How I got cancer. Rami Blekt Intro to number four...
Associative sentences with a coordinative connection- these are non-union sentences, which are identical in structure and semantic relations between their parts to compound sentences. These two types of sentences differ from each other only in the presence or absence of a connecting union (you can substitute a connecting union into union-free sentences, and, on the contrary, remove it from a compound sentence).
Structurally, such union-free sentences can potentially consist of an unlimited number of predicative parts, which is why they are called open union-free compound sentences (or open structure union-free sentences).
An open non-union proposal, consisting of several equal parts, names, lists a number of consecutive or simultaneous events or phenomena:
The moon stands over a transparent mountain, The neighborhood is flooded with false light, A row of cypresses lined up in formation, Their shadows fled into the unknown. (V. Ya. Bryusov)
Such non-union complex sentences are made out in a monotonous enumerative intonation, that is, all parts of the sentence are intoned in the same way. In addition, all parts of the union-free proposal are united by one leading theme. The order of the parts of an allied proposal is free, that is, you can easily swap parts.
Associative sentences with a subordinating relationship- these are non-union sentences, which, both in structure and in semantic relations between parts, are identical to complex sentences. Such non-union sentences consist of only two parts and are called closed non-union complex sentences (or non-union sentences of a closed structure).
The fixed (not free) arrangement of the two parts of the closed non-union sentence helps to establish semantic relationships between these predicative parts, that is, when the parts of the non-union sentence are rearranged, the semantic relations between them change or the sentence as a whole is destroyed. For example, in the sentence I was late: the car broke down, the second part of the complex sentence reports the reason, and in the sentence The car broke down - I was late, the second part is a consequence of what is reported in the first part.
Parts of such a complex sentence are formed with explanatory intonation (one part explains the other) or contrasting intonation (the first part of the sentence is characterized by a very high tone, the second - by lowering the tone). The intonation depends on the semantic relations between the parts of a complex sentence in oral speech, and in writing - the choice of a punctuation mark (colon or dash).
Between parts of closed union-free complex sentences are established Various types semantic relations, that is, the semantic role of the subordinate part in relation to the main one is determined. The following varieties can be distinguished: material from the site
- An explanatory non-union sentence is a non-union complex sentence in which the first part contains supporting words - verbs that require addition, explanation, distribution, which is the content of the second part: I knew: the blow of fate would not bypass me (M. Yu. Lermontov).
- An explanatory non-union sentence is a non-union complex sentence in which the second part reveals, concretizes, explains the content of the first part (often a single word or phrase of the first part): .V. Gogol).
- An allied sentence of justification and reasons is an allied compound sentence, the second part of which contains the justification or reason for what is said in the first part: I can’t sleep, nanny: it’s so stuffy here! (A.S. Pushkin). I am sad: there is no friend with me (A.S. Pushkin).
- A non-union sentence with a predicative construction of a consequence is a non-union sentence, the second part of which is a consequence of the action named in the first part of the sentence. Some non-union sentences with a causal predicative construction can be turned into sentences with an investigative predicative construction. To do this, it is enough to swap the predicative constructions: I opened the window: it was stuffy (reason). It was stuffy - I opened the window (consequence).
- An opposing non-union sentence is a sentence in the second part of which a sharp contrast is expressed to what is said in the first part: I knew about poetry from the very beginning - I knew nothing about prose (A. A. Akhmatova).
The opposition in an asyndetic compound sentence is often associated with negation:
Not for the songs of spring over the plain The road to me is the green expanse - I fell in love with the longing of the crane high mountain monastery (S. A. Yesenin)
Many non-union sentences are characterized by the ambiguity of semantic relations between the parts of a complex sentence; these relationships are often not amenable to unambiguous interpretation: the boundaries between different meanings are blurred and not clear enough.
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On this page, material on the topics:
- sentences with subordinating non-union connection
- subordinating coordinating and non-union connection in one sentence
- sentences with subordinating coordinating and predicative connection
- sentence with non-union and coordinative connection
- compound sentence with non-union and coordinative connection
The parts of a complex sentence must be connected with each other using a coordinating or subordinating connection. Which connection is used in a complex sentence can be determined by the union and some more important details. So they distinguish (BSC) and complex sentences (CSP).
To begin with, it should be remembered that a complex sentence consists of two or more grammatical bases that have a single semantic meaning. How these stems interact with each other determines the type of sentence and the required punctuation.
For example, the sentence "I'll go for a walk" is simple, it has one grammatical basis. But if you add one more part to it (“I will go for a walk, but first I will do my homework”), then you get an MTP with two bases “I will go for a walk” and “I will do my homework”, where “but” acts as a coordinating union.
What is a writing connection? This is the interaction of two or more parts that are equal and independent of each other. Coordinating sentences are defined in two simple ways.
Necessary:
- Asking a question from one grammatical basis to another is usually impossible in SSP: “It was a cool morning, but I went for a bike ride.”
- Try to divide the SSP into two separate sentences without losing the meaning: “The sun disappeared behind the hill, and the heads of the sunflowers drooped sadly” - “The sun went down” and “The heads of the sunflowers drooped sadly.” The meaning is not lost, while one sentence turned into two separate ones.
