Examples of non-union proposals from the literature. Complex non-union proposals

In the section on the question of 6 non-union complex sentences from fiction, help !!! given by the author flush the best answer is

Answer from Azina Gafieva[newbie]
The horses set off, the bell rang, the wagon flew. "(A. Pushkin). "Suddenly we hear: lapwings are screaming at the top of their lungs." (M. Prishvin). "Zhilin began to look around: something is looming in the valley. "(L. Tolstoy). "I'll think about it, I'll hide the big rivers under the ice for a long time. "(N. Nekrasov)" We are in mourning, so it's impossible to give a ball "(A. Griboyedov)" Birds rustled under the windows in the garden, the fog left the garden, everything around was lit up with spring light, like a smile. "(A. Chekhov)

Answer from Little Russian[newbie]
well staaadoo.
😀

Answer from compound abbreviated[newbie]
under windows!

Answer from Joanya Gurinovich[newbie]

Answer from Murat Aitbaea[newbie]
Apron in oil
Olivier salad

Answer from Ae kp[newbie]
-_-

Answer from Nikita nickname[active]
"The horses set off, the bell rang, the wagon flew off." (A. Pushkin). “Suddenly we hear: lapwings are screaming at the top of their lungs.” (M. Prishvin). "Zhilin began to look around: something looms in the valley." (L. Tolstoy). “I’ll think about it, I’ll hide the big rivers under the ice for a long time.” (N. Nekrasov) “We are in mourning, so we can’t give a ball” (A. Griboyedov) “Birds rustled under the windows in the garden, the fog left the garden, everything around was lit up with spring light, just a smile. "(A. Chekhov)

Answer from Anton Afanasiev[newbie]
thank you very much helped a lot

Answer from Sasha Dudka[newbie]
"The horses set off, the bell rang, the wagon flew off." (A. Pushkin). “Suddenly we hear: lapwings are screaming at the top of their lungs.” (M. Prishvin). "Zhilin began to look around: something looms in the valley." (L. Tolstoy). “I’ll think about it, I’ll hide the big rivers under the ice for a long time.” (N. Nekrasov) “We are in mourning, so we can’t give a ball” (A. Griboedov) “Birds rustled under the windows in the garden, the fog left the garden, everything around was lit up with spring light, just a smile. "(A. Chekhov)

Answer from Pavel Averkin[newbie]
Thanks a lot

Answer from Diman Batunin[newbie]
"The horses set off, the bell rang, the wagon flew off." (A. Pushkin). “Suddenly we hear: lapwings are screaming at the top of their lungs.” (M. Prishvin). "Zhilin began to look around: something looms in the valley." (L. Tolstoy). “I’ll think about it, I’ll hide the big rivers under the ice for a long time.” (N. Nekrasov) “We are in mourning, so we can’t give a ball” (A. Griboedov) “Birds rustled under the windows in the garden, the fog left the garden, everything around was lit up with spring light, just a smile. "(A. Chekhov)

Answer from Murad Gaidarov[newbie]
Thank you

Answer from Marina Popova[active]
"The horses set off, the bell rang, the wagon flew off." (A. Pushkin). “Suddenly we hear: lapwings are screaming at the top of their lungs.” (M. Prishvin).

In the final lesson on this topic, I invite students to explore the role of the BSP in artistic speech on the example of I. Bunin's story "Clean Monday".

The variety of semantic relations between the parts of the BSP allows the artists of the word to use these constructions of expressive paintings in an interesting, original, sometimes unexpected way.

BSP is one of the amazing, vivid syntactic means of expressive speech.

The purpose of our lesson is to consider these sentences from the point of view of the pictorial and expressive possibilities and consolidate the skill of punctuation in sentences of this type. In the lesson, during the syntactic analysis of the text, a linguistic experiment, we must find out the stylistic possibilities of the BSP and prove their advantages over allied ones in the implementation of the author's intention in the story "Clean Monday".

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SUBJECT. The role of non-union complex sentences in artistic speech.

(On the example of I.A. Bunin's story "Clean Monday").

(SLIDE #1)

Lesson goals.

1 .Summarize students' knowledge on the topic "Union-free complex sentences"

2. Find out the properties of the BSP in a literary text.(SLIDE #2)

Lesson type: summarizing the topic.

