
it is the union that connects the parts of the complex
suggestions?
- Did you enjoy the lesson? Rate
myself
Speaks and explains homework.
Formulates the tasks of the exercise,
gives related comments.
- Complete task 53 in the workbook,
exercise 55 in the textbook
The end of the table.
4
Realize
self-control
educational
activities
They answer questions. Define their
emotional state in the classroom. Spend
self-esteem, reflection. Speak out the goal
lesson, determine whether the result is achieved or not,
talk about the difficulties that
encountered in class.
The statements continue:
I managed…
I learned…
Today in class I was able to...
Lesson taught me for life...
For the lesson I...
Listen carefully, ask clarifying questions
questions
be aware
accept,
save
educational
tasks
Attachment 1
Check readiness for the lesson. General setting for the lesson. Greeting students.
Let's check the readiness for the lesson.
Organization of the beginning of the lesson

A text is a sequence of sentences that are linked by a common theme and a common thought. At the same time, in each of them the author's thought is completed only partially. It requires further development, for which the remaining proposals serve.

Each new sentence in the text is created on the basis of the previous ones. In order for the theme to develop continuously, they must be connected to each other with the help of a semantic or grammatical connection.

In contact with

Classmates

It is thanks to this connection that different semantic relationships between sentences can arise in the text. For example, one sentence can be opposed to another, explain its meaning, or clarify some details. This helps the author to better reveal his thought, more accurately convey emotions or show the reader different shades of meaning.

Consider the main ways and means of communication between sentences in the text.

To combine sentences into a clear and logical text, the authors use two methods of communication: chain and parallel. In the first case, all new sentences are connected with the previous ones, like links in one chain (hence the name). In the second case, the proposals with each other, at first glance, are not connected in any way, but are built around one common thesis. Let's examine both of these methods in more detail.

chain link

This is the most common type of sentence connection in a text. It occurs where the author expresses his thoughts in order, and each new sentence seems to continue or develop the previous one. In another way, this type of connection is called sequential or linear.

Such a connection works very simply: some information is taken from one sentence and developed in the next sentence. For example:

The bright summer sun peeked out from behind the clouds. It illuminated the wet streets and houses with its rays.

Here the word "sun" is used in the first sentence, but the story continues in the second. Thanks to this repetition, both statements look connected and consistently develop the same theme.

Chain link is used very widely. It can be found in all literary styles: artistic, business, journalistic, and especially scientific, where the author is required to present the material as convincingly and logically as possible. It is equally well suited for description, and for narration, and for reasoning. Such popularity is due to the fact that the chain connection to some extent copies human thinking.

It is easy to see that the meaning of the chain connection is repetition. In order for two statements to connect with each other, they must repeat some words or they must talk about the same object. Here are the most common chain link options:

Parallel communication

When using a parallel connection, sentences do not directly depend on each other, but are usually built around some central thesis. Each of them looks independent in content, but at the same time is part of some general list, comparison or opposition. For example:

Evening came. The city imperceptibly emptied. The voices of people and the signals of cars were silent. Street lights and shop windows lit up.

Here the phrase “Evening has come” acts as a semantic center around which all other statements are built. By the way, in a different way, the parallel connection of sentences in the text is called centralized.

As a rule, the order of parallel clauses does not matter. They can be interchanged as you like and the meaning of the paragraph will not change from this.

Typically, the structure of a text with parallel links looks like this:

1. The beginning, that is, the central thesis around which the rest of the text is built.
2. A series of statements that expand or prove a thesis.
3. Optional part: change of plan. This is the very last sentence, which can be a conclusion from all that has been said or serve as a "bridge" to the next text.

Here is an example of a paragraph built according to this scheme:

Our cat Vasily is a harmful animal. At night, he runs around the rooms and wakes everyone up with his stomp. In the morning he asks for food and meows for the whole house. Not a week goes by without him breaking a cup or plate in the kitchen. However, we still love him very much.

Offers with centralized links have two characteristic features:

1. Structure parallelism. This means that sentences generally retain their word order and form. And sometimes for greater expressiveness they repeat the first word.
2. The unity of predicate forms. Most often these are verbs in one form (as in the example above: runs, wakes up, asks, meows).

Texts with a centralized link help the author to talk about several phenomena, objects or events at once. This technique is often found in the description and narration.

Combination of different ways of communication

Chain and parallel communication rarely occurs alone. If the text is relatively large, then it will certainly contain both. Usually the author chooses the appropriate way to connect sentences in the text based on their specific goals and objectives. For example, a writer might use centralized text to describe the main character's room, and chain text to describe how his day went.

