Associative compound sentence table. Associative compound sentences

Lesson type: the study of new material and its primary consolidation.

Lesson Objectives:

educational: familiarization of students with the main features of non-union complex sentences and punctuation marks in them; formation of the ability to place punctuation marks in the BSP.
Educational: development of cognitive skills and thinking skills, oral and written speech of students, spelling and punctuation vigilance through practical activities.
Educational: fostering love for the native language on the example of literary texts by N. Rubtsov, A.S. Pushkin and other classics of Russian literature; education of love for the native city, native land.

Tasks:

the formation of the ability to determine the semantic relationships between the parts of an all-union complex sentence;
the formation of the skill of converting BSP into compound and complex sentences based on the commonality of meaning;
creation of conditions conducive to the development of communicative competence of students through work in pairs;
development of the ability to analyze language material, conduct self-control and self-assessment, formulate their own conclusions.

By the end of the lesson, students should

know: signs of non-union complex sentences;
be able to: find BSP in the text, distinguish BSP from other types of complex sentences; establish semantic relationships between parts of the BSP, place punctuation marks.

Repetition: signs of a compound and complex sentence, types of subordinating connection in NGN with several subordinate clauses.

Equipment: computer, handout for students, reference table "Punctuation marks in the BSP"

Used CORs: slides, tests.

Forms of student activity: individual, pair.

DURING THE CLASSES

Stage 1. Organizing time. Motivation for learning activities

Guys, A.P. Chekhov once said: “Knowledge is only knowledge when it is acquired by the efforts of his thought, and not by memory» ( Presentation, slide number 1).
- How do you understand the words of the famous writer?
- We will check the correctness of the words of A.P. Chekhov today in the lesson: we will think together, analyze, explore, compare.

Task for children: open the notebook, sign the number.

Guys, let's turn to one more of A.P. Chekhov's statements: "Many signs, but each has its own meaning and place"(slide number 2)
What are the signs in the sentence?
- Do you agree with this statement?
- And another great classic of Russian literature, A.S. Pushkin, spoke about punctuation marks like this: “They exist to highlight a thought, bring words into the correct ratio and give the phrase lightness and correct sound” ( slide number 3)
- We also have to prove the correctness of the judgments of A.S. Pushkin and A.P. Chekhov in the lesson.

2. Actualization of basic knowledge. Repetition of the material covered

Target: repetition of knowledge about the types of complex sentences: SSP and SPP.

Guys, what types of complex sentences have we already met?
So, as always, before starting to study a new topic, we need to review what we have learned so that we can successfully prepare for the final certification.

1. Theoretical warm-up "True - false"(slide number 4)

1) In NGN, parts are unequal (one is subordinate to the other)
2) In NGN, sentences are connected only with the help of unions.
3) In the BSC, both parts are equal.
4) In SSP, a comma is always placed before the union And.
5) Unions and allied words are not members of the sentence.
6) In NGN, the subordinate clause always comes after the main clause.

Answers: 1 - yes, 2 - no, 3 - yes, 4 - no, 5 - no, 6 - no. (Checking answers in pairs; the mark is placed on the score sheet) (slide No. 5)

Why are statements 2, 4, 5 and 6 wrong? (children's answers)
- Who got 6 points - raise your hands!
- Who completed the warm-up for 5 points - clap your hands!
- Well, the rest will have to work out extra!
- So, guys, what proposals are called compound?
- What offers are called complex?
- I am sure that now, when completing test tasks, you will be able to show your knowledge of SSP and SPP in practice.

2. Test task. Group task. (slide number 6)

1 option. Indicate the numbers of compound sentences;
Option 2. Indicate the numbers of complex sentences ( Appendix 1)

In addition, students must say which of the famous Russian poets own lines from the poems with which they will work.

Checking the work done is carried out in pairs (students change notebooks) (slide No. 7)

The scores are recorded by the students on the score sheet.

Who could find the SSP on "excellent", on "good"?
- Who did not make a mistake in indicating the SPP?
- Well done!

So, who is the author of those wonderful lines that you have worked with?
Of course, these lines belong to the famous Russian poet, our countryman, Nikolai Mikhailovich Rubtsov (slide No. 8). Nikolai Rubtsov, A. Yashin, O. Fokina, A. Romanov and many other poets and writers sang the beauty of our land in their poetic works, and our wonderful countrymen-artists, composers in paintings and music.

Stage 3. Checking homework

Do you guys love your native land? Read the sentences with different syntactic constructions (simple and complex) in which you spoke about your hometown, the Vologda region. (Student answers)
Let's get back to the test. Why did you not indicate the 1st and 3rd groups in the answers 3, 5, 8 and 11 sentences? (Sentence 5 is simple, the rest are complex with an allied connection).
- Why do you think that sentences 3, 8 and 11 are non-union complex sentences? On what basis did you determine this?
- So , the topic of today's lesson “Unionless compound sentences. Punctuation marks in a non-union complex sentence "(notebook entry)

4. Setting goals and objectives of the lesson. Motivation for learning activities

What goals and objectives will we set for ourselves today in the lesson? What should you have learned by the end of the lesson? (slide number 10)
- Goals have been set, we will strive to achieve them.

5. Learning new material. (slide number 12)

Observation of linguistic material (texts are laid out on each desk)

1) What offers do you have? Describe them. Define the type of subordinate clauses in NGN. Replace allied (SSP and SPP) sentences with non-union complex sentences (orally) Are the semantic relations expressed in the same way in allied and non-union sentences? Follow intonation. In preparing for your answer, use the textbook material on pages 94-95

a) When the morning comes, we will start our journey. (subordinate time)
B) Pechorin's words stuck in my memory, because for the first time I heard such things from a twenty-five-year-old man. (subordinate clause of cause)
C) We are convinced that victory will be ours. (subordinate explanatory)
D) Summer stores, and winter eats. (SSP with adversarial conjunction)
G) My eyes darkened, and my head began to spin. (SSP and connecting union)

So, we made a synonymous replacement: we replaced allied complex sentences with non-union sentences. What changed? What is the difference between BSS and SSP and SPP?

We draw a conclusion: an allied compound sentence is such a complex sentence, the parts of which are connected only with the help of intonation and in meaning without the help of unions or allied words (slide No. 13)

What were the proposals? (BSP is more dynamic, less cumbersome and heavier than SPP. They are distinguished by liveliness, lightness, simplicity, elegance, as well as capacity, the ability to color the statement with additional shades of meaning)
M.V. Lomonosov "A short guide to eloquence" declares that reducing the number of conjunctions makes speech "more important and more magnificent" (slide # 14)
“Unions are nothing but the means by which ideas are united; so, they are like nails or glue, with which the parts of what colossus are united or glued together. And just as those colossus, in which less glue and nails are visible, have a very better appearance than those in which there are a lot of calms and glues, so the word is more important and more magnificent than there are fewer unions in it.

2) Are the semantic relations in allied and non-union sentences the same?

Semantic relations in allied and non-union complex sentences are expressed differently. Unions take part in allied sentences in their expression. Therefore, the semantic relations here are more definite and clear. In non-union sentences, semantic relations are expressed less clearly. They don't always differentiate. The semantic relations in the BSP depend on the content of the simple sentences included in them and are expressed in oral speech by intonation, and in writing they help to identify various punctuation marks.

Exercise: Two simple sentences are given: The forest is cut down. The chips are flying. Make up all kinds of sentences of different syntactic constructions based on these simple sentences.

Options:

A) They cut the forest - the chips fly.
b) When a forest is cut down, chips fly.
C) If the forest is cut, then the chips fly.
D) They cut the forest, and the chips fly.
D) During logging, chips fly.

So, having analyzed the resulting sentences, we see that the same content can be conveyed by different syntactic constructions, which, despite the semantic proximity, differ from each other. In the BSC, the simple ones that are part of the complex are equal; union And emphasize the sequence of ongoing events;
In NGN there is a main and a subordinate clause, to which we ask a semantic question from the main sentence.
In the BSP, simple sentences are connected to each other by an invisible connection, using intonation: lowering the voice in sentences with a dash, raising the voice in sentences with a colon, and enumerating intonation in sentences with a semicolon and a semicolon.
Once again, we conclude that the BSP differ from the allied ones in lightness, liveliness, and simplicity.
- What punctuation marks are put in a non-union complex sentence? And what determines the choice of punctuation mark in the BSP? (slide number 15) To help you, I printed out the table "Punctuation marks in the BSP." Use it today in class.