Receptions and methods: linguistic analysis of the text at the level of syntax; stylistic experiment; text construction; stylistic improvement of the text by selecting synonymous constructions; graphic dictation; punctuation - syntactic analysis of sentences.

During the classes

I. The word of the teacher. (SLIDE #3)

Today we are finishing studying the BSP and we must find out the role of these constructions in artistic speech.

The variety of semantic relations between the parts of the BSP allows the artists of the word to use these constructions of expressive paintings in an interesting, original, sometimes unexpected way.

BSP is one of the amazing, vivid syntactic means of expressive speech.

The purpose of our lesson is to consider these sentences from the point of view of the visual and expressive possibilities inherent in them and to consolidate the skill of punctuation in sentences of this type.

II. Repetition of what has been learned. We recall what we learned about the BSP.

Task number 1. Which statement is false.(SLIDE #4)

1. In the BSP, simple sentences are connected in oral speech intonation.

2. The semantic relations in the BSP depend on the content of the simple sentences included in them.

3. Punctuation marks in the BSP do not depend on the nature of the semantic relationships between its parts.

1. In the BSP, the semantic relationships between sentences are expressed less clearly than in allied ones.

2. Non-union slows down the movement of thought in the text, and multi-union gives the impression of swiftness, a quick change of events.

3. BSPs have the greatest potential for creating expressiveness, especially if there are clear logical relationships between the parts.

Task number 2. Continue assertion. (SLIDE #5)

1. If the 2nd part of the BSP describes a sudden change or an unexpected outcome of events in 1st part, then between the parts is put ...

2. Between the remote and widespread parts of the BSP is placed ....

3. If the BSP can be replaced by the SPP with unions - if, when, then between the parts of the BSP is placed ...

1. If the 2nd part of the BSP is represented by a direct question, then between the parts is put ...

2. Parts of the BSP, closely related in meaning and having enumerative relations, are separated ...

3. The explanatory and explanatory function in the BSP is performed by ...

Task number 3. Complete this linguistic term.

Until the 50s of the 20th century, the opinion prevailed in the linguistic literature, according to which BSPs were considered as complex sentences with omitted conjunctions. Therefore, depending on the nature of the semantic relations between the parts, they were included either in a group or in a group ...

Task number 4. linguistic experiment.

Place punctuation marks in the BSP. Replace these sentences with synonymous allied constructions. Draw up diagrams of the BSP, determine the semantic relationships between the parts. (At the blackboard)

1. Left alone, we spent a little more time in the dining room, I decided to play solitaire.

2. And I believe ardently believe somewhere there he is waiting for me.

3. If you didn’t give it back on time, blame yourself.

4. The ocean rumbled behind the wall with black mountains, the blizzard whistled hard in heavy gear.

5. He wrote almost every week there was no answer. He threatened, pleaded, she was silent.

6. You look closely at the clouds, the moon is floating. And again my absent-mindedness was replaced by surprise and even anxiety - what is it with her?

7. The night seems endless and the sweet warmth of the bed is the warmth of the old house.

Conclusion.

What is the difference between the BSP and the allied ones?

What plays an important role in expressing the semantic relationship between the parts of the BSP?

Why in modern linguistics BSP stand out as an independent syntactic unit?

Conclusion.

BSPs differ from allied ones in the absence of unions, the use of, ; : -. There are such BSPs that cannot be replaced by allied ones; the BSP has greater stylistic possibilities than the allied ones. By separating them into an independent group, we emphasize the richness of the Russian language.

III. Working with the story of I.A. Bunin "Clean Monday"» .

Teacher's word.

What do you know about Bunin?
What works by the author have you read?

Today we are in Bunin's workshop, in the "mercilessly beautiful", irreproachable workshop of the writer's language.

“Take Bunin out of Russian literature, and it will grow dim, lose the living iridescent brilliance and starry radiance of his lonely, wandering soul” (M. Gorky).

“Bunin was excellent, with complete perfection, in the Russian language. He knew him as only a person who infinitely loves his homeland can know.