Vivid examples can be found in Russian folklore: “The hair is long, but the mind is short”, “The woman is dancing, and the grandfather is crying”, “The woman is with a cart, but the mare is easier”, they are also found in descriptions of nature and reflection texts.
Parts of the SSP are usually connected by unions of the same name, which are divided into types: connecting (and, also, etc.), separating (or, or, not that ... not that, etc.) and adversarial (but, but, but, etc.).
It is important to know! writing connection can be used not only to connect simple sentences as part of a complex one, but also to connect homogeneous members, participial or adverbial phrases.
subordination
If two or more grammatical bases are used, while they are not equal, but depend on each other in some order, then this is a complex sentence with.
NGN necessarily has a main part and a subordinate one, and from the first to the second one can ask a defining question.
For example, “Vasya went out for a walk because his mother started general cleaning". The main part “Vasya went out for a walk”, from which we ask the question “why did he do this?” and in the subordinate part the answer is “because mom started a general cleaning.”
Minor or adnexa can act as a circumstance, definition or addition.
You can define this type of interaction:
- By asking a question from the main clause to the subordinate clause.
- Highlighting the grammatical foundations and identifying the main one.
- Determine the type of union.
In writing, such a relationship of parts is distinguished by punctuation marks, and in oral speech - by an intonational pause.
Types of subordination
In order to correctly parse the sentence into parts and determine the types of subordination, it is necessary to correctly determine the main part and ask a question from it to the subordinate clause.
An adjective can be of several types:
- The determinant answers the questions: which one? which? whose?
- The indicative answers the questions of indirect cases, i.e. everything except the nominative.
- The circumstantial answers the questions: where? where? why? where? why? when? as?
Since the group of adverbial clauses is very voluminous, there are more subgroups among them. The question also helps to determine the type.
The adverbial clause is of the following types:
- time (when? how long?);
- places (where? where? from where?);
- reasons (why?);
- goals (for what? for what purpose?);
- mode of action and degree (how? to what extent? to what extent?);
- comparisons (how?);
- consequences (what follows from this?);
- conditions (under what condition?);
- concessions (against what?).
Important! The type of subordinate clause is determined precisely by the question, and not by the type of subordinating union or allied word. So, for example, the allied word "where" can be used not only in adverbial clauses of the place, but also in the attributive clause: "I'm in a hurry to that house (what?) where I used to live."
Communication types in NGN
Since such a sentence often contains several subordinate clauses at once, it should also define subordinate relations:
- Consistent submission. Each clause refers to a word from the preceding clause ("I was humming a song I heard yesterday when we were walking in the park").
- Homogeneous submission. The structure resembles homogeneous members suggestions. The subordinate parts answer one question and refer to the same word in the main clause, while the subordinating conjunctions can be different (“After what happened, I did not understand how to live and what to do next, how to forget everything and start life anew”). Punctuation marks follow the same rule as punctuation with homogeneous members of a sentence.
- parallel submission. The subordinate clauses refer to the same main clause, but answer different questions: "I was bored there, despite the crowd of people, because no one was interesting to me there."
Important! There may be proposals with combined submission.
Subtleties of punctuation
It is equally important to know what punctuation marks should be placed in the SSP and SPP, because the parts are necessarily connected by a union - service unit speech that does not decline, does not conjugate and connects homogeneous members or simple sentences as part of a complex one. It is the union that helps to understand what type of connection is used in the sentence.
Writing and subordination in sentences involves the use of conjunctions of the same name. Moreover, any of them is necessarily distinguished by a comma on paper, and when reading - by an intonational pause.
Subordinating conjunctions include: what, how, to, barely, only, when, where, from where, so much, to what extent, as if, as if, because, if, despite that, although etc.
The coordinative connection in a sentence and a phrase determines the use of conjunctions: and, yes, not only, also, but also, also, like ..., and, or, either, then, but, however, also, also, that is, etc.
But sentences can also be unionless, in which case its parts are separated not only by a comma (“The sun has risen, the roosters habitually sang morning songs”), but also by other punctuation marks:
- colon: “I told you: you can’t be late!”
- semicolon: “The stars lit up in the sky, filling the night with light; sensing the night, a wolf howled in the distance on a high hill; a night bird screamed in a tree nearby.
- dash: "It's pouring down the street like a bucket - it's impossible to go out for a walk."
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Summing up
The presence of complex sentences makes written and oral speech bright and expressive. They are often found in fiction and publicistic articles. The presence of complex structures allows a person to correctly and consistently express his thoughts, as well as show his level of literacy. Punctuation errors, on the other hand, are indicative of low speech culture and illiteracy.
It may consist of two or more parts. Sentences consisting of three or more parts can be connected with the help of an allied (composing and subordinating) and non-union connection.
Let's analyze the examples:
The parts of this complex sentence are connected using the coordinating union but: , (to), but .
2. Grushnitsky stumbled, the branch he clung to broke, and he would have rolled down on his back if his seconds had not supported him (M. Lermontov).- Complex offer
consists of three parts:
1st part - Grushnitsky stumbled;
2nd part - the branch he was clinging to broke- complex sentence with an attributive clause, which is located inside the main one;
3rd part - he would have rolled down on his back if his seconds had not supported him- a complex sentence with a subordinate clause.