We conclude: The choice of punctuation mark depends on the semantic relationships that the intonation expresses, and you can check it by substituting conjunctions and replacing them with synonymous constructions of SPP and SSP. (slides #16-17)
- Where do you think BSPs are most often used? (Mostly in oral colloquial speech, but they are also widely used in the language of artistic speech).
The student was asked to conduct a study: what punctuation marks A.S. Pushkin most often used in his works, and also to tell about the history of punctuation marks.

Message: After reading a number of works by the poet, I came to the conclusion that A.S. Pushkin most often used a comma, a semicolon, less often a colon and very rarely a dash. In ancient Russian texts, for example, in "The Tale of Igor's Campaign", many punctuation marks are missing. The dot became the ancestor of Russian punctuation. It is already found in the monuments of ancient Russian writing of the 11th century. In the 15th century, a comma and a semicolon appeared, in the 16th century - a colon and a question mark, in the 18th century. - exclamatory, called amazing, and ellipsis. The dash was one of the first in Russian literature to be used by N.M. Karamzin .. The beginning of the scientific study of punctuation was laid by M.V. Lomonosov in "Russian Grammar". Today we use the Rules of Spelling and Punctuation, adopted in 1953.

6. The stage of primary consolidation of knowledge. Control of knowledge and skills

And now it's time to put the theoretical knowledge into practice. Slide #18

1 option. Try to place the necessary punctuation marks in those non-union complex sentences that we have already worked with when we replaced SPP and SSP with non-union ones (slide number) and justify your choice.

Option 2. Place punctuation marks in non-union complex sentences, justify your choice. Can you tell me who these lines belong to?

3 option. Work with text.

Exercise: Open the brackets, insert the missing letters and punctuation marks. Define the text type and style. What types of tropes are used in the text and what is their role?

Type of text - narrative with a description element, style - artistic. Tropes - an epithet, comparison, metaphors. BSP - 1) - fast change of events; 4) - condition; 5) - explanation.

Check (slides #19-21)

As a reinforcement, complete test tasks on a new topic (on slides)

Answers: 1-3, 2-3, 3-2, 4-2, 5-2, 6-2 (slides #24-29)

Homework

1) Ex. 214 or 215 (optional) slide number 22
2) Creative task. Write out 10 non-union complex sentences from A.S. Pushkin's novel "Eugene Onegin" or from N.V. Gogol's poem "Dead Souls"

Summarizing. Reflection(slide number 23)

So, it's time to sum up the lesson. Were we able to achieve the objectives of the lesson? What have you learned by the end of the lesson?
- What role do complex non-union sentences play in our speech? (they make it possible to convey various semantic relationships more concisely; help to avoid overloading the text with unions)
I think that in the next lessons on the study of non-union complex sentences, we will apply and deepen the knowledge that you received today in the lesson. Calculate the number of points. Thank you for the lesson!

August 23, 2016

Unionless are such complex sentences in which the parts are connected only with the help of intonation. The main feature of such complex structures is the absence of unions. Instead, punctuation marks are used in the BSP.

general characteristics

Semantic relations are established between sentences in the BSP, similar to the relations in allied sentences: compound and complex.

For example:

The night was falling, the forest was moving closer to the fire. AT the sentence reveals semantic relations of enumeration of simultaneously occurring events.
One fine day, the pickets, knocked down from running around, bring the news: the fortress is surrendering. In this sentence, semantic relations are similar to those in a complex sentence with an explanatory clause.
He spoke the truth - they did not believe him. The sentence combines tenses, concessions and adversaries.

Depending on how the parts relate to each other in meaning, there are BSPs with different punctuation marks. The examples given above serve as proof of this. Depending on this, non-union complex sentences are divided into three groups.

bsp with semicolon and semicolon

There are several punctuation features associated with non-union sentences. In particular, there are two rules governing the use of commas and semicolons in a sentence.



A comma is placed in the BSP, if there is a listing of certain facts, you can use the union and. In this case, the intonation during reading will be enumerative, and a short pause must be maintained before each comma.	My head was spinning, stars were dancing in my eyes. My head is spinning and stars danced in his eyes.
If the sentence is common and has its own commas inside (homogeneous members, isolated members, introductory words and plug-in constructions, appeals), then it is separated from the other part by a semicolon.	Green frogs jump on stones near the stream; on the largest stone lies, basking in the sun, a golden snake.

Should I choose a comma or a semicolon?

If the rule is well understood and learned, then you can easily master the following exercises:

1. Explain the semicolon:

1) The sun rises, cheerful and radiant from the cold; the window gleams golden.

2) All morning, clean and bright, the colors sparkled; frosty chrysanthemums shone silver on the window for half a day.

2. What punctuation marks are missing in BSP in brackets?

Happy irretrievable time - childhood! How not to love the memories of her? They are so refreshing and uplifting to my soul.

You run up to your fill (…) you sit at the table on your chair (…) it’s already late (…) you have drunk a cup of milk for a long time (…) your eyes are covered with sleep (…) but you don’t move (…) you sit and listen. Mom is talking to someone (...) her voice is so sweet (...) so friendly. The sound of my mother's voice says so much to my heart, it resonates so much in my soul!

With foggy eyes, I gaze intently into her sweet face (...) suddenly she becomes all small - her face becomes no more than a button (...) but I still see him just as clearly. I love seeing her so tiny. I squint my eyes even more (...) she is no longer bigger than those boys (...) what are in the pupils (...) when you look closely into the eyes (...) but then I moved - and the miracle disappeared (...) I narrow my eyes again (... ) I try in every possible way to renew the vision (...) but in vain.

BSP with dash

Punctuation marks in the BSP directly depend on the semantic relationships of its parts. To put a dash in non-union proposals, one of the conditions given in the table must be present.

Punctuation marks in BSP. Dash setting table with examples
Conditions for using a dash
	I am glad to understand you - understand me too. (I am glad to understand you, but understand me too).
One sentence concludes an indication of the time or condition of what is said in another sentence. You can put a comma and conjunctions IF and WHEN.	If it rains, we'll cancel the trip. (If it rains, we will cancel the trip. When it rains, we will cancel the trip).
The second sentence contains the conclusion or consequence of what is said in the first sentence. You can put a comma and conjunctions SO or SO WHAT.	Tomorrow there is a lot to do - you have to get up early. (Tomorrow there is a lot to do, so you need to get up early).
If the sentence draws a quick change of events. You can put a comma and union I.	There was a loud thud, and everything went silent. (There was a loud thud, and everything was silent.)

Dash or no dash?

1. What punctuation marks are used in the BSPs below?

1) The teacher ordered me to submit a diary (...) I didn’t have a diary.

2) There is a terrible stuffiness (...) there will be a thunderstorm by night.

3) She sat in a wagon near the hussar (...) the coachman whistled (...) the horses rushed off.

4) There was a shout (...) he rushed to run.

5) You will chase after the big (...) you will lose the little.

2. The text contains BSP with different punctuation marks. With which?

A song was heard (...) the voices immediately fell silent (...) the urgings subsided (...) and the whole convoy moved on in silence (...) only the clatter of wheels and the champing of mud under horse hooves could be heard at those moments (...) when the words of a sad song sounded.

3. In which of the sentences is a dash placed?

1) The sun has already set, but it is still light in the forest (...) the air is so clean and transparent (...) the birds chirp and whistle (...) the young grass shines like emerald.

2) My soul is cheerful and festive (...) it’s spring in the yard (...) and the air is so clean and transparent (...) the birds are chirping stunned and joyfully (...) young grass is breaking through.

bsp with colon

Of great importance in determining the connection between parts in the BSP is intonation. If at the end of the first part it is necessary to raise the tone of voice, then a colon must be put in. So it turns out that punctuation marks in BSP depend on intonation. But semantic relationships are of paramount importance. Consider the conditions for setting a colon.

Punctuation marks in BSP. Table with colon examples
Conditions for setting a colon
The second sentence says the reason for what the first sentence says. You can put a comma and union BECAUSE.	I did not like rainy weather: it drove me into depression. (I didn't like rainy weather because it made me sad.)
One sentence serves to explain another, reveals its content. You can put a comma and the introductory word NAMELY, then the colon will be after this word.	A riot of colors reigns in the field: among the bright green grass, chamomile bushes turn white with fragrant snowdrifts, small stars of carnation redden, occasionally peeping shy eyes of cornflower. (A riot of colors reigns in the field, namely: among the bright green grass, chamomile bushes turn white with fragrant snowdrifts, small carnation stars redden, occasionally shy eyes of cornflower peep through).
The second sentence serves to complement the first. In this case, you can put a comma and a union between sentences AS, WHAT or SAW WHAT.	I feel: carefully, as if fearing something, the fingers slowly move up to the shoulder. (I feel my fingers moving slowly up towards my shoulder, as if in fear of something.)