Bunin's language is simple, even at times stingy, very accurate, but at the same time picturesque and rich in sound terms - from ringing copper enthusiasm to the transparency of flowing spring water, from measured chasing to intonations of amazing softness, from light melody to slow peals of thunder. (K. Paustovsky). (SLIDE #6)

The story “Clean Monday”, written in 1944, during the period of the victorious offensive of the Red Army and during the period of an unusual upsurge of creative forces, was included in the cycle “Dark Alleys”. According to the testimony of the writer's wife, on one of his sleepless nights, Bunin left the following confession on a piece of paper:“I thank God that he gave me the opportunity to write Clean Monday.

First of all, the thought of the Motherland, so distant and beloved.

In one diary he wrote:“How can we forget the Motherland? She is in the shower. I am veryRussian person. It doesn't disappear over the years."

Task number 5. Before you is an excerpt from Bunin's story "Clean

Monday". Read. Find the BSP and determine the semantic relationships between the parts.

“How good. And now only in some northern monasteries this Russia remains. Yes, even in church hymns. Recently I went to the Zachatievsky Monastery - you cannot imagine how wonderfully the stichera are sung there! And Chudovoe is even better. I Last year, everyone went there on Strastnaya. Ah, how good it was! Puddles everywhere.

the air is already soft, the soul is somehow tender, sad, and all the time this feeling of the homeland, its antiquity ... All the doors in the cathedral are open, the common people come in and out all day, the whole day of the service ... Oh, I'll go somewhere to a monastery, to some most deaf place,Vologda, Vyatka!”(SLIDE #7)

Questions. (SLIDE #8)

What type of speech is this passage?

What is the theme of the passage?

By what syntactic means is it achieved?

What is the inner state of the heroine, what are the features of her speech?

Conclusion (SLIDE No. 9)

Type of speech - description. The theme of the passage is the feeling of the motherland, its antiquity. The author is convinced that real Russia is in monasteries, cathedrals, among ordinary people. To convey the fullness of the heroine's feelings from delight -! - to tender sadness -... - the author uses laconic in form, but capacious in content, BSP and simple one-part sentences. BSPs are distinguished by their lightness, conciseness, simplicity, and grace; they serve to convey external harmony - a description of nature - and internal - the state of the heroine after visiting the monastery.

Task number 6. In the following passages, punctuate. Spend comparative analysis syntax of these passages

“I carefully dressed, timidly kissed her hair, and tiptoed out onto the stairs, already brightening with a pale light. I was walking on the young sticky snow, the blizzard was gone, everything was calm and you could already see the smell of snow along the streets. I reached Iverskaya, whose insides were burning hot and shining with whole bonfires of candles, and standing in a crowd of old women and beggars on the trampled snow, took off my hat on my knees... tears:

Oh, don't kill yourself, don't kill yourself like that! Sin, sin!

“The letter I received two weeks later was a brief affectionate but firm request not to wait for her no longer try to look to see. “I won’t return to Moscow, I’ll go to obedience for now, then maybe

I will decide to be tonsured... May God give me the strength not to answer me, it is useless to prolong and increase our torment...”

Questions and tasks.

1.Find the BSP. Explain punctuation marks. What are the semantic relationships between the parts. Make diagrams.

2. Compare the schemes in part 1 and in part 2. What is common, what is different?

Conclusion.

The dash is used as an indicator of surprise, opposition, as well as an explanatory sign. The dash is used by the author as a psychological sign to create pauses, to describe state of mind heroes at a tragic moment, at the moment of making an important decision.

Task number 7. Linguistic experiment. Restore the author's text, i.e.replace SPP - BSP. Write down your choice. Make BSP diagrams.Determine the semantic relationships between the parts.

“At ten o’clock in the evening, the next day, having risen in the elevator to her door, I opened the door with my key and did not immediately enter from the dark hallway, behind which it was unusually light. Everything was lit: chandeliers, candelabra on the sides of the mirror. When I slammed the door of the hallway, the sounds stopped, and the rustle of a dress was heard. When I entered, she stood straight and somewhat theatrical near the piano in a black velvet dress.

Questions. (SLIDE #10)

Is it expedient to replace the allied proposals of the BSP? What were you guided by?

Questions.

What is stylistic function BSP in the author's version?