Thus, the first and second parts are connected without a union, only with the help of intonation, the third part joins with the help of a coordinating union and:
, [, (for which...), ], and , (if).
There are four options for combinations of types of communication in complex sentences consisting of three or more parts.
1. Consolidation of educational material
Make possible combinations of types of communication in complex sentences with different types connections:
1) coordinating and subordinating;
2)
3)
4)
To correctly understand the meaning of sentences consisting of several parts, and correctly punctuate, reason in the following sequence:
1) by meaning and intonation, highlight the semantic parts in the sentence, determine their syntactic role;
2) determine how the parts of the sentence are connected, separate them with appropriate signs;
3) analyze how each part is complicated (isolated sentence members, introductory, homogeneous sentence members), check the punctuation marks for them.
2. Analysis of educational material
Write down these offers. Analyze them in writing according to the model given in the paragraph. Sketch them out.
1. I always ran up to the tube first dog, she barked joyfully and hastily, as if she was trying to tell him something in her dog language ( F. Iskander). 2. The doghouse looked like toy house, which are in children's parks, and only the black circle of the entrance hole reminded of its true purpose ( F. Iskander). 3. Then the wind rushed into the room, so that the flame of the candles in the candelabra lay down, the heavy curtain on the window moved back, the window opened, and in a distant height opened full moon (M. Bulgakov). 4. This garden looks very impressive: the site is covered with large light gray pebbles, and plants for better view planted at a considerable distance from each other. 5. He paused again; and suddenly the general realized that he was seeing a transformed person in front of him: a hundred colorless eyes shone with energy, and he looked so much like a professor ( I. Akimov).
3. Restoration of offers
Restore the sentences by connecting individual sentences with the help of an allied and allied connection (unions are given in brackets). Write them down by placing punctuation marks .
1. Birches rustled near the fire. It seems that someone big is walking on dry leaves ( and) (Y. Kazakov). 2. They went out to the station square. The lanterns were on. Noisy city. The snow has already been removed. They both felt they needed to say goodbye now a, and) (Y. Kazakov). 3. He was seized with peace because the day was over. Such peace covers sometimes when you solve a problem that has long tormented you ( A. de Saint-Exupery). 4. The snow fell slowly and very importantly. Its flakes were so large that it seemed: light white flowers were flying from the sky to the city ( and) (V. Soloukhin). 5. Where they work, there is a lot. The lazy house is empty a) (Proverb)..6. Don't believe everything you hear. Don't want everything you see. Don't do everything you can Proverb ).
4. Mutual dictation
І. Work in pairs . Distribute in pairs who will dictate which mini-text. Read your text to yourself and dictate the texts to each other. Exchange notebooks and, without a textbook, check each other's dictations, correcting other people's mistakes with green infusion.
II. Check your textbook dictations. If there are errors, make corrections with red ink and explain the errors.
1. Yashka looked around: the sun was shining brightly, and the leaves of the bushes and willows were shining, the cobweb between the flowers was burning rainbow-colored, and the wagtail was sitting upstairs, on a log, shaking its tail and looking at Yashka with a shining eye, and everything was the same as always, everything breathed peace and silence, and stood above the ground quiet morning (Y. Kazakov).
2. He never laughs, but smiles like this: his teeth will show everything to one, and the skin on his cheeks is almost motionless, as if overstretched, and he is afraid that he will burst. The same thing happens when you get angry: your eyes shrink completely, squint, your lips turn white, it is clear that you are dissatisfied with something, furious, and if you look closely, your face is almost the same as five minutes ago when you smiled ( A. Volos).
When combining two subordinating unions: what if, what when, so although, although if or with a combination of coordinating and subordinating unions: and when, and if, and where, but when etc. a comma is not placed between them if the second part of the union follows: then yes, but.
5. Punctuation work
Write down suggestions. Determine in which cases when combining unions between them it is necessary to put a comma, in which - no. Place commas where necessary.
1. The boy was afraid of the old man and when he occasionally appeared in their house he tried to stay away from an important visitor ( A. Varlamov). 2. Venya did not interrupt Rodya, but when he finished the story he looked at him with annoyance ( Y. Sotnik). 3. He did not notice how time passed, but when he looked at his watch he saw that it was already late ( V. Shefner). 4. In autumn, the beach was deserted and when we returned from school, I walked home through a deserted beach ( V. Shefner). 5. The girl turned pale from the coolness of the night, and when they left the garden, pushing the wet bluish leaves, she shuddered ( F. Iskander).
6. Transform sentences
I. Write sentences using punctuation marks.
II. Rearrange sentences by eliminating then in sentences where the word then is, and introducing it into those sentences where the word then missing and write it down. How will punctuation change when conjunctions are combined?
1. The car drove up to a stop and when it was already very close, the driver turned into the nearest lane. 2. I got up from the bed and if I hadn’t grabbed the nurse’s hand, I would have fallen. 3. We were in no hurry, but when it started to rain, we quickened our pace. 4. I slept for four hours and when I woke up it was already dark.
When combining unions and if, and when, and where, and while, and although, etc., a separating comma is not always placed before the union and. Check what connects the union and - homogeneous members of a sentence or parts of a complex sentence. To do this, mentally eliminate the sentence attached by the subordinating conjunction and.