Colon or not colon?

In this case, too, there are rules.

1. What punctuation marks are missing in the sentence?

Somehow it happened (...) that Vera left ahead of schedule (...) but now it didn’t frighten Sergey at all (...) he knew (...) that his father and everyone else would return in the evening.

2. Place punctuation marks in the BSP. Example proposals are given below.

1) The picture has changed (...) already on the white tablecloth of the fields, black spots and stripes of thawed earth were visible in some places.

2) I really liked listening to the girl (...) she painted me about a world unknown to me.

3) A little more (...) her eyes will come to life, a smile will bloom on her face.

4) I looked out the window (...) the stars flared brightly in the cleared sky.

5) How many years I have been serving (...) this has not happened to me yet.

Let's summarize what we've learned

BSPs are a complex system that includes four types of sentences, depending on the punctuation marks between the parts of a complex sentence - comma, semicolon, colon, dash.

Punctuation marks in BSP. Table with examples
	semicolon		colon
A shot rang out, then a machine gun crackled.	Near the door I saw a boy, blue from the cold; he was wearing wet clothes sticking to his body; he was barefoot, and his little feet were covered in mud, as if in socks; I shuddered from head to toe at the sight of him.	In the summer, the trees merged into one green mass - in the fall, each stands separately, on its own. Dawn began to break - we woke up and went out into the street. Life without joy is a day without sunshine. If you give, I won't take.	Here's what I'll do: I'll come with a detachment at night, set fire to the explosives and raise that house, that is, the research station, into the air. He thought to himself: the doctor should be called. The bird could not fly: its wing was broken.
BSP with punctuation marks. rule
A comma is put if sentences with connecting relations.	A semicolon is put if sentences with connecting relations have their own commas inside them.	A dash is put if sentences with contrastive, temporary, comparative, concessive, investigative relations.	A colon is put if sentences with explanatory, additional, causal relationships.

What is the difference between punctuation marks in SSP, SPP, BSP

Between the parts of the BSP, relations are established similar to those found in allied sentences: compound and complex.

Unionless
A floorboard creaked in one corner, a door creaked.	A floorboard creaked in one corner, and the door creaked (SSP).
It was already evening, the sun had disappeared behind a pine grove behind the garden; its shadow lay endlessly across the fields.	It was already evening, the sun had disappeared behind the pine grove behind the garden, and its shadow lay endlessly across the fields.
He felt ashamed to kill an unarmed man - he thought and lowered his gun.	He felt ashamed to kill an unarmed man, so he thought and lowered his gun.
I entered the hut: two benches along the walls and a large chest near the stove made up its entire atmosphere.	I entered the hut and saw that two benches along the walls and a large chest near the stove made up its entire furnishings.

As can be seen from the table, the punctuation in the BSP is much richer than in allied sentences, which use only commas. But in allied constructions, the semantic relations of parts are understandable and clear, thanks to unions:

simultaneity, sequence - union And;
the reason is the union BECAUSE;
consequence - union THEREFORE;
comparison - union AS;
time - union WHEN;
conditions - union IF;
addition - union WHAT;
explanation - union THAT IS;
opposition - union A.

Punctuation marks in the BSP are needed to express the semantic relationships between sentences; they play the role of unions.

BSP examples

Examples illustrate BSP options:

with conditional relations: If you stay here for a day, then you will know.
with temporary relations: If you can handle it, we will transfer it to the leaders.
with the meaning of the consequence: The rain is over - you can move on.
with conditional relationships: The sun is shining - we are working, it is raining - we are resting.
with concessive relations: I would have such a dog - I don’t need a cow.
with opposing attitudes: Beautiful urban - me a village mile.

with connecting relationships: A man, sitting at a table, was talking on the phone; The baby was still sleeping on the couch.
with explanatory attitudes: I advise you: do not pick up other people's wallets.
with relationships and consequences: The land was needed for crops: gardens had to be plowed up.
with explanatory relations: Occasionally voices were heard: late pedestrians were returning home.
with relationships reasons: We must give him his due - he was very hot, bold and persistent.
with relations of comparison: It’s not the wind that makes noise in the open, it’s not the sea that rages in a storm - my heart yearns for the Motherland, there is no peace and happiness in it.

Example of an OGE task

Among the proposals you need to find complex ones with an allied connection between the parts:

1) The Holy Sea - this is how Baikal has been called for a long time. 2) We will not assure you that there is nothing better than Baikal in the world: everyone is free to love something of their own, and for the Eskimo its tundra is the crown of creation. 3) From an early age we love pictures of our native land, they define our very essence. 4) And it is not enough to consider that they are dear to us, they are our part. 5) One cannot compare icy Greenland with the hot sands of the Sahara, the taiga of Siberia with the steppes of the Central Russian strip, the Caspian with Baikal, but you can convey your impressions of them.

6) But still, Nature has her favorites, which she creates with special care and endows with a special attraction. 7) Baikal is undoubtedly such a creature.

8) Even if we do not talk about its wealth, Baikal is famous for others - for its wonderful strength, timeless reserved power.

9) I remember how my friend and I went far along the coast of our sea. 10) It was the beginning of August, the most fertile time, when the water is heated, the hills are raging with colors, when the sun makes the fallen snow shine on the distant Sayan mountains, when Baikal, having stocked up on water from melted glaciers, lies full and calm, gaining strength for autumn storms, when fish splashes merrily to the cries of seagulls.

A sentence is a syntactic unit characterized by semantic and grammatical completeness. One of its main features is the presence of predicative parts. According to the number of grammatical bases, all sentences are simple or complex. Both of them perform their main function in speech - communicative.

Types of complex sentences in Russian

As part of a complex, two or more simple sentences are distinguished, interconnected by conjunctions or only intonation. At the same time, its predicative parts retain their structure, but lose their semantic and intonational completeness. Methods and means of communication determine the types of complex sentences. A table with examples allows you to identify the main differences between them.

Compound sentences

Their predicative parts are independent in relation to each other and equal in meaning. They can be easily divided into simple ones and rearranged. As a means of communication, coordinating unions are used, which are divided into three groups. On their basis, the following types of complex sentences with a coordinating connection are distinguished.

With connecting unions: AND, ALSO, YES (= AND), ALSO, NOR ... NOR, NOT ONLY ... BUT AND, HOW ... SO AND, YES AND. In this case, parts of compound unions will be located in different simple sentences.

The whole city was already asleep, I too went home. Soon Anton Not only read all the books in the home library, but also turned to his comrades.

A feature of compound sentences is that the events described in different predicative parts can occur simultaneously ( And thunder rumbled, and the sun broke through the clouds), sequentially ( The train rumbled and a dump truck followed him) or one follows from the other ( It's already quite dark and had to disperse).

With opposing unions: BUT, A, HOWEVER, YES (= BUT), ZATO, SAME. These types of complex sentences are characterized by the establishment of opposition relations ( Grandpa seemed to understand everything. but Grigory had to convince him of the need for a trip for a long time.) or matching ( Some fussed in the kitchen a others began to clean the garden) between its parts.
With dividing unions: EITHER, OR, NOT THAT ... NOT THAT, THAT ... THAT, OR ... OR. The first two unions can be single or repetitive. It was time to get to work, or he was going to be fired. Possible relationships between parts: mutual exclusion ( Whether Pal Palych really had a headache, either he just got bored), alternation ( Her whole day then covered melancholy, then suddenly approached an inexplicable fit of fun).

Considering the types of complex sentences with a coordinating connection, it should be noted that the connecting unions ALSO, ALSO and the adversative SAME are always located after the first word of the second part.

The main types of complex sentences with a subordinate relationship

The presence of the main and dependent (subordinate) parts is their main quality. The means of communication are subordinating conjunctions or allied words: adverbs and relative pronouns. The main difficulty in distinguishing between them is that some of them are homonymous. In such cases, a hint will help: the allied word, unlike the union, is always a member of the sentence. Here are examples of such homoforms. I knew exactly what(union word, you can ask a question) I should look for. Tanya completely forgot what(union) the meeting was scheduled for the morning.