Conclusion.

The dash indicates the temporal relationship between the parts. BSP allow the author to briefly convey the whole dynamism of the picture: he came - they were waiting for him, but in their meeting one feels some kind of tension, something artificial. She is hiding something.

Task number 8. "Collect" the author's BSP from several sentences. Write it down. Make a diagram. Explain how punctuation marks work. Explain the author's choice of BSP.

“And for some reason we went to Ordynka. We drove for a long time along some alleys in the gardens. Were in Griboedovsky lane. Who could tell us in which house Griboyedov lived? There were no passers-by. Which of them could need Griboyedov?” (SLIDE No. 11)

Questions. (SLIDE #12)

1. How many intonation parts can the whole sentence be divided into? Why?

What is the role of punctuation marks?
What is the role of rhetorical questions? What is behind them, what is the author's idea?
What is hidden behind the external monotony of the action expressed by the verbs - let's go, went, were?
Why was the writer forgotten? What is behind this? What if there were passers-by?

Conclusion.

The whole sentence can be divided into 2 semantic parts; combination; , and - allows the author to show a complex and fruitless picture of the search for Griboedov's house. An important part of the sentence is a rhetorical question, in which there is the author's pain, anxiety for human memory.

Task number 9. Designing the BSP. Make a BSP by pairing these sentences. Explain the choice of punctuation marks. Make diagrams.(At the blackboard) (SLIDE No. 13)

1 part

I gave him a ruble...

I followed her, looked with tenderness at her little footprint...

The fluff on her upper lip was frosted. Amber cheeks slightly rosy...

part 2

He sighed ruefully and let it pass.

She suddenly turned around, sensing it.

I couldn't take my eyes off her face.

Question . (SLIDE #14)

What are the functions of dashes in sentences?

Conclusion

1. The dash is a nervous sign.

2. Emotional-psychological sign.

3. Expresses a deep pause.

4. Intonation mark. Sometimes used in an unconventional situation for him.

5. Semantic sign - indicates time, condition, abrupt change of events, opposition, conclusion, consequence, comparison.

III Conclusion of the lesson.

So, today, in the course of syntactic analysis of the text, a linguistic experiment, we found out the stylistic possibilities of the BSP and proved their advantages over allied ones in the implementation of the author's intention in the story "Clean Monday".

We list the functional and stylistic possibilities of the BSP.(SLIDE No. 15, No. 16)

1. BSPs differ from allied ones in less definite semantic relations.

2. Intonation-semantic relations dictate the punctuation marks.

3. BSP is most often found in colloquial and artistic styles.

4. BSP has more opportunities for creating expressiveness than allied sentences.

5. BSPs are plastic, they leave room for the reader's imagination.

6.B short form convey the full depth, completeness of the picture.

7. BSPs are distinguished by liveliness, lightness, simplicity, elegance, capacity, and the ability to color the statement with additional shades of meaning.

8. Expressiveness, emotionality BSP are used in art style. They are able to convey subtle semantic shades.

9. There is great flexibility in the punctuation system in the BSP; along with the mandatory rules, various punctuation variants are allowed.

And returning to the story "Clean Monday" ...

A story about happiness, about the ways to happiness. Bunin thought a lot about happiness, waited for it, searched for it. I would like to end our lesson with a poem by Bunin:(SLIDE #17)

We always remember happiness

And happiness is everywhere

Maybe - it

This spring garden behind the barn,

And fresh air pouring out the window.

In the bottomless sky with a light white edge

Rise, the cloud shines.

I've been following him for a long time.

We see little

And happiness is given only to those who know.