7. Selective-distributor work
From exercises 5 and 6 write out sentences with a combination of conjunctions and if and when. First, write out the sentences in which the union and connects homogeneous members of a sentence, then sentences in which the union and connects the parts of a complex sentence.
8. Punctuation and spelling work
I. Read the sentences. Orally analyze how many parts are included in their composition. Describe each part. Specify how each part is complicated.
II. Write down suggestions. Set up punctuation marks. Explain confluent and separate spelling words.
1. I tried to plant a donkey, but he became stubborn and when I hit him, he only moved his ears in bewilderment ( F. Iskander). 2. All this began to bother me, and when we moved on, I noticed in the facade of one of the houses a recess, something like a niche protected from the wind ( F. Iskander). 3. The beast fell in love with Nikita so much that when the boy left the beast sniffed anxiously air (N. Leskov). 4. The fallen, wet leaves lay in a dark flooring under the trees, and if you come close to them, it was as if a slight smell curled from them - whether the remnant of what was given during life or already the first smoldering ( A. Solzhenitsyn). 5. Dina played with Olya and Igor in different games and it became noisy in the house because when there is one child in the house, then this is one thing, and when there is more than one, then this is already a bunch of small ( A. Rybakov).
III. Make proposals.
9. Text Recovery
I. Read the sentences. Restore the sequence of sentences in the text. Title it. Write down the sentences, punctuating them, explain their formulation.
II. Write a summary of the restored text.
1. I began to vaguely guess about the connection that exists between things and events.
2. But we had a real redhead and no one noticed Alik's redness.
3. And I also thought that if the sign with the designation had not been torn off from our doors the other day class maybe the doctor's wife hadn't come to see us and nothing would have happened.
4. Looking at Alik, I thought that if we didn’t have a real redhead in our class, he would pass for him because his hair is blond and the freckles that he hid were revealed during the injection.
(F. Iskander)
10. Homework
Write the text with punctuation marks. Indicate complex sentences consisting of several parts. Sketch them out.
Music... A great never-fading art. It surrounds man from ancient times to this day. Especially a lot of music sounds today in the age of players and karaoke, television and computers, when concerts are so available and almost everyone can learn to play any instrument.
Yes, it sounds like a lot. music very different music - ancient and modern so-called "classical" and "light" performed by professional artists and amateurs. how
figure out how to navigate in this boundless sound sea? How to learn to distinguish in the art of music the genuine from the fake content piece of music from a fashionable but empty hit? How to feel the beauty of a serious work that at first may seem boring and uninteresting, but in fact is deep in figurative meaning and truly beautiful?
One advice is to try to know more about the art of music, its history, the peculiarities of the language, the laws by which a piece of music is built (of course, constantly listening to a lot of good serious music).
(M. Zilberquit)
Vocabulary:
Smash hit- popular song.
A.N. Rudyakov, T.Ya. Frolova. Russian language grade 9
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Difficult sentence- this is a sentence that has in its composition at least two grammatical bases (at least two simple sentences) and represents a semantic and grammatical unity, formalized intonation.
For example: In front of us, the brown, clayey shore sloped steeply, and behind us a wide grove darkened.
Simple sentences as part of a complex one do not have intonation-semantic completeness and are called predicative parts (constructions) of a complex sentence.
Difficult sentence closely related to a simple sentence, but differs from it both structurally and in the nature of the message.
Therefore, to determine difficult sentence- this means, first of all, to identify the features that distinguish it from a simple sentence.
The structural difference is obvious: A complex sentence is a grammatical combination of sentences (parts) somehow adapted to each other, while a simple sentence is a unit that functions outside of such a combination(hence its definition as a simple sentence). As part of a complex sentence, its parts are characterized by grammatical and intonational interconnectedness, as well as the interdependence of content. In communicative terms, the difference between simple and complex sentences comes down to the difference in the amount of messages they convey.
A simple, uncommon sentence reports one single situation.
For example: The boy writes; The girl is reading; Evening; Winter came; We have guests; I'm having fun.
Difficult sentence reports several situations and the relationship between them, or (in a specific case) one situation and the attitude towards it on the part of its participants or the person speaking.
For example: The boy writes and the girl reads; When the boy writes, the girl reads; He doubts that you will like this book; I am afraid that my arrival will not please anyone.
Thus, difficult sentence- this is an integral syntactic unit, which is a grammatically formed combination of sentences and functions as a message about two or more situations and about the relationship between them.
Depending on the method of linking simple sentences as part of a complex All complex sentences are divided into two main types: non-union (communication is carried out only with the help of intonation) and allied (communication is carried out not only with the help of intonation, but also with the help of special means connections: unions and allied words - relative pronouns and adverbs).
Allied sentences are divided into compound and compound sentences.
In compound sentences, simple sentences are joined by coordinating conjunctions. and, but, or, then ... then and others. Parts of a compound sentence are, as a rule, equal in meaning.
In complex sentences, simple sentences are connected by subordinating conjunctions. what, to, how, if, since, though etc. and allied words which, whose, where, where and others, which express different meanings of dependence: cause, effect, purpose, condition etc.
As part of a complex sentence, the main and subordinate clauses are distinguished (or, which is the same, the main and subordinate clauses).
subordinate clause that part of the complex sentence is called, which contains a subordinating union or an allied pronominal word; the main clause is that part of the complex sentence to which the subordinate clause is attached (or to which it is correlated).