Another feature of NGN is the location of its predicative parts. The place of the adnexa is not clearly defined. It can stand before, after or in the middle of the main part.

Types of clauses in NGN

Traditionally, it is customary to correlate dependent parts with members of a sentence. Based on this, three main groups are distinguished into which such complex sentences are divided. Examples are presented in the table.

Type of adnexa		Question	Means of communication	Example
Determinants			Which, which, whose, when, what, where, etc.	There was a house by the mountain, a roof whom* already lost some weight.*
Explanatory		Case	What (s. and s.s.l.), how (s. and s.s.l.), so that, as if, as it were, either ... or who, like others.	Michael did not understand as solve the problem of.
circumstantial		When? How long?	When, while, how, barely, while, since, etc.	The boy waited until then Bye* the sun hasn't set at all.*
		Where? Where? Where?	Where, where, from where	Izmestiev put the papers there, where* no one could find them.*
		Why? From what?	Because, since, because, due to the fact that etc.	The cab driver stopped for* the horses suddenly snorted.*
	Consequences	What follows from this?		It cleared up in the morning so the squad moved on.
		Under what condition?	If, when (= if), if, once, in case	If a the daughter did not call for a week, the mother involuntarily began to worry.
		What for? For what purpose?	In order to, in order to, so that, in order to	Frolov was ready for anything to get this place.
		Despite what? Against what?	Although, despite the fact that, let, for nothing, whoever, etc.	The evening was generally a success. although* and there were minor flaws in its organization.*
	Comparisons	How? Like what?	As, as, exactly, as if, as, as, as, as, as, as,	Snowflakes flew down in large, frequent flakes, as if* someone poured them out of a bag.*
	Measures and degrees	To what extent?	What, to, how, as if, as if, how much, how much	There was such silence what* it became somehow uncomfortable.*
	Connecting		what (in indirect case), why, why, why = pronoun this	There was no car from what* anxiety only increased.*

NGN with multiple clauses

Sometimes a complex sentence may contain two or more dependent parts that relate to each other in different ways.

Depending on this, the following ways of linking simple to complex sentences are distinguished (examples help to build a diagram of the structures described).

With consistent submission. The next subordinate part depends directly on the previous one. It seemed to me, what this day will never end as more and more problems.
With parallel homogeneous subordination. Both (all) subordinate clauses depend on one word (the whole part) and belong to the same species. This construction resembles a sentence with homogeneous members. There can be coordinating conjunctions between subordinate clauses. It soon became clear what it was all just a bluff and what no major decisions were made.
With parallel heterogeneous subordination. Dependents are of different types and refer to different words (of the whole part). Garden, which sown in May, already gave the first harvest, because life became easier.

Associative compound sentence

The main difference is that the parts are connected only in meaning and intonation. Therefore, the relationship between them comes to the fore. It is they who influence the punctuation marks: commas, dashes, colons, semicolons.

Types of non-union complex sentences

The parts are equal, the order of their arrangement is free. Tall trees grew to the left of the road , to the right stretched a shallow ravine.
The parts are unequal, the second:

reveals the contents of the 1st ( These sounds caused anxiety: (= namely) in the corner someone rustled insistently);
complements the 1st ( I peered into the distance: there appeared someone's figure);
indicates the reason Sveta laughed: (= since) the neighbor's face was smeared with mud).

3. Contrasting relationships between parts. This is manifested in the fact that:

the first indicates a time or condition ( I'm five minutes late - no one else);
into the second unexpected result ( Fedor just got overclocked - the opponent immediately remained in the tail); opposition ( The pain becomes unbearable - you endure); comparison ( Will look frowningly - Elena will immediately burn with fire).

JV with different types of communication

Often there are constructions that have three or more predicative parts in their composition. Accordingly, between them there can be coordinating and subordinating unions, allied words, or only punctuation marks (intonation and semantic relations). These are complex sentences (examples are widely presented in fiction) with various types of connection. Michael has long wanted to change his life, but something constantly stopped him; as a result, the routine dragged him more and more every day.

The scheme will help to summarize information on the topic “Types of complex sentences”:

general characteristics

Semantic relations are established between sentences in the BSP, similar to the relations in allied sentences: compound and complex.

For example:

The night was falling, the forest was moving closer to the fire. AT the sentence reveals semantic relations of enumeration of simultaneously occurring events.
One fine day, the pickets, knocked down from running around, bring the news: the fortress is surrendering. In this sentence, semantic relations are similar to those in a complex sentence with an explanatory clause.
He spoke the truth - they did not believe him. The sentence combines tenses, concessions and adversaries.

bsp with semicolon and semicolon

There are several punctuation features associated with non-union sentences. In particular, there are two rules governing the use of commas and semicolons in a sentence.



A comma is placed in the BSP, if there is a listing of certain facts, you can use the union and. In this case, the intonation during reading will be enumerative, and a short pause must be maintained before each comma.	My head was spinning, stars were dancing in my eyes. My head is spinning and stars danced in his eyes.
If the sentence is common and has its own commas inside (homogeneous members, isolated members, introductory words and plug-in constructions, appeals), then it is separated from the other part by a semicolon.	Green frogs jump on stones near the stream; on the largest stone lies, basking in the sun, a golden snake.

Should I choose a comma or a semicolon?

If the rule is well understood and learned, then you can easily master the following exercises:

1. Explain the semicolon:

1) The sun rises, cheerful and radiant from the cold; the window gleams golden.

2) All morning, clean and bright, the colors sparkled; frosty chrysanthemums shone silver on the window for half a day.

2. What punctuation marks are missing in BSP in brackets?

Happy irretrievable time - childhood! How not to love the memories of her? They are so refreshing and uplifting to my soul.

With foggy eyes, I gaze intently into her sweet face (...) suddenly she becomes all small - her face becomes no more than a button (...) but I still see him just as clearly. I love seeing her so tiny. I squint my eyes even more (...) she is no longer bigger than those boys (...) which are in the pupils (...) when you look closely into the eyes (...) but then I moved - and the miracle disappeared (...) I narrow my eyes again (... ) I try in every possible way to renew the vision (...) but in vain.

BSP with dash

Punctuation marks in the BSP directly depend on the semantic relationships of its parts. To put a dash in non-union proposals, one of the conditions given in the table must be present.

Punctuation marks in BSP. Dash setting table with examples
Conditions for using a dash
	I am glad to understand you - understand me too. (I am glad to understand you, but understand me too).
One sentence concludes an indication of the time or condition of what is said in another sentence. You can put a comma and conjunctions IF and WHEN.	If it rains, we'll cancel the trip. (If it rains, we will cancel the trip. When it rains, we will cancel the trip).
The second sentence contains the conclusion or consequence of what is said in the first sentence. You can put a comma and conjunctions SO or SO WHAT.	Tomorrow there is a lot to do - you have to get up early. (Tomorrow there is a lot to do, so you need to get up early).
If the sentence draws a quick change of events. You can put a comma and union I.	There was a loud thud, and everything went silent. (There was a loud thud, and everything was silent.)

Dash or no dash?

1. What punctuation marks are used in the BSPs below?

1) The teacher ordered me to submit a diary (...) I didn’t have a diary.

2) There is a terrible stuffiness (...) there will be a thunderstorm by night.

3) She sat in a wagon near the hussar (...) the coachman whistled (...) the horses rushed off.

4) There was a shout (...) he rushed to run.

5) You will chase after the big (...) you will lose the little.

2. The text contains BSP with different punctuation marks. With which?

3. In which of the sentences is a dash placed?

1) The sun has already set, but it is still light in the forest (...) the air is so clean and transparent (...) the birds chirp and whistle (...) the young grass shines like emerald.

bsp with colon

Punctuation marks in BSP. Table with colon examples
Conditions for setting a colon
The second sentence says the reason for what the first sentence says. You can put a comma and union BECAUSE.	I did not like rainy weather: it drove me into depression. (I didn't like rainy weather because it made me sad.)
One sentence serves to explain another, reveals its content. You can put a comma and the introductory word NAMELY, then the colon will be after this word.	A riot of colors reigns in the field: among the bright green grass, chamomile bushes turn white with fragrant snowdrifts, small stars of carnation redden, occasionally peeping shy eyes of cornflower. (A riot of colors reigns in the field, namely: among the bright green grass, chamomile bushes turn white with fragrant snowdrifts, small carnation stars redden, occasionally shy eyes of cornflower peep through).
The second sentence serves to complement the first. In this case, you can put a comma and a union between sentences AS, WHAT or SAW WHAT.	I feel: carefully, as if fearing something, the fingers slowly move up to the shoulder. (I feel my fingers moving slowly up towards my shoulder, as if in fear of something.)

