Moscow State University of Printing. What means of communication in a complex sentence do you know? What do they have in common and how do they differ?

Grammatical means of connecting parts in a complex sentence

1. The main syntactic means of communication in a complex sentence are special connecting elements, formal indicators of the interconnectedness of parts. These are subordinating conjunctions, relative (conjunctive) words, correlative words (definitive and demonstrative pronouns and pronominal adverbs). Depending on the type of formal indicators of connection, complex sentences differ: 1) conjunction type; 2) relative type; 3) pronominal-correlative type; 4) pronominal-conjunctive correlative type.

Simple conjunctions ( what, so, although, if, how, as if etc.) and compound ( because, since, meanwhile, despite the fact that etc.) are placed in the subordinate part and serve as an indicator of its subordination to the main one: The war, as if it was waiting for them, looked straight into their eyes(Fad.); Tsvetukhin came up with the idea of ​​going to a rooming house to study types, because the theater was preparing “At the Lower Depths”(Fed.).

Conjunctions assigned to certain types of clauses, i.e. with clearly expressed semantics are called semantic ( since, because- causal; although, despite the fact that- concessional, etc.). Conjunctions with indefinite semantics, used in various types of subordinate clauses and having a purely syntactic meaning, are called functional(what, so, how, etc.).

For example, the conjunction how can serve to attach subordinate clauses with different meanings - explanatory, comparative, temporary, conditional: He did not hear how the greedy shaft rose(P.); Why does Araba love his young Desdemona, like the moon loves the darkness of the night?(P.); His deserted corner was rented out when the deadline expired(P.); And now I’m so used to it that I won’t even move when they come to tell us that villains are prowling around the fortress.(P.). The conjunction as (in combination with that in the main part) can form a subordinate part with the meaning of reason, which is currently perceived, however, as outdated: I brought him back safe and sound - and since the river had not yet stopped and there were no more bridges - I sent him to Lev Sergeevich(P.).

Some compound conjunctions ( since, because) are capable of dismemberment. In this case, the first part of the conjunction goes into the main part of the sentence and acquires the function of a correlative word. Wed: It would be good to avoid “ideological” conversations with him, because he probably gets crazy excited in arguments(M.G.). - It would be good to avoid “ideological” conversations with him because he probably gets crazy excited in arguments.

Subordinating conjunctions, causal, temporary, and conditional, can include words-clips, which are located at the beginning of the main part of the sentence. These are double alliances ( once...then, if...then, if...so, how...then and etc.): If you agree, then I will immediately connect with our dear employees(Cupr.). Clamping words are possible only with the preposition of the subordinate clause; they emphasize the productive nature of the second part of the sentence. In complex sentences with comparative relations, paired conjunctions are used ( than...then, if...then and etc.): The sooner the fire burned out, the more visible the moonlit night became(Ch.).

Paired conjunctions, homonymous to conjunctions with bond words, differ from them in that both parts of them are structurally necessary, while bond words can easily be omitted. Wed: If in the Aleksandrovsky district the climate is marine, then in the Tymovsky district it is continental(Ch.). - ...If his best friend Volodya cannot leave, then he, Tolya Orlov, will stay with him(Fad.). Complex sentences with a conjunction form a conjunction type.

Relative (conjunctive) words- these are pronouns and pronominal adverbs that serve as a means of connecting the subordinate part with the main one ( which, whose, which, what; where, where, from; how, when and etc.). Relative words are located in the subordinate clause of the sentence. Unlike conjunctions, they are significant words and therefore serve as one of the members of the sentence. Compare, for example, the functions of homonym words: I could clearly see that his face was in tears.(M.G.). - The old man was unable to answer what he would do with the treasure(Ch.). In the first sentence, the word that performs the function of a conjunction, since it is devoid of semantic significance and serves only as a means of communication and an indicator of syntactic relationships between the parts of a complex sentence. In the second sentence, what is a relative (conjunctive) word, since it does not lose its syntactic fullness and plays the role of an addition in the subordinate part of the sentence. Another example: It took me a while to realize that my neighbor was also shooting.(S. Bar.). - I had no idea what would happen in the dark(S. Bar.).

Relative words that have conjunctions as homonyms (that, how), are usually accompanied by logical emphasis. Complex sentences with relative words in the subordinate clause constitute the relative type.