IV. Homework.

Repetition of the material covered about the BSP

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Slides captions:

Lesson topic: "The role of non-union complex sentences in artistic speech." (On the example of I.A. Bunin's story "Clean Monday") Teacher of the Russian language and literature, GBOU PU No. 7 Enaldieva Alla Konstantinovna

6. In a short form, they convey the entire depth, completeness of the picture. 7. BSPs are distinguished by their liveliness, lightness, simplicity, elegance, capacity, and the ability to color statements with additional shades of meaning. 8. Expressiveness, emotionality of the BSP are used in the artistic style. They are able to convey subtle semantic shades. 9. There is great flexibility in the punctuation system in the BSP; along with the mandatory rules, various punctuation options are allowedSlide 2

Lesson objectives: to summarize students' knowledge on the topic "Union-free complex sentences"; find out the properties of the BSP in a literary text; develop skills in determining the semantic relationships between simple sentences in the BSP Type of lesson: generalizing repetition on the topic Techniques and methods: linguistic analysis of the text at the level of syntax; stylistic experiment; text construction; punctuation - parsing text

BSP is one of the amazing, vivid syntactic means of expressive speech. The purpose of our lesson is to consider these sentences from the point of view of the visual and expressive possibilities inherent in them and to consolidate the skill of punctuation in sentences of this type.

Recall what we learned about the BSP. Task number 1. What statements are incorrect? 1. In BSP, simple sentences are connected in oral speech by intonation. 2. The semantic relations in the BSP depend on the content of the simple sentences included in them. 3. Punctuation marks in the BSP do not depend on the nature of the semantic relationships between its parts. 4. In the BSP, the semantic relationships between sentences are expressed less clearly than in union ones. 5. Non-union slows down the movement of thought in the text, and multi-union gives the impression of swiftness, a quick change of events. 6. If BSP can be replaced by NGN with unions - IF, SOMEONE a colon is put between the parts of the BSP.

Task number 2. Place the missing punctuation marks in the proposed schemes. one . - the second part indicates the reason 2. - a sudden change or unexpected result 3. - the second part is represented by a direct question 4. - the second part complements, explains 5. - the first part indicates the time or condition for the action 6. - the second part contains a conclusion, consequence

Punctuation and stylistic analysis of the BSP in I.A. Bunin’s story “Clean Monday” “Take Bunin out of Russian literature, and it will fade, lose its vibrant rainbow shine and starry radiance of its lonely. Wandering soul "(M. Gorky)" Bunin's language is simple, very accurate, but at the same time picturesque and rich in sound, from ringing copper enthusiasm to the transparency of flowing spring water, from light melodiousness to slow peals of thunder "(K. Paustovsky )

Working with the text of the story Task No. 3. Find the BSP in this passage and determine the semantic relationships between the parts “How good! And now only in some northern monasteries this Russia remains. Yes, even in church hymns. Recently I went to the Zachatievsky Monastery - you can’t imagine how marvelously the stichera sing there! And in the Miracle Monastery it is even better! Last year I went there all the time on Strastnaya. Ah, how good it was! There are puddles everywhere, the air is already soft, the soul is somehow tender, sad, and all the time this feeling of the homeland, its antiquity. All the doors in the cathedral are open, the common people enter and leave all day, the whole day of the service ... "

Questions. What type of speech is this passage? What is the theme of the passage? What is the author's intention? By what syntactic means is it achieved? (Description, feeling of the motherland, its antiquity, real Russia - in monasteries, cathedrals, among ordinary people, with the help of the BSP)

Conclusion. Why does the author use BSP and simple uncomplicated sentences? What is the inner state of the heroine, what are the features of her speech? (In order to convey the fullness of the heroine's feelings from delight to tender sadness, the author uses BSPs that are laconic in form, but capacious in content, and simple one-component sentences. BSPs are light, concise, and simple; they serve to convey harmony external description nature - and the internal state of the heroine after visiting the monastery).

Questions Is it expedient to replace the allied proposals of the BSP? What were you guided by? What is the stylistic function of the BSP in the author's version? What is the "favorite" sign of the author? Conclusion. (Yes. The author does not need extra words, conjunctions, allied words, large heavy constructions, because they prevent him from conveying the tension of the characters' feelings. - something tension. A dash is Bunin's "favorite" sign, often repeated not only in this passage, but throughout the entire text of the story)

Task No. 4 "Collect" the author's BSP from several sentences. Make a diagram. How do punctuation marks work? “And for some reason we stopped at Ordynka. We drove for a long time along some lanes. Were in Griboedovsky lane. Who could tell us in what house Griboyedov lived? There was not a soul of passers-by. Which of them could need Griboyedov? (And for some reason we went to Ordynka, drove for a long time along some lanes, were in Griboyedovsky lane; who could tell us, Griboedov lived in the house - there were not a soul of passers-by, And which of them needed Griboyedov?