Colon or not colon?

In this case, too, there are rules.

1. What punctuation marks are missing in the sentence?

Somehow it happened (...) that Vera left ahead of schedule (...) but now it didn’t frighten Sergey at all (...) he knew (...) that his father and everyone else would return in the evening.

2. Place punctuation marks in the BSP. Example proposals are given below.

1) The picture has changed (...) already on the white tablecloth of the fields, black spots and stripes of thawed earth were visible in some places.

2) I really liked listening to the girl (...) she painted me about a world unknown to me.

3) A little more (...) her eyes will come to life, a smile will bloom on her face.

4) I looked out the window (...) the stars flared brightly in the cleared sky.

5) How many years I have been serving (...) this has not happened to me yet.

Let's summarize what we've learned

BSPs are a complex system that includes four types of sentences, depending on the punctuation marks between the parts of a complex sentence - comma, semicolon, colon, dash.

Punctuation marks in BSP. Table with examples
	semicolon		colon
A shot rang out, then a machine gun crackled.	Near the door I saw a boy, blue from the cold; he was wearing wet clothes sticking to his body; he was barefoot, and his little feet were covered in mud, as if in socks; I shuddered from head to toe at the sight of him.	In the summer, the trees merged into one green mass - in the fall, each stands separately, on its own. Dawn began to break - we woke up and went outside. Life without joy is a day without sunshine. If you give, I won't take.	Here's what I'll do: I'll come with a detachment at night, set fire to the explosives and raise that house, that is, the research station, into the air. He thought to himself: the doctor should be called. The bird could not fly: its wing was broken.
BSP with punctuation marks. rule
A comma is put if sentences with connecting relations.	A semicolon is put if sentences with connecting relations have their own commas inside them.	A dash is put if sentences with contrastive, temporary, comparative, concessive, investigative relations.	A colon is put if sentences with explanatory, additional, causal relationships.

What is the difference between punctuation marks in SSP, SPP, BSP

Between the parts of the BSP, relations are established similar to those found in allied sentences: compound and complex.

Unionless
A floorboard creaked in one corner, a door creaked.	A floorboard creaked in one corner, and the door creaked (SSP).
It was already evening, the sun had disappeared behind a pine grove behind the garden; its shadow lay endlessly across the fields.	It was already evening, the sun had disappeared behind the pine grove behind the garden, and its shadow lay endlessly across the fields.
He felt ashamed to kill an unarmed man - he thought and lowered his gun.	He felt ashamed to kill an unarmed man, so he thought and lowered his gun.
I entered the hut: two benches along the walls and a large chest near the stove made up its entire atmosphere.	I entered the hut and saw that two benches along the walls and a large chest near the stove made up its entire furnishings.

simultaneity, sequence - the union And;
the reason is the union BECAUSE;
consequence - union THEREFORE;
comparison - union HOW;
time - union WHEN;
conditions - union IF;
addition - union WHAT;
explanation - union THAT IS;
opposition - union A.

Punctuation marks in the BSP are needed to express the semantic relationships between sentences; they play the role of unions.

BSP examples

Examples illustrate BSP options:

with conditional relations: If you stay here for a day, then you will know.
with temporary relations: If you can handle it, we will transfer it to the leaders.
with the meaning of the consequence: The rain is over - you can move on.
with conditional relationships: The sun is shining - we are working, it is raining - we are resting.
with concessive relations: I would like such a dog - I don’t need a cow.
with opposing attitudes: Beautiful urban - me a village mile.

with connecting relationships: A man, sitting at a table, was talking on the phone; The baby was still sleeping on the couch.
with explanatory attitudes: I advise you: do not pick up other people's wallets.
with relationships and consequences: The land was needed for crops: gardens had to be plowed up.
with explanatory relations: Occasionally voices were heard: late pedestrians were returning home.
with relationships reasons: We must give him his due - he was very hot, bold and persistent.
with relations of comparison: It is not the wind that makes noise in the open, it is not the sea that rages in a storm - my heart yearns for the Motherland, there is no peace and happiness in it.

Example of an OGE task

Among the proposals you need to find complex ones with an allied connection between the parts:

6) But still, Nature has her favorites, which she creates with special care and endows with a special attraction. 7) Baikal is undoubtedly such a creature.

8) Even if we do not talk about its wealth, Baikal is famous for others - for its wonderful strength, timeless reserved power.

L.A. AKSENOVA,
Lipetsk region

Punctuation marks in a non-union complex sentence

Didactic material

I. Comma and semicolons

Comma is put in a non-union complex sentence to separate parts that are closely related to each other (you can put a union between them and ) and denoting simultaneously or sequentially occurring events.

Cannonballs are rolling, bullets are whistling, cold bayonets hang. (A. Pushkin)

Semicolon is put in the case when the parts of the non-union complex sentence are less interconnected (in meaning and intonation they are close to independent sentences), and also when the parts are already common (have commas) or are grouped according to the meaning (in this case, the use of a comma between the parts of the non-union complex offer is an insufficient sign).

The morning is magnificent; the air is cool; the sun is low.(I. Goncharov) The pale gray sky grew lighter, colder, bluer; the stars now twinkled with a faint light, then disappeared; the earth became damp, the leaves were sweating, in some places living sounds, voices began to be heard. (I.Turgenev)

Exercise 1. Read the text. Observe intonation, stylistic features of non-union complex sentences, justify the use of commas and semicolons.

It's fun 2 to make your way 6 along a narrow path 6 6 , between two walls of high 3 rye. Ears of wheat quietly beat 1 you in the face, cornflowers cling 6, 2 to your legs, quails scream around, the horse runs at a lazy 2 trot. Here is the forest. Shadow and silence. Stately 5 aspens high babble 6 above you 3; long hanging birch branches barely move 6 ; a mighty oak stands like a fighter near a beautiful linden 4, 7.

(I.Turgenev)

Attention! Parts of a non-union complex sentence, separated by a semicolon, are pronounced with a lower voice towards the end of the part (almost like a dot) and significant pauses between parts. The pace of speech in such sentences is usually slow.

Given this information, prepare an expressive reading of I. Turgenev's text. Try to feel the mood that the author conveys.

Determine what linguistic means of expression are used in the last sentence.

Choose a synonym for the word stately.

Specify the types of one-part sentences. What is their role in the text?

Task 2. Read the non-union complex sentences and find the grammatical bases in them. Decide which non-union complex sentences need a comma between the parts, and which ones need a semicolon. Justify your choice.

Write sentences with punctuation marks. Insert the missing letters, open the brackets.

1) In the meantime, the night shone and fell like a thundercloud, it rose together with the evening vapors from_everywhere it rose and even (from) above it was dark. 2) Everything around quickly turned black and died down, only per_sang occasionally shouted. 3) Already I (with) difficulty distinguished separate (n, nn) objects, the field shone indistinctly around (behind) it (with) every moment, gloomy darkness rose up in huge clubs. 4) One p_log hill was replaced by another p_lya endlessly, but the bushes rushed after the p_lyami as if suddenly rose from the ground in front of my very nose. 5) Everywhere, large drops of r_sa were scattered with radiant _diamonds, and I met them clean and clear, as if they were also washed in the morning (n, n) with cold, the sounds of kol_k_la came. 6) The wind fell as if the wings were alive and froze with a cold soulful warmth that blew from the earth. 7) The night, hard and damp, sighed to me in a hot (n, n) face, it was getting ready for black clouds, merging and crawling across the sky, I could see my smoky eyes.

(I.Turgenev)

1) Meanwhile, the night was approaching and growing like a thundercloud; it seemed that together with the evening vapors, darkness rose from everywhere and even poured from the heights. 2) Everything around quickly turned black and subsided, some quails occasionally screamed. 3) Already I could hardly distinguish distant objects; the field was vaguely white all around; behind it, with every moment advancing in huge clubs, gloomy darkness rose up. 4) One gently sloping hill gave way to another, fields stretched endlessly after fields, bushes seemed to suddenly rise from the ground in front of my very nose. 5) Large drops of dew blushed everywhere like radiant diamonds; towards me, clean and clear, as if also washed by the morning coolness, came the sounds of a bell. 6) The wind fell, as if folding its wings, and froze; fragrant night warmth wafted from the earth. 7) The night smelled heavy and damp in my flushed face; it seemed that a thunderstorm was preparing; black clouds grew and crawled across the sky, apparently changing their smoky outlines.