In the schemes of non-union and compound sentences, simple sentences are indicated by square brackets, the main sentence as part of a complex sentence is also indicated, while subordinate clauses are enclosed in parentheses. The diagrams indicate the means of communication and punctuation marks.
For example:
1) Seagulls circled over the lake, two or three launches could be seen in the distance.
, . - non-union complex sentence (BSP).
2)The driver slammed the door and the car sped off.
AND . - compound sentence (CSP).
3) I knew that in the morning my mother would go to the field to harvest rye.
, (what...). - complex sentence (CSP).
A special group of complex sentences are sentences with different types of connection.
For example: Painting is poetry seen and poetry is painting heard(Leonardo da Vinci). This is a complex sentence with composition and submission.
The scheme of this sentence:, (which ...), but, (which ...).
Coordinating and subordinating connections in a complex sentence are not identical to the coordinating and subordinating connections in a phrase and a simple sentence.
Main differences come down to the following.
In a complex sentence, a sharp boundary cannot always be drawn between composition and subordination: in many cases, the same relationship can be framed by both a coordinating and a subordinating union.
The writing and subordination of the proposalth - these are such ways of discovering the semantic relations existing between them, of which one (the composition) conveys these relations in a less dissected form, and the other (subordination) in a more differentiated form. In other words, coordinating and subordinating conjunctions differ primarily in their revealing (formalizing) capabilities.
So, for example, if, in a subordinating relationship, concessive, causal or conditional relationships receive a specialized, unambiguous expression with the help of unions though, because if, then when composing, all these meanings can be framed by the same connecting union and.
For example: You can be an excellent doctor - and at the same time not know people at all(Chekhov); You came - and light, The winter dream was blown away, And spring hummed in the forest.(Block); Winter is like a magnificent wake. Get out of the house, Add currants to the twilight, Pour wine over - that's kutya(Parsnip); The child was not messed with - and he does not know music(V. Meyerhold).
Likewise, adversarial conjunctions a and but can form a concessive relationship: The boy was small, but he spoke and behaved with dignity.(Trifonov); He's a celebrity, but he has a simple soul(Chekhov); conditional: My enthusiasm can cool, and then everything is lost(Aksakov); investigative: I know that you are saying all this in annoyance, and therefore I am not angry with you.(Chekhov); comparative-comparative: It would be necessary to laugh until you drop over my antics, and you are the guard(Chekhov).
When prompted, disjunctive unions can form a conditional meaning, which, within the framework of a subordinating relationship, is expressed by the union if (not) ... then: You marry or I will curse you(Pushk.); Either you get dressed now, or I'll go alone(Letters); One of two things: either he takes her away, act energetically, or give a divorce(L. Tolstoy). Precisely because, by the nature of the relations expressed, composition and subordination of sentences are not sharply opposed to each other, a close interaction is revealed between them.
2)The coordinative connection in a complex sentence is independent ; in a simple sentence, it is associated with an expression of the relation of syntactic homogeneity. Another difference is also significant: in a simple sentence, the composition serves only the purpose of expanding, complicating the message; in a complex sentence, a composition is one of two types of syntactic connection that organizes such a sentence itself.
3) Composing and subjugation are correlated with non-union in different ways.
The writing is close to non-union. The revealing (formalizing) possibilities of composition are weaker in comparison with the possibilities of subordination, and from this point of view, composition is not only not equivalent to subordination, but is also much further away from it than from non-union.
The composition is both a syntactic and lexical way of communication: the relationship that arises between sentences on the basis of their semantic interaction with each other, as already noted, does not receive an unambiguous expression here, but is characterized only in the most general and undifferentiated form.
Further concretization and narrowing of this meaning is carried out in the same way as with non-union, based on the general semantics of the combined sentences or (where possible) on certain lexical indicators: particles, introductory words, demonstrative and anaphoric pronouns and pronominal phrases. In some cases, differentiating functions are taken over by the ratio of species, temporal forms and moods.
So, the conditional-investigative meaning in sentences with the union and comes to light more distinctly at a combination of forms imperative mood(usually, but not necessarily - perfective verbs) in the first sentence with forms of other moods or with forms of the present-future tense - in the second: Experience constancy in good deeds, and then only call a person virtuous(Griboyedov, correspondence).
If coordinating conjunctions are easily and naturally combined with lexical means of communication, forming unstable allied compounds with them ( and here, here and, well and, and therefore, and therefore, and therefore, therefore, and, therefore, and therefore, and therefore, therefore, and, and then, then and, and on that condition etc.), then the subordinating conjunctions themselves quite clearly differentiate the semantic relations between sentences.
4) However, the subordinating relationship in a complex sentence is less unambiguous than in a phrase. It very often happens that some component of the meaning that is created by the interaction of sentences in the complex remains outside the revealing possibilities of the subordinating conjunction, counteracting its meaning or, on the contrary, enriching it in one way or another.
So, for example, in complex sentences with the union when, if there is a message in the main sentence about emotional reactions or states, against the background of the actual temporary meaning, elements of the causal meaning appear with greater or lesser force: The poor teacher covered his face with his hands when he heard about such an act of his former students.(Gogol); [Masha:] Rudeness excites and offends me, I suffer when I see that a person is not subtle enough, not soft enough, amiable enough.(Chekhov); A native railway station painted with ocher appeared. My heart skipped a beat when I heard the ringing of the station bell(Belov).