Questions. 1. How many intonation parts can a sentence be divided into? Why? 2. What is the role of punctuation marks? 3. What is the role of rhetorical questions? What is behind them, what is the author's idea? (Into 2 semantic parts. The combination;,: allows the author to show a complex and inconclusive picture of the search for Griboyedov's house. An important part of the sentence is a rhetorical question, in which there is the author's pain, anxiety for human memory.)

Task number 5. BSP design. Make a BSP., Connecting these sentences in pairs. Explain the choice of punctuation mark. 1. She lived alone ... I slipped him a ruble ... I followed her, looked with tenderness at her little footprint ... The fluff on her upper lip was frosted. The amber of her cheeks turned slightly pink... 2. Her widowed father lived in Tver. He sighed ruefully and let it pass. She suddenly turned around, sensing it. I couldn't take my eyes off her face.

Question. What is the function of a dash in a sentence? 1. Dash is a nervous sign. 2. Emotional-psychological sign. 3. Expresses a deep pause. 4. Intonation mark. Sometimes used in an unconventional situation for him. 5. Semantic sign - indicates time, condition, abrupt change of events, opposition, conclusion, consequence, comparison.

Findings. Generalizations. Let us list the functional and stylistic possibilities of the BSP. 1. BSPs differ from allied ones in less definite semantic relations. 2. Intonational-semantic relations dictate the placement of punctuation marks. 3 BSP are most often found in colloquial and artistic styles. 4. BSP has more opportunities for creating expressiveness than allied sentences. 5. BSPs are plastic, they leave room for the reader's imagination.

I.A. Bunin. We always only remember about happiness, And happiness is everywhere. Maybe - it's This spring garden behind the barn, And clean air pouring through the window. In the bottomless sky, a light white edge Rises, a cloud shines. I've been following him for a long time. We see little, And happiness is given only to those who know.

Grade 9

A LESSON IN STUDYING NEW MATERIAL BY THE METHOD OF RESEARCH AND CONCLUSIONS

Subject : "Unionless complex sentence." ("Zhalgaulyқsyz құrmalas soylem» . )

Lexical topic: “Keeping your mouth shut is a sign of human culture”

Goal and tasks: based on the knowledge, skills, skills obtained from the course of the grammar of the Kazakh language, the method of research and conclusions to consider new material in the structural system of its main theoretical provisions;

Create a synthetic table;

Show students expressively - pictorial possibilities of non-union complex sentences;

To use materials on a lexical topic in educating a culture of handling the language, the ability to use it correctly and ethically

Methods, techniques, lesson technology: research method as the main one, block study method as an auxiliary one; induction, deduction, method of folding information into a reference table; collective, group, individual forms learning activities, work with handouts and TCO

Equipment: textbook "Russian language" for the 9th grade of the Kazakh school of authors N.N. Shmanova, N.Zh. Shaimerdenova, (Almaty "Mektep" 2012), artistic text, a reference table compiled as a result of research, handouts, lesson vocabulary, cards - consultations, interactive whiteboard.

During the classes

I. organizational stage.

Poetic minute - students expressively read poetry, at this time slides about the seasons are shown to the music of Sviridov"Seasons"

Already the sky was breathing in autumn, The sun was shining less often, The day was getting shorter, The forest's mysterious canopy was exposed With a sad noise, Fog lay on the fields, A caravan of noisy geese Stretched south: a rather dull time was approaching; November was already at the yard

A. S. Pushkin

Mountain peaks Sleeping in the darkness of the night. Quiet valleys Full of fresh haze. The road does not dust, The leaves do not tremble Wait a little, You will also rest.

M.Yu. Lermontov

II. Preparing students for the active assimilation of new material.

The word of the teacher: introducing students to the topic and complex tasks of the lesson. The teacher emphasizes that the most important thing is the block study of theoretical information about the non-union complex sentence, collapsing the received information into a reference table, performing training-fixing exercises and creative tasks. Reports on a lexical topic with a phraseological unit that provides for reflection;

Students write down the number, grammatical and lexical topics of the lesson.(slide 1)

Examination homework. (It was necessary to repeat and restore the basic knowledge on the topic “Union-free allied sentence, punctuation marks in it,” according to the Kazakh language textbook for grade 9. Write out one sentence each for setting a comma, semicolon, colon and dash in the BSP).