(I.Turgenev)

Task 3. (Formation of speech skills and punctuation skills.) Continue the sentences so that you get unionless complex: a) with a comma; b) with a semicolon.

1) The sky in the east began to darken...
2) Lights lit up in the evening streets...
3) Lightning shone almost continuously...
4) The river overflowed heavily during the flood ...
5) Thunder rumbled outside the village ...
6) All nature breathes freshness ...
7) The air is clean and transparent...

Task 4. Prepare an expressive reading of the text, paying attention to intonation and choice of punctuation marks in sentences.

Do you know what pleasure leave in the spring dawn? You go out onto the porch... On dark gray sky somewhere stars twinkle; damp breeze occasionally runs in a light wave; a low, indistinct whisper is heard nights; the trees faintly rustle, drenched in shadow ... Behind the wattle fence, in the garden, snoring peacefully watchman; each sound seems to stand in the frozen air, stands and does not pass. Here you sat down; the horses set off at once, the cart rattled loudly ... You are a little cold, you cover your face overcoat collar; to you dozing... But now you have driven four versts ... The edge of the sky turns red; in birch trees they wake up, jackdaws awkwardly fly; sparrows chirp near the dark stacks. Brightens air, more visible road, clearer the sky, the clouds turn white, the fields turn green. In the huts with red fire are burning splinters are heard behind the gate sleepy vote. And meanwhile the dawn flares up; here are the golden stripes stretched out in the sky, in the ravines swirl steam; larks sing loudly, predawn the wind blew - and quietly emerges crimson sun. The light will rush in like a stream; heart in you startle, like a bird. Fresh, fun, love! .. The sun is fast rises; the sky is clear... you climbed the mountain... what a view! River winds ten versts, dimly blue through the fog; for her watery green meadows; beyond the meadows gentle hills; far away lapwings screaming curl above swamp; through the moist sheen, poured in the air, the distance clearly stands out ... How freely the chest breathes, how cheerfully are moving members like grows stronger the whole person engulfed fresh breath of spring!

(I.Turgenev)

Title the text, define its main idea.

How many paragraphs can be distinguished in this text?

What is the role of non-union complex sentences in the text?

What explains the differences in punctuation marks (comma and semicolon) between parts of non-union complex sentences?

What means of expression are used by the author?

Explain the spelling of the underlined words.

Write a short text, using non-union complex sentences with semicolons and semicolons, on one of the following topics:

1. Before a thunderstorm.
2. Early in the morning.
3. Summer evening.
4. Snowstorm.
5. Leaf fall.

II. Colon staging

Colon between parts of an asyndetic complex sentence is placed in the following cases:

1. If there is a causal relationship between the parts (the second sentence indicates the reason for what is said in the first sentence), in this case, unions can be put before the second part because, since .

Ignorance should never boast: ignorance is impotence.(N. Chernyshevsky)

2. If there are explanatory relations between the parts (the second part explains, concretizes the expressed idea of the first part), in this case explanatory-attaching unions can be put before the second part namely, that is .

The weather was terrible: the storm wind roared from the night, the rain poured down like a bucket. (I. Goncharov)

3. If the second part complements the content of the first part by expanding one of its members (usually a predicate). In the first part, in this case, you can insert the verbs of speech, thoughts, feelings, perceptions ( hear, see, feel and the like). Test unions: what how .

He raised his head: through the thin steam, the golden Bear shone.

Exercise 1. Read the sentences. Indicate non-union complex sentences in which the second part
a) indicates the reason for what is said in the first part;
b) reveals, explains the content of the first;
c) complements the meaning of the first part.

1) I entered the hut: two benches and a table and a huge chest near the stove made up all of its furniture. 2) I could not sleep: in front of me in the darkness, a boy with white eyes kept spinning. 3) I got up and looked out the window: someone ran past him a second time and disappeared God knows where. 4) We looked at each other: we were struck by the same suspicion. 5) I looked up: on the roof of my hut stood a girl in a striped dress, with loose braids, a real mermaid. 6) She was pretty: tall, thin, her eyes were black, like those of a mountain chamois, and looked into your soul. 7) I am stupidly created: I do not forget anything. 8) Grushnitsky took on a mysterious look: he walks with his hands behind his back, and does not recognize anyone. 9) A long-forgotten thrill ran through my veins at the sound of that sweet voice; she looked into my eyes with her deep and calm eyes: they expressed incredulity and something like a reproach. 10) One thing has always been strange to me: I have never become the slave of the woman I love; on the contrary, I have always acquired an invincible power over their will and heart, without even trying to do so. 11) One should never reject a penitent criminal: out of desperation, he can become twice as criminal. 12) Oh, I ask you: do not torment me as before with empty doubts and feigned coldness. 13) I laugh at everything in the world, especially at feelings: it starts to scare her. 14) I looked at her and was frightened: her face expressed deep despair, tears sparkled in her eyes. 15) Our conversation began with slander: I began to sort out our acquaintances present and absent, first showing their funny, and then their bad sides. 16) These patients are such a people: they know everything. 17) I got down and crept up to the window: the loosely closed shutter allowed me to see the feasters and hear their words. 18) Here are my conditions: today you will publicly renounce your slander and ask me for forgiveness. 19) I ask you one thing: shoot quickly. 20) Everything is arranged as best as possible: the body has been brought ... the bullet has been taken out of the chest. 21) A lot of time has passed since then: I have penetrated into all the secrets of your soul. 22) I will never love another: my soul has exhausted all its treasures, its tears and hopes on you. 23) I took from the table ... an ace of hearts and threw it up: everyone's breathing stopped. 24) I walked around the hut and approached the fateful window: my heart was beating strongly. 25) I like to doubt everything: this disposition of the mind does not interfere with the decisiveness of character. 26) There are two people in me: one lives in the full sense of the word, the other thinks and judges him.

What story are these lines taken from? Name the author.

How to explain the frequent use of personal pronouns I in these proposals?

Give a complete punctuation description of sentence 10.

Draw a sentence diagram 9.

Task 2. Read. Determine the semantic relationships between the parts of non-union complex sentences. Write down sentences, punctuating, emphasizing grammatical basics, in the following sequence:

1) the second sentence indicates the reason for what the first sentence says;
2) the second sentence reveals, explains the content of the first one;
3) the second sentence complements the meaning of the first sentence.

1) There are such happy faces in the world that anyone can look at them like they are warming you or stroking you. 2) It was not only by the half-wild charm spilled over her entire subtle body that she attracted me; I liked her soul. 3) It wasn’t my legs that carried me, it wasn’t the boat that carried me, I was lifted by some kind of wide strong wings. 4) Suddenly I hear someone calling me. 5) My head was spinning too many impressions flooded into it at once. 6) He loved her passionately and never forbade her anything; in his heart he considered himself guilty before her.

(I.Turgenev)

Task 3. Continue the sentences so that you get non-union complex sentences with a colon. Determine the semantic relationships between the parts.

1. Plants freshen the air: ...
2. The forest affects the air temperature: ...
3. Love nature: ...
4. Read the book by V. Kaverin "Two Captains": ...
5. I looked at the sky: ...
6. I'm happy: ...
7. I ask you one thing: ...

III. Setting a dash

Dash is placed between parts of an asyndetic complex sentence in the following cases:

Feet carry - hands feed. (Proverb)

2. If the first part indicates the time or condition of what is said in the second part. Verification unions: time - when , conditions - if .

1) Evening will come - the stars will light up in the sky. 2) If you like to ride - love to carry sleds.(Proverb)

3. If the second part contains a conclusion or a consequence of what is said in the first part. These relationships can be tested by unions so, therefore .

The layer of clouds was very thin - the sun shone through it.(K. Paustovsky)

4. If the parts of a non-union complex sentence have a comparison value. Test unions: as if, as if, as.

Look - the ruble will give. (Proverb)

5. If the parts of a non-union complex sentence draw a quick change of events.

Cheese fell out - with him there was such a cheat. (I. Krylov)

6. If the parts of an all-union complex sentence are connected by concessions. Test unions: although despite the fact that .

I spoke the truth - they did not believe me. (M. Lermontov)

Exercise 1. Read the sentences. What semantic relations are expressed by a dash in these non-union complex sentences? What alliances can test these relationships? Draw intonation schemes of the 1st, 2nd, 8th sentences. Write out the words with the highlighted letters, explain their spelling.