But it also happens that both methods can be applied even in one paragraph. For example:

There was no bus, and people at the bus stop began to worry. The man in the rumpled hat every minute took out his watch from his pocket and examined its dial. The elderly woman grimaced and looked hopefully at the evening highway. But the highway was still empty and deserted.

Here the second and third sentences are connected using a parallel connection, and the fourth one is connected using a chain connection.

To create a chain and parallel connection, various linguistic means, both semantic and grammatical, are used. Today, philologists divide them into three groups:

• lexical,
• Morphological,
• Syntax.

Let's look at each of these groups in more detail..

Lexical means

These means of communication can be roughly divided into six categories:

1. Lexical repetitions, that is, the repetition of words or phrases. For example:

The man held a huge bouquet of flowers in his hands. The flowers were expensive, but already withered.

2. Root words:

We hoped that in the fall we would have a good harvest. And our hope was not in vain.

3. Synonyms. This group also includes various synonymic replacements: contextual synonyms, descriptive phrases, generic words, and so on.

Book published four months later. However novel caused a flurry of indignation among both critics and readers.

Pushkin wrote the tragedy "Boris Godunov" in 1825. The great poet was able to very accurately convey the atmosphere of that era and the characters of the characters.

4. Antonyms, including contextual ones. For example:

And then it turned out that Vasily Petrovich had few friends. Enemies turned out to be much more.

5. Linking words showing the logic of presentation: therefore, in conclusion, for this reason etc. Example:

Vegetables and fruits contain many vitamins. That is why it is desirable to eat them every day.

6. Words on the same topic:

Has come winter. A week later l snow and the strong ones began frosts.

Morphological means

To create a morphological connection, various parts of speech are used:

1. Unions, allied words and particles at the beginning of a sentence. For example:

While fishing, we drowned the boat and lost our fishing rods. But we caught two crucians and one gudgeon.

2. Pronouns. This group includes personal and demonstrative pronouns, as well as pronominal adverbs. For example:

Tourists made a halt on the bank of a small river. They d They had no idea what awaited them here.

3. Adverbs of time and place. Often these are adverbs applicable to several sentences at once with a parallel connection:

The furniture was covered with a thick layer of dust. Huge gray cobwebs hung in the corners. The windows, apparently, have not been washed for five years. Here everywhere chaos and desolation reigned.

4. Verbs-predicates in one tense form:

Has come late fall. From the trees in the park crumbled leaves. Over the roofs drummed long and dull rains.

5. Degrees of comparison of adjectives and adverbs:

The parking space was great. Better and it was impossible to imagine.

Syntactic means

They can also be divided into five categories:

1. Syntactic parallelism, that is, the use of the same word order. Moreover, the words themselves are usually in the same morphological form:

The man was sitting in an armchair by the fireplace. The dog lay on the floor near his feet.

2. Parceling - the design of parts of a complete statement in the form of separate sentences.

The kittens have already matured and crawl out of the box. They run around the room. They meow.

3. Incomplete sentences:

Do you know where chinchillas live? In the mountains of Peru!

4. Introductory words and sentences, appeals and rhetorical questions. Here are some examples:

First, he is the best doctor in town. And secondly, he plays the piano superbly.

Want to try something different this summer? Make Spanish Cold Tomato Soup!

5. Use of direct and reverse word order:

This is a day he will never forget. Never forget how his whole life flew downhill in an instant.

To learn how to correctly recognize and use various means of communication, you need to remember the following:

The main difference between a two-part sentence and a one-part sentence is the presence of a subject and a predicate. That is, it has both main members.

Roman didn't do his homework today.

Autumn has come.

Having warmed up, the ladybug crawled out onto the stone.

One-part sentences

They have only one of the main members of the proposal. They have a complete thought and are understandable outside the text.

Lake Shore.

It was evening.

In winter I will go to the mountains.

Types of one-part sentences diagram and table with examples

One-part sentences are divided into two groups depending on which of the main members is present. If it is a subject, then it will be denominative, if it is a predicate, then it can be one of 4 types: definitely personal, indefinitely personal, impersonal and generalized personal (the last type is not distinguished by all linguists, sometimes they talk about the meaning of generalization in definite-personal and indefinitely-personal sentences).

So there are five types:

• , they are also called nominative;
• generalized personal;

In our general table, we will combine all types.

In speech, one-part and two-part sentences enter into synonymous relations: we can convey the same idea with different syntactic constructions, that is, syntactic synonyms.

For example:

Evening came. (two-part).