III. Organization of block study new topic method of research and conclusions ; a system of reinforcing training exercises and creative tasks.

1. Consideration of the scheme, unfolding it into a coherent arrangement on a grammatical topic. (slide 2)

Difficult sentence

Union complex Union-free complex sentence -BSP

offer

Compound Complex sentence - SSP sentence - SPP

A complex sentence consists of two or more simple sentences. Simple sentences are combined into a complex one in two main ways: 1) with the help of intonation and conjunctions or allied words; 2) with the help of intonation (without unions and allied words). Sentences with unions and allied words are divided into two groups: 1) compound sentences; 2) sentences are complex.

In a non-union complex sentence, its parts (simple sentences) are connected only in meaning and intonation, without the help of unions and allied words.

Associative compound sentence. Punctuation marks in it

Punctuation marks

Rationale

Scheme

Examples

Note

Comma (,)

Semicolon (;)

Colon(:)

Dash(-)

The proposals are small in volume, they list some facts

Offers are more common, not very close in content

a) the second part indicates reason about as stated in the first part

b) the second part explains the first

c) the second part complements the first, spreading the usual predicate

a) parts are opposed in content

b) the first part indicates the time and the condition of what is said in the second part

c) the second part concludes the conclusion, the consequence of what is said in the first part

[ ] , [ ] , [ ] .

[ , ] ; [ , ]

[ ] : [ ]

[ ] : [ ] ; [ ] .

[ ] : [ ] .

[ ] - [ ] .

Already the sky breathed in autumn, The sun shone less often, The day became shorter. (P.) Quiet in a dark field, clover smells sweet, a faint half-light glimmers above the ground (B)

Weakly rustling, cones fell;

sighing, the forest rustled. (A.GR)

Love a book: it will teach you to respect a person.

People are divided into two kinds: some think first, then speak; others speak first, and then think. (L.T.)

Only one thing is important: to love the people and the Motherland, to serve them with heart and soul. (N.)

There are no petty feelings in the world; only souls are petty. (M. Aliger)

The rest is over, the work is in full swing. If you read books, you will know everything.

The smoky sun rises, it will be a hot day. If you say a word, ten will be added.

Page 181

Page 184

Page 197

Page 204

Expanding the content of the table in a coherent text. Distinguished students received high marks.

Working with the text "About three golden dolls" from Indian folklore .

Interpretation difficult words:

Folklore-khalyk auyz adebietі

Ruler-Amirshі.

Courtiers-shed manyndagylar

your majesty-patsham

One ruler sent three golden dolls as a gift to his neighbor-sultan.The dolls were exactly the same in appearance, size, and weight. However, the ruler ordered to convey that their prices are different. One doll is cheaper, the other is more expensive, the third is even more expensive. He asked me to explain why this is so.

The sultan marveled at the gift and ordered the courtiers to figure out what was the difference between one doll and another. The courtiers examined all three dolls - there was no difference between them.

And then one poor young man asked me to tell the Sultan that he could solve the mystery of the dolls. The Sultan ordered the young man to be delivered to the palace.

The young man examined the dolls and noticed that they had holes drilled in their ears. Then he took a stalk and put it in the ear of one doll: the tip of the stalk came out of her mouth. Then he put the stalk in the ear of another doll: the tip of the stalk stuck out of her other ear .Finally, he put the stalk in the ear of the third doll, and the whole stalk remained inside her

Then the young man said:

Your majesty, these dolls are similar to people. The first doll is similar to someone who will immediately tell everyone and everyone what he heard. The second doll is similar to someone whose other people's words fly in one ear and fly out the other. And the third doll looks like a person who hears everything, as if swallowing it. This is a person worthy of trust, the price of this doll is the highest.

The Sultan listened to him, was delighted and brought him closer.

Reading, conversation on the content and about the main idea of the tale. After independent reading We are talking about the following questions:

1) Tell us what gift and with what request the Sultan received.

2) Read his order to the courtiers.