1) I was g about Comrade to love the whole world - m e nya n and who (not) understood. 2) He (not) r a waved his hands - a sure sign of some secrecy of character. 3) I repeat about ril pr and pronouncement - he and what (not) answered. 4) Vd a whether in and dust cleared - Azamat sk a feces per l and hom Karagoze. 5) Try about shaft go p e shkom - my legs one to about tried. 6) Shot p a surrendered - smoke filled the room a that. 7) Mountain lake e ro sv e barks in the sun - shimmers with all colors e Tami in about magical krista ll. 8) Mist of Ra ss e I lysya - in e rshiny again a St. e roared in the sun. 9) I was modest - m e nya obv and nyali in bow in stve.

(M. Lermontov)

Task 2. Write off, grouping the proverbs according to the semantic relationships of their parts. Insert the missing letters, highlight and mark the spellings in these words.

1) Summer adds - winter gives. 2) Darkness does not like light - the evil one does not tolerate the good. 3) They go ahead - they don’t burn in_los. 4) The source quenches thirst - a kind word enlivens the heart. 5) By eye, turn_sh_ - crookedly measured_sh_. 6) The brave ones win - the cowardly ones die. 7) Do not shout about s_be - let others quietly say about you. 8) Science does not work for nothing - science gains by labor. 9) They teach the alphabet - for the whole hut kr_chat. 10) Finished the job - walk boldly. 11) There is patience - bud_t and skill. 12) Business time - fun hour. 13) Human labor feed_t - laziness port_t. 14) Better plowing_sh_ - more bread in_zmesh_. 15) The red sun rose - goodbye, the moon is bright. 16) A man without a homeland is a nightingale without a garden. 17) From the world on a thread - a naked shirt. 18) The eyes are afraid - the hands are doing. 19) I believe in Altyn - they don’t believe in the ruble. 20) It fell from the cart - you can’t find it_. 21) A white pen is a black soul. 22) With stupid people - you yourself are stupid. 23) Talk to a smart person - drink water. 24) A friend quarrels with a friend - an enemy in_with_lit_sya. 25) If you don’t know how to wave a stick, your neck will hurt. 26) The root of the teaching is bitter, but its fruit is sweet. 27) A scientist without practice is a bee without honey. 28) I read a good book - I met a friend. 29) Together they take up the cause - the desert blooms. 30) One tongue, a pair of ears - once say, two p_listen. 31) Do not look for an impeccable friend - stay alone. 32) Diseases pass, and diseases pass - habits remain forever. 33) A happy whistle talks about luck - an unhappy one cries loudly about his misfortune. 34) He smacked him with love - he gave him half his health. 35) The rich man did not find a heifer in his herd - he took the last heifer from a b_day. 36) Do not regret the work, do not fill it up - in the flower_current, in the end, the key is pr_vr_tit_sya. 37) The first stone crookedly grew into the ground - the whole wall went awry. 38) Offended by a friend - lie down with a stone word. 39) A smart head feeds a hundred heads - thin and does not feed one. 40) Mel_t day until evening - there is nothing to listen to. 41) If you read books, you will know everything. 42) The enemy of the poddakiva_t is the friend of the dispute_t. 43) Do not get up in the morning - the day is gone. 44) Khv_stun will tell the truth - no one will believe him.

Indicate sentences whose content is based on the use of antonyms.

Name the proverbs that are synonymous in meaning.

IV. Training exercises

Exercise 1. Read the sentences. Convert compound and complex sentences into complex non-union sentences. Write with proper punctuation.

1) Proverbs and sayings are always short, and the mind and feelings are invested in them for whole books. (M. Gorky) 2) With his feet, a person must grow into the land of his homeland, but let his eyes survey the whole world. (J. Santayana) 3) There is a popular belief that lightning bolts “bury bread”, that is, they illuminate it at night. This makes the bread pour faster. (According to K. Paustovsky) 4) Small rooms or dwellings gather the mind, while large ones disperse it. (Leonardo da Vinci) 5) If you are going to love someone, learn to forgive first. (A.Vampilov) 6) Not only did you collect the books, but the books also collected you. (V. Shklovsky) 7) If you want to be rich, do not think about increasing your property, but only reduce your greed. (K. Helvetius)

Determine the main idea of the proverbs (sentences 8, 9, 10). What advice is contained in the proverb Read without thinking - what to eat without chewing?

Task 2. Write down sentences, put punctuation marks, justify your choice. Underline the grammatical foundations of the sentences.

1) He who goes on the road and is bored alone, let him take a book as his companion; (Ancient Eastern wisdom) 2) Love a book, it will help you sort out the motley confusion of thoughts, it will teach you to respect a person. (M. Gorky) 3) It [the book] introduces people to the life and struggle of other people, makes it possible to understand their experiences, their thoughts, their aspirations; it makes it possible to compare, understand the surroundings and transform it. (N. Krupskaya) 4) It is necessary to deal with the word honestly; it is the highest gift to a person. (M. Gorky) 5) Science must be loved; people have no power more powerful and victorious than science. (M. Gorky) 6) And my request is the following, take care of our language. (I.Turgenev) 7) I looked around my heart, it ached sadly to enter the peasant's hut at night. (I.Turgenev) 8) A narrow path led between the bushes to the steepness, the fragments of the rocks made up the shaky steps of this natural staircase, clinging to the bushes, we began to climb. (M. Lermontov) 9) It was getting hot, white shaggy clouds quickly fled from the snowy mountains, promising a thunderstorm, Mashuk's head was smoking like an extinguished torch; Around it, gray wisps of clouds curled and crawled like snakes, held back in their striving and seemed to be clinging to its thorny bushes. (M. Lermontov) 10) People gathered around him from the fortress, he [Kazbich] didn’t notice anyone, stood talking and went back, I ordered to put money for the rams near him, he didn’t touch them. (M. Lermontov) 11) Pechorin is not indifferent listlessly he bears his suffering, he madly pursues life, looking for it everywhere, he bitterly accuses himself of his delusions. (V. Belinsky) 12) Water is the master of water and fears fire. (Proverb) 13) Do not dig a hole for another, you yourself will fall . (Proverb) 14) Do not swear, it will not be clean in your mouth. (Proverb) 15) A mare with a wolf competed with one tail and a mane remained. (Proverb) 16) Amid the noisy crowd of the unknown, those sounds more understandably reminded me twice as miraculously of power, they are all dear to my heart. (A. Fet) 17) A colored ball is jumping in the yard in front of me, this ball is very nice, it has not yet beaten glasses. (G. Vieru) 18) Each case has a special smell in the bakery it smells like dough and baking. You walk past the carpenter's shop with a smell of shavings and a fresh board. (J. Rodari) 19) You just need to do something good to do something, then our mothers will smile and cry from the happiness of their mother. (O.Shestinsky) 20) There is nothing holier and more disinterested than a mother's love; all affection, all love, all passion is either weak or selfish in comparison with it. (V. Belinsky)

Select sentences that match the following schemes:

– ; – .

(because)

Indicate a non-union complex sentence, the relationship between the parts of which is causal.

Illustrate the following spellings with examples from the sentences:

1) -tsya, -tsya in verbs: ...

2) n, n in suffixes of different parts of speech: ...

3) not with different parts of speech: ...

4) roots with alternating vowels: ...

5) unstressed vowels, checked by stress: ...

Use a dictionary to explain the meaning of the highlighted word.

Write down the words, the structure of which corresponds to the schemes:

Indicate the parts of speech in the 17th sentence.

Task 3. Read excerpts from literary works. Indicate the author, title of the work, define the genre.

Write off by inserting the missing letters, placing punctuation marks.

1) One poor mother did not sleep. She clung to the head of her dear sons, who were lying nearby, she combed their small, carelessly tangled (n, nn) curls and wetted them with tears, she looked at them with all her feelings and could not be impudent. She raised them with her own (n, nn) breast, she grew up, took them up, and only for one moment saw them before the battle. My sons, my dear sons, what will happen to you, what awaits you, she said, and the tears stopped in the mists that changed her once beautiful face.

2) Sweet good old tender
You don't make friends with sad thoughts
Listen to this snow harmonica
I ra (s, ss) tell about my life.

3) Don't leave mothers alone
They fade from loneliness.
Among worries in love (n, n) awn and books
Don't forget to be kind to them.