Correlative words- these are attributive and demonstrative pronouns and pronominal adverbs, located in the main part of a complex sentence and attaching a subordinate part to themselves, which specifies their meaning. Pronominal words usually appear in relation to allied words in the subordinate clause and form correlative pairs with them: that...who, that...which, that...whose, there...where, there...where, then...when. For example: And yet I always envied those who stood up on the forge(S. Bar.); Everything related to the household occupied my mother as little as if she lived in a hotel(Eb.); A long road leads to where Muravia, the ancient Muravian country, should be(Tward.).

The subordinate part can be attached to a correlative word (or a phrase with a correlative word) in the main part and with the help of a conjunction: The outbuildings were dilapidated and looked as if they had not been touched by caring human hands for many years.(Shol.); He was surprised at his sister; she did not seem so beautiful as to arouse such love in a young man(M.G.).

The role of correlative words is structurally different. They are either constructively necessary, since they participate in the organization of the structure of the sentence, or they are not necessary, and then they are used only as emphasis words. Wed: I love and am used to seeing you so holyly clean that even a stain of dirt on your dress casts a black shadow on my soul(M.G.). - ...Lopatin noticed that the regiment commissar was one run behind them(Sim.). In the first sentence, the correlative word such is constructively necessary, without it the following subordinate clause (with this structure and this semantics) is impossible; in the second, the pronoun is easily omitted without damaging the overall meaning of the sentence, and the main structural feature of the sentence - verbal dependence - is also preserved. Such a constructively optional pronoun becomes mandatory if it is included in a number of homogeneous members when listing: “Perhaps this is my last spring,” thought Lermontov, but immediately began to hastily think about something else - about Shcherbatova, about the fact that the ferry must have already been repaired and in a few hours he will part with her(Paust.).

The constructive optionality of correlative words in some cases is emphasized by the possibility of their merging with a conjunction in the subordinate clause. Wed: She even felt cold with happiness and wanted to sing so that everyone would know about her happiness.(Paust.). - She even felt cold with happiness and wanted to sing so that everyone would know about her happiness. - She even felt cold with happiness and wanted to sing so that everyone knew about her happiness.

Thus, complex sentences with correlative words in the main part form two structural varieties: pronominal correlative type (if there is a correlation of pronominal words in the main and subordinate parts) and pronominal-conjunctive correlative type (with the relationship between the pronominal word in the main part and the conjunction in the subordinate clause).

2. In addition to conjunctions, allied and correlative words, indicators of syntactic relations between the parts of a complex sentence can also serve as other means, usually acting as accompanying the main one: the order of the parts, the ratio of verb forms included in the main and subordinate parts, intonation, lexical-morphological the nature of the word to which the subordinate clause refers, some special lexical elements.

Order of parts The complex sentence of different types is not the same: it can be strictly defined or free. This depends on the semantic-structural nature of the sentence as a whole. For example, some semantic-structural types of complex sentences have a strictly fixed order of parts. Thus, the subordinate clause always follows the main clause in pronominal-conjunctive correlative clauses. Others - conjunctions, relatives, pronominal correlatives - are more free with respect to the order of the parts. The definiteness of the order of parts is explained by various reasons, both structural and semantic, and more often by a combination of both.

For example, some subordinating conjunctions only attach the subordinate clause that follows the main clause. So, subordinate clauses with conjunctions for, good, because, so are located only after the main part: I don’t feel this cold, because my place in the great mechanism of life is clear to me.(M.G.); I didn’t feel out of place among them, fortunately no one asked about my age or even my name(S. Bar.). Subordinate clauses with other conjunctions, for example, conditional, temporary, which usually occupy a free position in relation to the main part, lose this freedom as soon as they are complicated by words-clips. In this case, preposition of the subordinate clause is required: If you take away a person’s ability to dream, then one of the most powerful motivations that gives rise to culture, art, science and the desire to fight for a wonderful future will disappear.(Paust.). Some types of subordinate clauses, such as connecting clauses, are fixed in a position after the main part, which is explained by their function as an additional message. If they are placed in front of the main part, which is extremely rare, then this is perceived as an inversion. Attributive and explanatory clauses are located in postposition in relation to the word they are spreading, although here, for stylistic purposes, inversion is sometimes acceptable.

Correlation of verb forms parts of a complex sentence is also an additional means of connecting them.