Evening. (One-part denominative).

It's evening. (One-part impersonal).

One-part video sentences

Lesson summary grade 8

Note:

The synopsis was compiled according to the textbook by L. M. Rybchenkova.

Two-part and one-part sentences (of different types) as syntactic synonyms.

Lesson Objectives:

• generalization of the studied material on one-component sentences;
• developing the ability to determine the types of one-part sentences, use two-part and one-part sentences in speech, of different types as synonymous constructions;
• developing the ability to work in pairs.

Lesson type:

Lesson of generalization and systematization of knowledge.

1. Checking homework.

   The student at the blackboard fills in the table “Types of one-part sentences”, gives examples.

   At this time - checking written homework: selectively several works are checked by the teacher; one student reads aloud, everyone checks.

   The student's answer is according to the table (the class is participating: they give examples from homework, come up with their own).

   Creating a problem situation:

   Why are one-part sentences used in speech?

   Is it possible to replace two-part with one-part (and vice versa)? Will this change the value?

   This is the topic of our today's lesson.

   (Announcement of the topic, pay attention to the organization of work in the lesson: work in pairs).

Tasks (printed by the number of pairs):






(Click on the plus sign to read the text.)

Card answers:

Option 1: I want to learn how to skate. Petya was unwell yesterday. The kids don't want to come home from camp.

Option 2: In the camp, due to the threat of an epidemic, it is forbidden to visit children. It was ordered to declare a quarantine. It is recommended that everyone use gauze bandages.

Option 3: Snow covered winter crops. - Winter crops were covered with snow. - Snow covered the winter crops. The sand put out the fire. - The fire was put out with sand. - Sand put out the fire. The explosion destroyed the building. - The explosion destroyed the building. The explosion destroyed the building.

Option 4: The window is blowing. Howls in the pipe. Somewhere it rumbles.

Option 5: You're having fun. Can you see the inscription? Can I call?

Option 6: You can't convince me. You are the first to speak at the meeting. We would like to talk to you before the lesson.

You have 3-5 minutes to complete the tasks. 4th and 5th assignments can be given to weaker students, 3rd - to strong ones. When checking, one student from a pair writes one example on the board, the second one reads all the sentences, answers the question about their meanings. The class writes an example from the board.

Students conclude that there are synonymous constructions in the language - one-part and two-part sentences, they have differences in shades of meanings, and this must be taken into account.

"Constructor": from two simple sentences we build one complex one (continuation of work in pairs).

Two students go to the blackboard and write down one sentence each, which the teacher dictates. They emphasize the main members, determine the type (two-part or one-part, if one-part, then which one). We build a complex one: one student writes down (and the whole class with him), explaining the spellings encountered, the second builds a diagram and writes down his characteristics.

Mid January. - one-part, denominative. The entire offer is subject to.

There is almost no snow on the fields. - one-piece, impersonal. The predicate consists of two words: no snow.
Mid-January, and there is almost no snow in the fields. , a .
Complex, consists of two simple ones, the 1st is one-component, denominative, the 2nd is one-component, impersonal.


Here is the new kindergarten building. A stadium is being built next to it.

The moon was covered by a huge shaggy cloud. It started pouring rain.

You will go to the city in the morning. Be sure to buy a collection of scanwords.

Late fall. Evening and pulling cool.

We bring students to the solution of the problem situation, to the conclusion: what role do single-component sentences play in speech, what are they used for?

(Create a variety of forms of expression of thought; there is no repetition of similar designs; speech becomes clear and expressive).

2. Observations on the methods of creating expressiveness in a literary text (excerpts were previously recorded on the closed part of the board).
   

   A chill blew

   From the rising cloud.

   And her blackness

   Everything in nature is eclipsed.

   Suddenly lightning spear,

   Flashing, it broke.

   The forest crumbles across the river.

   The swamp turned yellow behind the forest.

   And in the autumn azure of the sky

   Crane thread twists.

   Look and listen my friend

   How these wise birds cry

   Flying to the sunny south

   To return to the north.

   What are these verses about? What artistic technique do they use? (Metaphor). What offers are being used? ( One-part and two-part, in the first passage - impersonal, in the second - impersonal as part of a complex).

   Lesson summary:

   the use of one-component sentences makes speech brighter and more expressive, helps to avoid repetition, so we find them in literary texts; when using synonymous sentences, you need to be careful, as the shades of meanings change.

The results of the lesson, assessment, reflection.

Homework: ex. 141 (preparation for a speech development lesson). Read the text. Why is it called that? Complete the tasks:

Do you know the scientific name that begins with the word complicated...