If the content subordinate clause evaluated in terms of necessity or desirability, the temporal value is complicated by the target: Such cute things are said when they want to justify their indifference.(Chekhov). In other cases, with the union when comparative values are found ( No one got up yet, when I was ready at all. (Aksakov) or inconsistencies ( What kind of groom is here, when is he just afraid to come?(Dostovsky).
As the third type of connection in a complex sentence, it is often distinguished unionless connection .
However, with the exception of one particular case, when the relations between asyndically connected sentences (conditional) are expressed by a completely definite ratio of predicate forms ( If I didn't invite him, he would be offended; If there was a real friend nearby, trouble would not have happened), non-conjunction is not a grammatical connection.
Therefore, the distinction between composition and subordination in relation to non-union turns out to be impossible, although in the semantic plan, a well-defined correlation is established between different types of non-union, compound and complex sentences.
So, for example, by the nature of the relationship, combinations of sentences are very close to the sphere of subordination, of which one occupies the position of an object distributor in the other ( I hear knocking somewhere), or characterizes what is reported in another sentence, in terms of certain accompanying circumstances ( What was the snow, I was walking!, i.e. (when I walked)). Relations that develop between sentences during non-union can receive a non-grammatical expression with the help of certain, to varying degrees, specialized elements of vocabulary: pronominal words, particles, introductory words and adverbs, which are also used as auxiliary means in complex sentences of allied types, especially compound ones.
The combination of two or more sentences into one complex sentence is accompanied by their formal, modal, intonation and content adaptation to each other. Sentences that are parts of a complex one do not have intonational, and often meaningful (informative) completeness; such completeness characterizes the entire complex sentence as a whole.
As part of a complex sentence, the modal characteristics of the combined sentences undergo significant changes:
First, here they enter various interactions objectively- modal values parts, and as a result of these interactions, a new modal meaning is formed, which refers to the plane of reality or unreality the entire message contained in the complex sentence as a whole;
secondly, conjunctions (primarily subordinating) can take an active part in the formation of the modal characteristics of a complex sentence, which make their own adjustments to the modal meanings of both parts of the complex sentence and their combination with each other;
thirdly, finally, in a complex sentence, in contrast to a simple one, a close connection and dependence of objective-modal meanings and those subjective-modal meanings that are very often found in the unions themselves and in their analogues are found.
A feature of the sentences that make up a complex sentence may be the incompleteness of one of them (usually not the first), due to the tendency to non-repetition in a complex sentence of those semantic components that are common to both of its parts. The mutual adaptation of sentences when they are combined into a complex one can manifest itself in word order, mutual restrictions of types, forms of tense and mood, in restrictions on the target setting of the message. As part of a complex sentence main part may have an open syntactic position for the subordinate clause. In this case, the main part also has special means for indicating this position; such means are demonstrative pronominal words. Types and methods of formal adaptation of sentences when they are combined into a complex syntactic unit are considered when describing specific types of a complex sentence.
This is the second lesson on the topic "Complex sentences with different types of connection." The lesson deepened the understanding of the structure of complex sentences with various types connection, the ability to determine the types of allied and non-union connections in a complex sentence, the skill of punctuation in such sentences was practiced, and all this work was carried out in combination with a repetition for the exam (OGE).
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Abstract open lesson Russian language in grade 9
Date: 04/08/2017
Teacher: Polkina I.A.
Subject: The use of allied (coordinating and subordinating) and non-union communication in complex sentences.
Target
Tasks:
Educational:
Developing:
Educational:
Lesson type: consolidation of the studied material, preparation for the OGE.
Equipment: handouts, test tasks.
During the classes
I. Communication of the goals and objectives of the lesson.
Today in the lesson we will deepen your understanding of the structure of complex sentences with various types of connections, i.e. we will work out the ability to determine the types of allied and non-union connections in a complex sentence, the skill of punctuation in such sentences and carry out all this work in combination with repetition for the exam.
Record the date and topic of the lesson.The use of allied (coordinating and subordinating) and non-union connection in complex sentences
II. Repetition of what has been learned.
A) Let's repeat the spelling.
Write down the phrases in the column, insert the missing letters, highlight the spelling. What is the spelling of the words?
And..to root evil, be..biased look, be..taste in clothes, ra..relies differently, in..walking up the mountain, ra..to be ill in earnest, be..pitiful act.
Spelling prefixes on Z / S. Rule: Z is written before voiced consonants, C - before deaf ones). What is this task in the OGE? How can it be formulated?
b) Review the vocabulary.
Let's define LZ wordsCandid- having no predilection for anyone, fair (Ozhegov)
Let's pick up synonyms by the way. Impartial - objective, impartial (synonym dictionary).
Replace colloquial word"fall ill" is a stylistically neutral synonym. Write this synonym.
Find among the recorded phrases phraseological unit - “In earnest”, determine its meaning (thoroughly, seriously).
C) Replace the phrase "ruthless act", built on the basis of agreement, with a synonymous phrase with a control connection. Write the resulting phrase(act without pity).