The aspectual and tense forms of the verbs of the first part of the sentence (regardless of whether it is main or subordinate) usually presuppose certain forms of the second part. Yes, in a sentence The leaf came off and flew away only on the third day in the evening, when from behind the Dnieper steeps a thunderstorm wind hit my face and lightning, overtaking each other, began to strike the blackened water(Paust.) the verbs of the main part came off and flew away in the past tense form correspond to the same grammatical meanings of the verbs of the subordinate part (other forms in the second part of the sentence are impossible).

The constructive role of verb forms is especially pronounced in those special cases when there is no conjunction in the subordinate clause, and the main one, always postpositive, has a connecting element: As soon as you turned your head, the bizarre sensation would disappear without a trace.(Green).

Some special ones sometimes act as a means of communication in the structure of a complex sentence. lexical items. This is typical for complex sentences with such structural elements as as for... then; The fact is that... The verb touch and the noun deed in such constructions lose their basic lexical meaning and turn into purely connecting elements: As for the metaphysical fermentations of feeling and mind, then, you know, this is a matter of taste(M.G.); The fact is that there is nothing more practical in the world than those fantasies that only a few now dream of(Cupr.).

A constructive indicator is lexico-morphological character the word to which the subordinate clause refers. Thus, nouns, when distributed, require a attributive part, and verbs, short adjectives, impersonal predicative words - an explanatory part: Jumping out of bed, he began to dress with a speed that embarrassed and made him laugh(M.G.); After tea they began to discuss how to fill this cheerfully begun day.(M.G.); It is unknown who will be the suffering party(M.G.); Are you glad you're home?(Ch.); But it’s just a pity that you gave me this wonderful lesson so late.(Paust.). If in some cases nouns add an explanatory part, then these are nouns of a certain semantic group, namely: with the meaning of speech, thought, message, i.e. meaning inherent in verb words. Subordinate clauses of such nouns are complicated by a attributive shade of meaning: This letter and the money were returned with the news that Petrukha had been killed in the war.(L. T.); Green wanted to please the old man, who had already come to terms with the idea that Alexander’s son had turned out to be a worthless tramp(Paust.). Thus, the combination of “verbal” semantics and the form of the noun also resulted in a combination of functions of the subordinate clause. As it was found out, the complex sentence is, firstly, the verbal and non-verbal dependence of its parts; secondly, grammatical means of connecting parts. As for the semantics of subordinate clauses, it turns out that it is not strictly assigned to each specific structural type. There are single-valued types, there are double-valued types and there are multi-valued types. Thus, structures with a relation of the subordinate part to a verb, adjective, impersonal predicative word have a subordinate part only with an explanatory meaning (unambiguous structures). Subordinate clauses related to a noun are ambiguous: they can be attributive and explanatory (the most typical, however, are structures with a subordinate attributive; explanatory clauses are seen only with nouns of a special lexical-semantic group). Subordinate clauses in structures of the prenominal type are very diverse: attributive, explanatory, and adverbial (of different types). Structures with non-verbal dependence are more limited by the semantics of subordinate parts - they always have adverbial meaning (excluding adjunctive, comparative and explanatory constructions), but the specific types of adverbials are varied.

Means of communication (conjunctions, allied and correlative words) are also not strictly assigned to certain structural types, with the exception of structures with a conditional dependence of the pronominal type (with the obligatory relationship of pronominal words or pronominal words and conjunctions). For example, subsubstantive subordination in complex sentences can be both relative and conjunctive, just like verbal subordination, etc. Sentences with non-verbal dependence of parts are also heterogeneous in terms of the type of connection - they have both relative and conjunctive subordination.

The semantic-structural classification can be presented as follows: complex sentences with attributive, explanatory, adverbial clauses (time, place, reason, mode of action, degree, measure, conditional, concessive, consequence, purpose); complex sentences with subordinate clauses; complex sentences with comparative clauses; complex sentences with comparative relationships between parts; complex sentences with explanatory relationships between parts.

Expand knowledge about NGN, means of communication in NGN, develop the ability to find the main and subordinate clauses and establish semantic relationships between them using a question, identify means of communication. Develop the ability to find IPPs in the text, find out their role, and correctly place punctuation marks in IPPs. Cultivate a desire to improve competent oral and written speech.

A) No one knew either his fortune or his income and no one dared to ask him about it. b) He instantly flew out of the stove, ran across their path and began to tear apart piles of frozen snow from all sides. c) It was quiet in the garden and only the sound of wheels could be heard from somewhere far away. d) They chatted happily and tried to involve me in the conversation. Answer: a, c.