Words that form two roots are called compound words.

For example, rhinoceros(two roots nose- and horn-, the letter o is a connecting vowel), a vacuum cleaner(the roots are dust- and sos-, the letter e is a connecting vowel).

Proposals are also difficult. In them, as in words, several parts are connected.

Lesson topic: “Simple and complex sentences. Unions".

Read the sentences and think about how they differ from each other?

1) The bell rang.

2) The children entered the classroom.

3) The first lesson has begun.

4) The bell rang, the guys went into the classroom, the first lesson began.

Let's find the grammar.

A sentence with one grammatical basis is a simple sentence.

1, 2 and 3 offers simple, because in each of them on one basis.

4 offer complex, consists of three simple sentences. Each part of a complex sentence has its main members, its own basis.

A sentence with two or more grammatical bases is a compound sentence. Compound sentences are made up of several simple sentences. How many simple sentences, so many parts in a complex sentence.

The parts of a complex sentence are not just simple ones joined together.

Having united, these parts continue, complement each other, turn different thoughts into one, more complete one. In oral speech, on the border of parts of a complex sentence, there is no intonation of the end of each thought.

Remember: In written speech, commas are most often placed between parts of a complex sentence.

Determine if the sentence is complex or simple. First, let's find the main members (bases) of the sentences and count how many bases are in each.

1) At the edge of the forest, the voices of birds are already heard.

2) Tits sing, a woodpecker taps loudly with its beak.

3) Soon the sun will warm the earth better, the roads will turn black, thawed fields will be exposed, streams will murmur, rooks will come.(According to G. Skrebitsky)

1) At the edge of the forest, bird voices are already heard.

2) Tits sing, a woodpecker taps loudly with its beak.

Who? tits, what are they doing? chant - the first basis.

Who? dude what is he doing? taps - the second basis.

This is a complex sentence, consisting of two parts.

3) Soon the sun will warm the earth better, the roads will turn black, the fields will be barethawed patches , brooks murmur, rooks will welcome.

What? the sun, what will it do? warm - the first basis.

The roads will turn black - the second basis.

thawed patches will be exposed - the third basis.

Streams murmur - the fourth basis.

Rooks welcome - the fifth basis.

This is a compound sentence with five parts.

Read complex sentences. Observe how the parts of a complex sentence are connected?

1) Winter approaching , the cold sky often frowns.

Parts 1 of a complex sentence are connected using intonation. There is a comma between parts of the sentence.

2) The sun was warm during the day , a at night frosts reached five degrees.

3) Wind calmed down , and the weather has improved.

4) Sun just got up , but its rays were already illuminating the tops of the trees.

Parts 2, 3, 4 of sentences are connected using intonation and conjunctions a, and, but. The union is preceded by a comma.

Each of the unions does its job. The union connects words, and the unions a, but also help to oppose something.

When writing, parts of a complex sentence are separated by a comma. If parts of a complex sentence are joined by unions (and, but, but), a comma is placed before the union.

The sentences of our language are very diverse. Sometimes with one subject there can be several predicates, or with one predicate there can be several subjects. Such members of the sentence are called homogeneous. Homogeneous members answer the same question and refer to the same member of the sentence. In the diagram, we will circle each homogeneous member.

What conclusion can be drawn from the comparison of these schemes?

The first line contains diagrams of complex sentences, and the second line - diagrams of simple sentences with homogeneous predicates (they are shown in a circle).

In simple sentences with homogeneous members and in complex sentences between their parts, the same unions are used: and, but.

Remember!

1. Before unions ah, but always put a comma.

2. Union and requires special attention: connects homogeneous members - a comma is most often not put; used between parts of a complex sentence - a comma is usually needed.

Let's practice. Let's put in the missing commas.

1) At night, the dog crept up to the dacha and lay down under the terrace.

2) People were sleeping and the dog jealously guarded them. (According to L. Andreev)

3) The pelican wandered around us, hissed, shouted, but did not give up. (According to K. Paustovsky)

4) Spring is shining in the sky, but the forest is still covered with snow in winter. (M. Prishvin)

1) At night, the dog crept up to the cottage and lay down under the terrace.

The sentence is simple, since one stem, one subject and two predicates - the dog crept up and lay down. Union and connects homogeneous predicates, so a comma is not put.

2) People slept, and the dog jealously guarded them.

The proposal is complex, since there are two bases - people were sleeping, the dog was guarding. Union and connects parts of a complex sentence, so a comma is needed before the union.