And now we will complete task 4 of the OGE.Write your answers in your notebook(on your own, check).
Task 4 OGE
1. From sentences 16-19, write out the word in which the spelling of the prefix is determined by the rule: “In prefixes ending in -З and -С, Z is written before voiced consonants, and С before voiceless consonants.”
(16) He ties a rope to one of the posts supporting the crossbar and climbs into the well. (17) He is aware of only one thing: there is not a second to lose time.
(18) For a moment, fear creeps into the soul, as if not to suffocate, but he remembers that the Bug has been sitting there for a whole day. (19) This calms him, and he descends further.
2. From sentences 25-29 write out a word in which the spelling of the prefix depends on the deafness - the voicedness of the subsequent consonant.
(25) He was silent and looked past me. (26) What does he care about Elena Frantsevna, he forgot to think about her. (27) A friend betrayed him. (28) Calmly, routinely and publicly, in broad daylight, for the sake of a penny profit, the person for whom he, not pondering would go into fire and into water.
(29) For almost a year he kept me aloof.
3. From sentences 40-43, write out the word in which the spelling of the prefix is determined by the rule: “In prefixes ending in Z and S, Z is written before voiced consonants, S is written before voiceless consonants.”
(40) Lisapeta suddenly clearly saw how Zhekin's thick envelopes, pasted over with stamps, were moving in a chain north, towards the city of Norilsk. (41) They fly like a flock of geese. (42) They are knocked down by the wind, and they are lost somewhere in the snow, disappear without a trace . (43) And for some reason she felt very sorry that these letters would not reach their addressee ...
4. From sentences 29-33 write out the word in which the spelling of the prefix is determined by its meaning - “incomplete action”.
- (29) Little before! (30) Then there were no people at all, but now there is no end to it. (31) I'll tell you what: because of a stranger you good price you miss, if you don’t put him out, then you will bitterly regret it! (32) Well, to negotiate with a new guest?
(33) The old woman looked sadly, anxiously to the side, squinting eyes, then in a changed voice she hurriedly said ...
5. From sentences 28-30 write out the word in which the spelling of the prefix is determined by its meaning - “approximation”.
- (28) And here is the groom came ! (29) Hello, young groom!
(30) The guys laughed.
Checking completed tasks.
I II. Let's move on to the topic of our lesson.
Let's revisit the theory:Combinations of what syntactic links between simple sentences characteristic of a polynomial complex sentence with different types of communication?
(These are sentences with the following types of communication: A) coordinating and subordinating;
B) coordinating and non-union;
C) subordinating and non-union;
D) coordinating, subordinating and non-union.)
Dictation recording (sentences taken from the text of the FIPI presentations) on the board, parsing with an explanation.
1 (To appreciate kindness and understand its meaning), 2 [must by all means test it] : 3 [to be perceived a ray of someone else's kindness and live in it], 4 [ gotta feel], 5 (as a ray of this kindness takes over the heart, words and deeds throughout life).
Someone else's kindness is a premonition something more which is not even immediately believed; is the warmth from which the heart is warming and comes in a retaliatory movement.
(JV with subordinate and unionless connection).
What are the written sentences about?(about kindness)
IV. Examination homework
Read essay 15.3 on the text about the protein (Text No. 3 FIPI)
What is kindness?
Kindness is a manifestation of sincere, kind feelings towards someone. Kind people are responsive and able to give care and love to others without demanding honors or rewards. At the sight of misfortune, a good heart is upset and there is a need to help with advice, deed, sympathy. And if in order to help someone out of trouble, you need to show your fists and physically defend the weak, then a kind person, even if he is weaker than the offender, will do it.
The hero of the story by Albert Likhanov desperately rushed to defend the squirrel, which was really persecuted by ten high school students. The boy was outraged to the core that each of them had both a head and a heart, but none of them understood what they were doing. Shouts and demands to stop had no effect on the boys, their leader openly gloated, and the squirrel had already fallen down ... Kindness should be with fists. And the protagonist rushed to the crowd of offenders, desperately resisting, not feeling pain and wanting only one thing: "to ram someone else." This act was appreciated by the grandfather who came to the rescue.
I have often seen teenagers behaving ugly towards animals. Stopping them and asking why they do it, why they don’t think that a kitten or a puppy is hurt, scared, I was always amazed at their answer: “Just think, cat. It's not a human!" So I want to answer with the words of Leo Tolstoy “To understand whether an animal has a soul, you need to have a soul yourself.” Callousness towards weak and defenseless animals, if left unpunished, unnoticed, will certainly lead to the fact that such aggression will be manifested towards people. And vice versa: a person who treats animals with a soul will also treat people with kindness.
Take a look around. If you see that someone needs your help, if you feel that you cannot but help, pass by, then kindness lives in your heart. Do good deeds and remember to be kind person means to be a real person.
V. Anchoring
We write down the following sentences and analyze them (the sentences are taken from the text of the FIPI presentations):
[Costs only thoughtfully read some classical piece, and [you will notice] , (how it became easier to use speech to express own thoughts, pick up the right words). (SP with compose and subordinate link).
[After reading serious works you you will think faster], [your mind will become sharper], and [you will understand] , (that reading is useful and profitable).
(JV with compose, subordinate and unionless connection).