A) The green walls of the forest moved apart and a wheat field spread out in front of us. b) In the spring, the gopher’s home warms up and the owner comes out of his winter confinement. c) The water lilies were blooming and there were a lot of reeds. d) The builders will approach the river and the crossing to the other bank will begin. Answer: b.

A) Spring has come, but it was still cold. (Contrast.) b) The darkness became more and more dense, and objects lost their contours. (Alternation.) c) The harvested ear bends, and the wheat stands up like a wall. (Sequence.) d) It became stuffy in the room, and we went out onto the balcony. (Cause and effect relationships.) Answer: b.

Complex sentences are... sentences... whose parts are connected by... a connection, so it consists of... and... parts.... a part is attached to... using...,... words and intonation . Conjunctions and... words are included in... part. The subordinate clause can stand...,... and... in the main clause.

Union: - auxiliary part of speech; - does not answer the question; - the conjunction can be omitted in some cases; - can be replaced by another union; - is not a member of the sentence. Conjunctive words: - a conjunctive word cannot be omitted; - are members of the proposal; - logical emphasis falls on the conjunctive word; - a subordinate clause with a conjunction word can be transformed into an interrogative sentence.

Physics is the basis of natural sciences. The penetration of physics into chemistry, astronomy, biology, and geology is so great that in many cases it is impossible to establish the boundary between these sciences and physics. At the junction of these sciences, new independent sections have emerged in recent years: physical chemistry and chemical physics, astrophysics, biophysics, geophysics. These names themselves indicate that physics is the main tool of many chemical, astronomical, biological and geological research.

1. A writer must write a lot, but must hurry. 2. There was no emergency work on the train, and some of the staff dispersed. 3. Everyone was just talking about what happened yesterday in the city. 4. I spent my whole life on the shore of the lake and I know how to set up nets. 5. A breeze blew from the district, and immediately the sun appeared from behind the clouds. 6. From sunrise to sunset there was a splash and the creaking of ropes. 7. It’s cold, so you need to dress warmly. 8. Pyotr Petrovich was immersed in work and completely forgot about the visitor. 9. When my brother came from school, the family sat down to dinner. 10. Large owls silently soared from the road, and the horses, snoring, darted to the side.

Subject. Means of connecting parts of a complex sentence. Subordinating conjunctions and allied words. (9th grade)

Lesson type. Discovery of new knowledge.

Lesson objectives:

1.Form the concept of means of communication in a complex sentence.

2. To develop the ability to find means of communication in a complex sentence and distinguish between subordinating conjunctions and allied words.

3. Improve punctuation skills, skills in drawing up graphic diagrams of complex sentences.

Demonstration material.

1.Tasks for updating knowledge.

What, when, which, whose, because, from, who, where, where, which, if, while, how.

2.Task for a trial action.

1) We can say that A.S. Pushkin, with the help of romantic imagery, recreates a characteristic spiritual portrait of a romantic poet.

3. Table “Techniques for distinguishing subordinating conjunctions and allied words.”

Subordinating conjunctions

4. Algorithm “Determination of means of communication in a complex sentence.”

yes no

a) is a union

3. Use 3 techniques:

Not really

union word union

5.Task for primary consolidation.

Analysis of the IPP: find the main and subordinate parts of the IPP, determine the means of connecting the parts based on the algorithm.

6.

Option 1.

Marina saw how preparations for the exhibition were going on.

Although the guests were scared, they did not say anything to anyone.

Ahead, where the birches stood, a small grove began.

Option 2.

7.

Option 1.

3) Ahead, where (conjunctive word, has no homonym, adverb) there were birch trees, a small grove began.

Option 2.

During the classes.

1.Motivation for educational activities.

Target:

1) Organize the updating of the requirements for the student in terms of educational activities

("necessary").

2) Organize students’ activities to establish thematic frameworks (“I can”): continue familiarization with groups of complex sentences.

3) Create conditions for the student to have an internal need to be included in the educational

activity (“I want”).

Organization of the educational process at stage 1.

1. Dialogue.

Hello guys! What topic are we studying? (Difficult sentence).

Which group of complex sentences were the previous lessons devoted to? (In previous lessons we studied a group of compound sentences).