3) Pelican wandered around us, hissed, shouted, but did not give into hands.

The proposal is simple, since one stem, one subject and 4 predicates - the pelican wandered, hissed, shouted, did not give up. before the union but always put a comma. We put commas between homogeneous predicates.

4) Spring shines in the sky, but the forest is still covered with snow in winter.

The proposal is complex, since there are two foundations - spring is shining, the forest is covered. before the union but always put a comma.

Consider the schemes and decide which schemes hide complex sentences, and which ones are simple ones with homogeneous members; in which of them you need to put punctuation marks.

The first three schemes reflect the structure of a simple sentence with homogeneous main members. They are circled. In scheme 1, a comma is not needed, since the union connects homogeneous subjects and. In 2 and 3 schemes, commas should be placed. 4 scheme corresponds to a complex sentence. It should also include a comma between parts of a complex sentence.

Sentences that include words that, that, therefore, because, are most often complex. These words usually begin a new part of a complex sentence. In such cases, they are always preceded by a comma.

Let's give examples.

We saw, what the she-wolf crawled along with the cubs into the hole.

what a comma is placed.

All night long winter knitted lace patterns, to trees dressed up. (K. Paustovsky)

This is a complex sentence, before the word to a comma is placed.

Birds able to communicate everything with their voice , that's why they sing.

This is a complex sentence, before the word that's why a comma is placed.

I lovefairy tales, because in them, good always triumphs over evil.

This is a complex sentence, before the word because a comma is placed.

1. One afternoon, Winnie the Pooh was walking through the forest and grumbling a new song under his breath.

2. Winnie the Pooh got up early, in the morning he diligently did gymnastics.

3. Winnie quietly reached the sandy slope.

(B. Zakhoder)

3.

Sentence 1 corresponds to scheme 3, since this is a simple sentence with one subject (Winnie the Pooh) and two predicates (walked and grumbled).

Scheme 1 corresponds to sentence 2, since this complex sentence has two bases (Winnie the Pooh got up, he was engaged). A comma separates parts of a sentence.

Sentence 3 corresponds to scheme 2, since this is a simple sentence with one base (Winnie got it).

In the lesson, you learned that a sentence in which there are two or more grammatical bases - complex sentence. Parts of complex sentences are connected using intonation and conjunctions. a, and, but. When writing, parts of a complex sentence are separated by a comma.

1. M.S.Soloveichik, N.S. Kuzmenko "To the secrets of our language" Russian language: Textbook. Grade 3: in 2 parts. Smolensk: Association XXI century, 2010.
2. M.S. Soloveichik, N.S. Kuzmenko “To the secrets of our language” Russian language: Workbook. Grade 3: in 3 parts. Smolensk: Association XXI century, 2010.
3. TV Koreshkova Test tasks in the Russian language. Grade 3: in 2 parts. - Smolensk: Association XXI century, 2011.
4. T. V. Koreshkova Practice! Notebook for independent work in Russian for grade 3: in 2 parts. - Smolensk: Association XXI century, 2011.
5. L.V. Mashevskaya, L.V. Danbitskaya Creative tasks in the Russian language. - St. Petersburg: KARO, 2003
6. G.T. Dyachkova Olympiad tasks in Russian. 3-4 classes. - Volgograd: Teacher, 2008

1. School-collection.edu.ru ().
2. Festival of pedagogical ideas "Open Lesson" ().
3. Zankov.ru ().

• Find the main clauses in the sentences. Which sentence of the text is difficult - 1st or 2nd? What is the name of the remaining offer?

At the top of an alder tree a bird sat and opened its beak. The feathers on the swollen neck fluttered, but I did not hear the song.

(According to V. Bianchi)

• Insert two missing commas in sentences.

Winter hid in the dense forest. She looked out of the shelter and millions of little suns are hiding in the grass. Winter is angry! She waved her sleeve and covered the cheerful lights with snow. Dandelions are now flaunting in a yellow dress and then in a white fur coat. (According to I. Sokolov-Mikitov)

Find an offer with an alliance and. What does it connect - homogeneous members or parts of a complex sentence? Underline the words you need to answer.

• Write unions and, but. Underline the basics, mark homogeneous members and put commas where necessary.

The ball climbed into the water _ Uncle Fyodor soaped it _ combed the wool. The cat walked along the shore _ sad about different oceans. (According to E. Uspensky)

The cat stole fish meat sour cream _ bread. Once he tore open a tin can of worms. He did not eat them _ chickens ran to the jar of worms _ pecked at our stock. (According to K. Paustovsky)