And now, as a test of knowledge, we will complete the exam tasks
Task 14 OGE (work in pairs)
1. Among sentences 32–37, find a complex sentence with an allied coordinating and subordinating connection between the parts. Write the number of this offer.
(32) At a big break, the director and I, in an empty classroom, began to make our way to Golubkin's conscience. (33) It was then, in the midst of our conversation, that Vanya Belov appeared and said:
- (34) I have come to give myself into the hands of justice!
(35) I didn’t believe that he pulled out the dictations, but the director agreed with Vanya’s version.(36) After the lessons, six students, whose works disappeared, rewrote the dictation. (37) Senya Golubkin received a triple, because he had already discovered his mistakes during the break, and moved to the seventh grade.
2. Among sentences 12–23, find a complex sentence with an allied and allied coordinating and subordinating connection between the parts. Write the number of this offer.
(12) Sergeeva - theater artist, young and beautiful woman. (13) And Alice asked the guy an “adult” question:
- (14) Do you love her?
- (15) No, - the guy smiled. - (16) I once saved her. (17) In our city, the theater was then on tour with us. (18) It was in the spring, at the end of March. (19) The guys were sledding along the river. (20) Sergeeva also wanted to ride. (21) The guys gave her a sled.(22) She sat down and drove off, the sleigh accidentally drove onto the ice, which was thin and fragile, and a minute later Sergeeva was in ice water.(23) The guys screamed, but I was not far away and heard.
3. Among sentences 6–10, find a complex sentence with an allied and allied coordinating and subordinating connection between the parts. Write the number of this offer.
(6) These remarks were enough for the hectic, sparkling thought of escaping from the lesson to flash like lightning.(7) Our class was considered exemplary, eight excellent students studied in it, and there was something funny and piquant in the fact that it was we, respectable, exemplary children, who would amaze all teachers with a strange, unusual trick, decorating the dull monotony of school everyday life with a bright flash of sensation.(8) My heart skipped a beat with delight and anxiety, and although no one knew what our adventure would turn into, there was no turning back.
- (9) Only, people, so that the whole team! Vitek Noskov warned us.
(10) Since I had a controversial four in chemistry for half a year, to be honest, there was no reason for me to run away from the lesson, but the will of the team is higher than personal interests.
4. Among sentences 1–5, find a complex sentence with an allied and allied subordinating relationship between the parts. Write the number of this offer.
(1) Avalbek did not remember his father, who died at the front. (2) The first time he saw him in the cinema, when the boy was five years old.
(3) The film was about the war, Avalbek was sitting with his mother and felt how she shuddered when they shot on the screen.(4) He was not very scared, and sometimes even, on the contrary, it was fun when the Nazis fell. (5) And when ours fell, it seemed to him that they would then rise.
5. Among sentences 15–22, find a complex sentence with an allied and allied coordinating and subordinating connection between the parts. Write the number of this offer.
(15) After the lesson, Lisapeta jumped to Vera:
- (16) Verka, I'll tell you something, and you'll just die of surprise! (17) I saw at the post office how Zheka sent thick envelopes!
- (18) To whom did you send it?
(19) Lisapeta, of course, was a good girl, but when she appeared, she immediately wanted to cringe - so she fussed and turned around.(20) It seemed as if Lisapeta was in several places at once.
- (21) Do you remember that Liza Rakitina studied in our class, who went north? (22) He sent letters to this Lizka!
VI. Generalization
– What types of allied connection in complex sentences do you know?
– If there is no union, what is this connection?
– What punctuation marks are used in non-union sentences?
Homework.To the OGE - repeat everything about synonyms, complete a selection of tasks on cards, and also complete options 2 and 3; according to the textbook: paragraph 37, exercise 211
Introspection of the lesson
Lesson topic "The use of allied (coordinating and subordinating) and non-union communication in complex sentences." This is the second lesson on this topic.
Target : to deepen students' understanding of the structure of complex sentences with various types of communication.
Tasks:
Educational:to form the ability to determine the types of allied and non-union connection in a complex sentence with different types of connection; to develop the skill of punctuation in a complex sentence with different types of communication; all of this work is done in conjunction with a review for the exam.
Developing: develop analytical skills: compare, compare, draw a conclusion;
Educational:cultivate kindness towards animals.
Lesson type: consolidation of the studied material.
Equipment: Use of handouts.
The stages of the lesson are as follows: repetition of what has been studied (preparation for the OGE), learning new material, checking homework, consolidating and testing knowledge.
All didactic tasks at the stages of the lesson were completed.
Teaching methods that were used in the lesson: visibility, problematic, differentiated learning, student-centered approach. The methods correspond to the studied material and the results obtained can be considered positive.
Testing is a widespread means of knowledge control today. After repeating the material, students are offered a test as a reinforcement. Answering the test questions, students determine the types of allied and non-union connection in complex sentences, learn to find complex sentences with different types of connection in the text. In this way, you can check how students are oriented in new concepts, how they have learned a new topic.
The lesson went at an optimal pace, the parts are logically connected. Variety of species academic work ensures the stability of the educational and cognitive atmosphere.
The activity of students is adequate to the needs of the educational process, students are ready for problem situations. Various types of tasks provide employment for all students, taking into account their abilities.