What are your guesses about the topic of today's lesson? (I assume that today we will study complex sentences)

Why do you think so? (1. I don’t know. 2. I looked in the textbook. 3. This is the next group of complex conjunction sentences)

2. Generalization.

You're right. We are really starting to study a big topic - “Complex Sentences”.

Target:

Organize the updating of educational content sufficient for the construction of new knowledge: repeat the signs of a complex sentence, signs of distinguishing between independent and auxiliary parts of speech

Record the updated content in speech.

Record the updated content in signs.

Organize a synthesis of updated knowledge.

Organize the actualization of mental operations sufficient to construct new knowledge: observation, comparison, analysis, classification, generalization.

Motivate for a trial educational action (“need” - “can” - “want”).

Organize the implementation of an individual trial educational activity.

Organize recording of individual difficulties in students’ performance of a trial educational action or in justifying it.

Organization of the educational process at stage 2.

1. Dialogue.

Where do we start working? (With a repetition of what we need today to discover new knowledge. First, we need to repeat the features of a complex sentence. We must give a definition of a complex sentence).

2. Repetition of signs of SPP.

Who can define a complex sentence? (1. SPP is a complex PR, which consists of a main and subordinate clause. 2. SPP is a complex PR, which consists of a main and subordinate clause, interconnected by subordinating conjunctions. 3. SPP is a complex conjunction PR, parts of which connected by a subordinating connection and which consists of a main clause and a subordinate clause).

Based on these definitions, who can summarize the characteristics of NGN and show them in the form of a graphical diagram? (One student does the work on the board, the rest - in notebooks).

A)

… , union...

main clause

PR communications PR

What is the difference between main and subordinate clauses? (The subordinate clause depends on the main one, a question from the main one is posed to the subordinate clause, the means of communication is in the subordinate clause).

Is this the only SPP structure that exists? Show with graphic diagrams. (Two students work on the board, the rest work in notebooks).

b) c)

Let's remind each other of the punctuation rule for NGN and the function of the comma in NGN? (In SPP, the main and subordinate PR are separated by a comma. If the subordinate PR is inside the main PR, then it is separated by commas. Functions of a comma: dividing and emphasizing).

Well done! We continue along the path of repetition.

3. Repetition of signs of distinguishing between auxiliary and independent parts of speech.

– Divide the words into three groups. State the basis on which you grouped the words. (By belonging to a certain part of speech)

what what when

when which from where

if whose where

because who's where

so far what how

How

subordinating relative adverbs

pronoun conjunctions

auxiliary part independent parts of speech

speeches

How do auxiliary parts of speech differ from independent ones?

How do you think this repetition material relates to our topic? (Words of these parts of speech are means of communication with NGN).

Well done! So, what words are used as means of communication in NGN? (1. These are subordinating conjunctions, relative pronouns and adverbs. 2. These are subordinating conjunctions and allied words).

What did we repeat? (Signs of NGN and means of communication in NGN).

What should you do next? (Perform a trial action).

4. Individual task with difficulty (trial action).

Write down sentences from dictation. Find and identify the means of communication in each NGN, circle it graphically, and sign it.

1) We can say that A.S. Pushkin, with the help of romantic imagery, recreates a characteristic spiritual portrait of a romantic poet.

2) Everything that makes up the spiritual world of A.S. Pushkin’s lyrics is reflected in his poems.

Who didn't complete this task? What were you unable to do? (I could not find and determine the means of communication in the NGN)

Who completed this task completely? Can you justify your choice?

(1 gr. – in each of these SPPs there is a means of communication, the word “what” - this is a subordinating conjunction.

2 gr. – in each NGN the means of communication is the word “what”, but in the 1st PR it is a subordinating conjunction, and in the 2nd PR it is a conjunction word. I can't justify this).

III . Identifying the location and cause of the problem.

Target:

1) organize the restoration of completed operations;

2) organize the identification and fixation of the place of difficulty in external speech;

3) organize the identification and recording in external speech of the cause of the difficulty;

4) agree on the purpose and topic of the lesson.

Organization of the educational process at stage 3

What task were you doing? (We determined the means of communication in the NGN).

What was your difficulty? (We couldn’t distinguish when the word “what” is a subordinating conjunction and when it is a conjunctive word)

Why did you experience difficulty? (Because we do not know by what characteristics homonymous subordinating conjunctions and allied words are distinguished).

What is the purpose of our activities?