3) Who and how solved the mystery of the gift?

4) Read the young man's explanation.

5) What qualities of people do these dolls symbolize?

6) What qualities do you value in a person?

7) What style of speech do you attribute this text to?

Dictation: work in a pair of "teacher-student". Reference material-base table.

Teacher: dictates Students: write, commenting on punctuation marks, draw up a BSP diagram

1. One doll is cheaper, the other is more expensive, the third is even more expensive. ,,.

2. The dolls outwardly were exactly the same; nevertheless, to everyone's surprise, the price for them was different. ;[ , ].

3. One poor young man asked to tell the Sultan: he can solve the mystery of the dolls:.

4. The Sultan ordered to deliver the young man to the palace: he was interested in his bold proposal:.

5. The young man examined the dolls and noticed: they had holes drilled in their ears. :.

6. Your Majesty, these dolls are similar to people - they symbolize human qualities. -.

7. The third doll is more expensive: she knows how to keep her mouth shut. :.

8. Keeping your mouth shut is a very vital phraseological unit. Dash between subject and predicate [ _ - _]

Oral exercises: transformation of recorded BSPs into SSPs and SPSs.

I make a preliminary message that non-union complex sentences can be replaced: a) SSP with coordinating conjunctions, b) SPP with subordinating conjunctions.

BSP-, coordinating conjunctions and, but, but.

BSP-, subordinating conjunctions since, because, if, when, therefore, so

The task is carried out independently.

IV .Summarizing the lesson in the form of a dialogue with the class

What topic did you cover today?

Unionless compound sentence. Punctuation marks in it.

What are the punctuation marks?

Comma, semicolon, colon, dash.

What can replace BSP?

Allied complex sentences: SSP and SPP.

What is the main idea of the lexical material?

To be able to keep one's mouth shut is a sign of a person's culture. This must be learned from a young age.

Grading .

V .Tasks for the house.

Write out two sentences from the exercises of the textbook for each punctuation mark in the BSP or write out from fiction

A complex non-union sentence is a sentence, the parts of which are connected without the use of allied words and conjunctions, but solely with the help of intonation and the ratio of tense forms and the type of verbs.

For example: The stars were slowly hiding, the pink streak of light in the east was getting wider, white foam sea waves connected with the distant horizon. This sentence tells about the beauty of the early morning, all parts in it are connected by enumerative information. The verb forms in the sentence are homogeneous.

The concept and meanings of complex non-union proposals

In Russian, complex unionless proposals especially widespread in fiction and in colloquial speech, in particular, in a dialogue in which intonation, facial expressions and gestures express semantic meaning and do not require the help of unions or allied words for this.

Example: The wagon started, the bell rang, the horses flew into the distance. This proposal consists of three simple sentences. The phenomena described in it follow each other without violating the principle of logical sequence. Therefore, we see that the use of unions is not mandatory here.

Punctuation marks: comma, semicolon

In most cases, parts of a complex non-union sentence are separated in writing by commas or semicolons. A comma is placed if the sentences are short and related in meaning. For example: The road became more bumpy, the wheels kept hitting the rocks.

A semicolon should be used if the parts of the sentence are more common, but still related in meaning. Example: Maples, lindens, oaks grew from the outskirts; then they began to meet us much less frequently; thick spruce groves advanced sharply like a solid wall.

Colon and dash in complex non-union sentences

A colon is placed between such parts of complex non-union sentences that clarify or give Additional information about the first simple sentence. Philology distinguishes three main cases in which a dash should be put:

1. Group of sentences or second sentence indicates a causal relationship first offer. For example: Read books: they will help you become wiser.

2. Group of sentences or second sentence reveals the content first offer. For example: The glade was cheerfully full of flowers: calendula was brightly yellow, forget-me-nots were modestly blue, chamomile was white.

3. Group of sentences or second sentence complements the first, often carries the connotation of a warning. For example: Suddenly I feel: someone is touching my shoulder and pushing hard.

If the sentences in the non-union complex sentence are logically not interconnected with each other, a dash is put, in particular:

1. If the offer describes sudden change of action. For example: I woke up - six stations ran back.

2. When opposing one sentence to another. For example: I have been working for seventeen years - this has never happened to me.