The purpose of the lesson:

(1. Formulate techniques for distinguishing between homonymous subordinating conjunctions and allied words.

2. Derive an algorithm for determining communication means in NGN.

3. Learn to determine the means of communication in NGN using an algorithm.)

Lesson topic:

What is the topic of the lesson? (Means of communication in a complex sentence. Subordinating conjunctions and allied words) (The topic is written on the board and in notebooks).

IV . Building a project for getting out of a problem.

Target:

organize communicative interaction to determine a way out of the difficulty of identifying means of communication in the NGN;

build a plan to achieve the activity goal.

Organization of the educational process at stage 4

How do you propose to solve the 1st and 2nd objectives of the lessons? (1. Read the material in the textbook. 2. Ask the teacher. 3. Analyze the language material independently).

Which path is still more interesting and productive? (Discover new knowledge yourself based on observation and analysis of language material).

V . Implementation of the constructed project.

Target:

1) organize the implementation of the constructed project in accordance with the plan for the discovery of new knowledge: techniques for distinguishing homonymous conjunctions and allied words and identifying means of communication in the NGN;

2) organize the recording of a new method of action in speech;

3) organize the fixation of a new method of action in signs (using a standard);

4) organize recording of overcoming difficulties;

5) organize clarification of the general nature of the new knowledge.

I suggest that you carry out the following actions to observe and analyze the means of communication in complex sentences from the test action task to differentiate them.

1. Observation of the material, analysis of sentences, comparison of linguistic phenomena, dialogue encouraging the discovery of new knowledge.

Teacher

What did we learn from the trial action?

How can you justify this point of view?

Try to determine.

What part of speech is this conjunction word?

Let's conduct a linguistic experiment: try omitting the conjunction and the allied word in the PR. What happened? What conclusion can you draw?

Read these sentences out loud again. What differences did you notice in the intonation plan of these sentences?

Why did we conduct comparative work with you? What was the goal?

Based on your observations, comparisons and analysis, name the methods for distinguishing conjunctions and allied words and record your conclusions in writing by making a table.

1gr.: the word “what” is a conjunction

2nd gr.: the word “what” in the 1st PR is a conjunction, in the 2nd PR is a conjunction word. These are words of different parts of speech.

The meaning and syntactic function must be determined.

In the 1st PR, the word “what” does not have an independent meaning, a question cannot be asked about it, and is not a member of the sentence. So this is an alliance.

In the 2nd PR, the word “what” 1) answers the question what? 2) it replaces the word “everything” from the main PR, denotes an object (content, mood, experience, assessment, etc.), 3) is the subject. This means that this is a union word.

The word "what" is a relative pronoun.

They read PR without means of communication. Conclusion: it is possible to omit the conjunction in the 1st PR. The conjunction word in the 2nd PR cannot be omitted.

In the 1st PR, the word “what” does not receive logical stress, but in the 2nd PR, the word “what” receives logical stress.

Techniques for distinguishing between homonymous conjunctions and allied words were identified.

Name the techniques and make a table.

2 . Independent formulation of techniques for distinguishing subordinating conjunctions and allied words. Drawing up a table.

Subordinating conjunctions

3. Comparison of independently derived features of NGN and methods for distinguishing conjunctions and allied words as means of communication in NGN with textbook material.

1) Read the textbook text in the frame on p. 50.

2) Frontal conversation based on the material from the textbook text:

What new information did you highlight?

Compare the methods for distinguishing conjunctions and allied words proposed in the text with those you have established. Are there any additions or comments?

In your opinion, is it always difficult to distinguish between conjunctions and allied words? (Complexity arises only in the case of homonymy of auxiliary and independent parts of speech - conjunction and relative pronoun"What" , conjunction and adverb"How" And"When" It is for them that it is necessary to use other methods of differentiation);

In what cases is only the first appointment sufficient? (1. They are an auxiliary or independent part of speech - subordinating conjunctions, relative pronouns or adverbs. 2. There are words that are always only subordinating conjunctions, there are words that are always either relative pronouns or adverbs. The difficulty is in distinguishing them as conjunctions and there are no conjunctive words);

For which words is the first step not enough? (If the words “what”, “how”, “when” are used as means of communication);

What needs to be done now to correctly determine the means of communication in the NGN? (Make an algorithm).

1. Find a means of communication in the subordinate clause.

2. Determine if a word has homonyms among functional and significant ones

parts of speech (what, how, when)

yes no

use the 1st method and conclude:

a) is a union

b) is a conjunctive word (relative or adverb)

3. Use 3 techniques:

Is a member of the proposal;

It has meaning, can be replaced with a word of an independent part of speech;

May have logical stress

Not really

union word union

5. Fixation of overcoming the difficulty.

What was the difficulty? (They could not distinguish between the word “what” in the role of a subordinating conjunction and an allied word).

Now can you overcome this difficulty and correctly identify the means of communication in NGN with homonymous parts of speech? What will help you with this? (We will be able to distinguish between homonymous words in the role of means of communication in NGN, since we have derived an algorithm for determining means of communication in NGN).

VI . Primary consolidation in external speech.

Target:

1) record open educational content in external speech;

2) organize children’s assimilation of a new method of action when performing standard tasks with pronunciation in external speech:

Frontal.

Organization of the educational process at stage 5

1. Dialogue.

Remind us of the next goal of our activities in the lesson? (Learn to determine the means of communication in NGN using the compiled algorithm).

I think you'll handle this well.

2. Oral work. Analysis of the IPP: find the main and subordinate parts of the IPP, determine the means of connecting the parts based on the algorithm.

1) Many of A.S. Pushkin’s poems, which are written in the genre of friendly messages, are dedicated to lyceum students.

2) In poems of the St. Petersburg period, the poet argued that freedom is an absolute universal value.

3) A.S. Pushkin’s lyrics of love are delightful, because they express the poet’s idea of ​​a Woman as a source of beauty and harmony.

VII . Independent work with self-test according to the standard.

Target:

1) organize independent completion by students of standard tasks for a new method of action.

2) organize the comparison of the work with the standard for self-test.

organize a verbal comparison of work with a standard for self-test;

based on the results of independent work, organize a reflection of the activity on the use of a new method of action;

create conditions for the success of each student.

Organization of the educational process at stage 7

How can we check whether you have mastered the algorithm for determining communication means in NGN? (You need to do independent work and compare it with the standard for self-test).

1. Performing independent work (according to options)

2. Self-test against the standard.

3.Self-assessment: no errors - “excellent”, one error - “good”, two errors - “satisfactory”.

VIII .Inclusion in the knowledge system and repetition.

Target:

1) train the skill of using new content with previously studied topics: distinguishing complex sentences from other types of sentences, analyzing the means of communication in each type of complex sentences, drawing up grammatical diagrams;

2) improve punctuation skills in complex sentences.

Organization of the educational process at stage 8

What should we do next? (It is necessary to complete tasks to repeat what has already been studied, but including the material from today’s lesson).

1.Completing test tasks with analysis of sentences.

1) Specify the SPP, prove your choice. Describe the rest of the proposals. (no punctuation marks)

1. The basket contained mushrooms and small flowers.

2. I used to enjoy the sun and loved summer most of all.

3. A pale light, similar to air slightly diluted with blue, flooded the eastern part of the horizon.

4. In the land where the yellow nettles and dry wattles are, the lonely huts of the villages nestle among the willows.

Additionally: explain the placement of the necessary punctuation marks in these sentences.

2) Indicate which line contains words that can be both conjunctions and allied words.

1. In order, because, as if, if.

2. What, how, when.

3. Because, whose, as long as.

4. Hardly, where, which, due to the fact that.

Additionally: characterize the words of other series from the point of view of means of communication.

3) Indicate the NGN in which the means of communication is the allied word. Prove your choice. (no punctuation marks)

1. He who is brave is confident in himself.

2. The blue morning was rising outside the window when we began to disperse.

3. It was cloudy in the steppe, despite the fact that the sun had risen.

4. The voices of the streams were muffled, as if they were just learning their songs.

Optional: Explain punctuation by creating graphical diagrams of WBS.

- How do these assignments differ from independent work assignments? (In this case, it was necessary to analyze NGN in the system of other types of simple, simple complicated and complex sentences; it was necessary to perform punctuation analysis of different types of sentences: simple and complex).

2) organize a reflective analysis of educational activities from the point of view of fulfilling the requirements known to students.

3) organize students’ assessment of their own activities in the lesson.

4) organize the recording of unresolved difficulties in the lesson as directions for future educational activities.

5) organize a discussion and recording of homework.

Organization of the educational process at stage 9

1. Generalizing dialogue with students.