4) I know a lot about the exploits of women who carried wounded (n, n) fighters from the battlefield, who worked for men who donated their blood to children following their husbands along the Siberian highways. I never thought that all this had to do with my mother. To a quiet, shy, everyday oz_boche (n, n) oh, only by how to tell us to put on shod_rech_ ...
Now I look back at her life and see she went through it all. I see it with op_building. But I see.

5) If your heart has become severe
Be the children more affectionate with her.
B_r_gite Mother from an evil word
Know the children will hurt all the b_lney!
...Mother will die and not erase the scars.
The mother will die and the pain will not be relieved.
I swear take care of Mom
Children of the world take care of Mother!

6) My friend my brother my comrade my
if your mother calls you
Rush to her with your heart. Sp_shi.
Rush to her in the most winged river.
Every moment counts. Be faster than sound
and than light.
You stop on the way, you don’t forget this forever.
.....................................................
Ah, the maternal covenant, and what are you wiser in the world?
You take us to the stars, even on dark, deaf nights.
I dare say there are few bad mothers in the world!
Why, then, is evil still crawling on earth?
And selfishness stinks? And dries the heart hoarding?
But how on earth would it be light for people
If all the mothers of theirs were obeyed, there would be nurturing.

7) Give me a bigger soul
Kind heart
Eye (not) dormant
Goal_with soft outgoing affectionate
Hands are strong (not) spiteful
It is very difficult to be a mother!

(N. Gogol. "Taras Bulba"; S. Yesenin. "Snow jam is crushed and prickly"; A. Dementiev, Yu. Yakovlev. "Heart of the Earth"; R. Gamzatov. "Take care of mothers"; S. Ostrovoy. "Mother "; A. Yashin. "Mother's prayer.)

Draw diagrams of non-union complex sentences, indicate the grammatical foundations in them.

Use a dictionary to find the meaning of the underlined words.

Task 4. Prepare an expressive reading of the text.

The constant presence of my mother merges into my every memory. Her image is inextricably linked with my existence... I sometimes lay in oblivion, some kind of intermediate state between sleep and fainting: my pulse almost stopped beating, my breathing was so weak that they put a mirror to my lips to find out if I was alive; Doctors and all those around me have long condemned me to death: the doctors - on undoubted medical grounds, and those around me - on undoubted bad omens. It is impossible to describe the suffering of my mother, but her enthusiastic presence of mind and the hope of saving her child never left her. “Mother Sofya Nikolaevna,” said more than once, as I myself heard, a distant relative devoted to her soul, “stop torturing your child; after all, both the doctor and the priest told you that he was not a tenant. Submit to the will of God: put the child under the image, light a candle and let his angelic soul come out of the body with peace. After all, you only interfere with her and disturb her, but you cannot help ... ”But my mother met such speeches with anger and answered that as long as the spark of life glimmers in me, she will not stop doing everything she can to save me, - and again she put me unconscious in a fortifying bath, poured rhine or broth into my mouth, rubbed my chest and back with her bare hands for hours, and if that didn’t help, then filled my lungs with her breath - and after a deep sigh, I began to breathe stronger, as if waking up to life, gaining consciousness, began to eat and talk, and even recovered for a while. This happened more than once ... I attributed my salvation to vigilant care, unrelenting care, boundless attention of my mother. Attention and care was like this: constantly in need of money, interrupting, as they say, from a penny to a penny, my mother got an old Rhine wine in Kazan, for almost five hundred miles, for an unheard-of price at that time. In the city of Ufa there were no so-called French white loaves at that time - and every week, that is, every mail, a generously rewarded postman brought three white loaves from the same Kazan. I mentioned this as an example; exactly the same was observed in everything. My mother did not let the dying lamp of life die out in me; as soon as he began to fade away, she nourished him with the magnetic outpouring of her own life, her own breath.

(S.T. Aksakov)

Formulate and write down the topic and main idea of the text. (The selfless struggle of a mother for the life of her child is the theme of the text. The meaning of the text is deep: as long as there is a Mother on earth, a person is not afraid, she will light a light in the darkness of the night, will not let her get lost and abyss, will help, close from trouble, warm the soul, save, brought back to life.)

Explain the punctuation marks in the text.

Indicate non-union complex sentences in the text.

Draw a diagram of the third sentence, give it a description.

Remember the spelling "letters n and nn in words of different parts of speech”, illustrate it with examples from the text.

Complete the table with examples from the text:

Prepare to take dictation.

Task 5. Read the text. Write down, punctuating, justify your choice.

You have bought a new book... It may be in hardcover card(n,n) with calico n_covered in hard card (n, nn) o (paper) cover or in soft paper cover_ke. The book is new, clean and crisp. Do you want to store it in that form? Remember

Books are afraid of 1 sunlight (do not) read 6 of them in the bright sun. 7

Books are afraid of damp (do not) read them in the rain.

Books are afraid of dirt and grease stains (do not) read them (while) eating (do not) brush with dirty hands.

Books are afraid of dust, clean 2, 3 of them, preferably with a dust_sucker.

Books are afraid of mechanical damage (not) over byte 2 them (do not) put (in) them thick objects turning over 2 grab the edge of the sheet and (do not) salivate your finger_. 7

In_use these tips, the youth of your 3 books 1 will be provided 4.

(From the calendar)

Title the text. Determine its main idea.

Explain the meaning of the underlined word.

Perform the specified types of analysis.

Choose cognates for words book, reading.

Task 6. Prove that the colons in the examples refer to three different punctograms. What is the similarity of the intonation of all sentences with a colon?

1) I rode at a pace and was soon forced to stop: my horse was stuck, I didn’t see a thing. (I.Turgenev) 2) Work saves us from three great evils: boredom, vice, need. (Voltaire) 3) I looked around: the night stood solemnly and regally. (I.Turgenev) 4) V.G. Belinsky argued: "Literature is the consciousness of the people, the color and fruit of its spiritual life." 5) Knowledge is based on three things: much to see, much to learn, and much to suffer. (W. Foscolo)

Task 7. Read. Explain the use of colons in text.

Fable

DRAGONFLY AND ANT

In autumn, the ants got wet wheat: they dried it. A hungry dragonfly asked them for food. The ants said: “Why didn’t you gather food in the summer?”. She said: "There was a lack of time: she sang songs." They laughed and said: "If you played in the summer, dance in the winter."

(L.N. Tolstoy)

Formulate and write down two questions to the fable.

Task 8. Indicate where the dash is placed: a) between the subject and the predicate; b) in an incomplete sentence; c) before a generalizing word; d) in a non-union complex sentence; e) in a compound sentence.

1) Light snow began to fall - and suddenly it fell in flakes. (A. Pushkin) 2) To comprehend one's guilt to the end - this is the property of a wise man and a brave man. 3) A bird is visible by feathers, and a person by speeches. (Proverb) 4) Communication with a book is the highest and indispensable form of human intellectual development. 5) We went down into the ravine, the wind died down for a moment - measured blows clearly reached my ears. (I.Turgenev) 7) Read a book - enrich your memory, continuously learn new things.

Task 9. Find the third one. Justify your choice.

I. 1) Thoughts should be attacked with thoughts: ideas are not fired from guns. (A. Rivarol) 2) She raised her eyes with an effort and immediately turned them away: Gogol looked at her, smiling. (K. Paustovsky) 3) The homeland is made up of concrete and visible things: huts, villages, rivers, songs, fairy tales, picturesque and architectural beauties. (V. Soloukhin)

II. 1) I lived, I was - for everything in the world I answer with my head. (A. Tvardrovsky) 2) Never lose patience - this is the last key that opens the door. (A. de Saint-Exupery) 3) To be able to endure loneliness and enjoy it is a great gift. (B. Shaw)

III. 1) Do not sing, beauty, with me you are sad songs of Georgia: they remind me of another life and a distant shore. (A. Pushkin) 2) The desired time will come: love and friendship will reach you through gloomy gates. (A. Pushkin) 3) I give way to you: it’s time for me to smolder, for you to bloom. (A. Pushkin)

Task 10. Write, punctuating, inserting missing letters, opening brackets.

1) Learning is the same as going (down) with the flow. Stopped for a minute and you were thrown (on) back. 2) The morning is dawning on the white sky slope, the golden pale field is fresher and the wind is getting harder. (N.Gogol) 3) For everything that exists in the nature of water, air, clouds, clouds, rains, l_sov, a lot of rivers and lakes, meadows, fields of flowers and herbs, in the Russian language there are many good words and n_titles. (K. Paustovsky) 4) The word is the key and open hearts. (Proverb) 5) There is (in) the autumn of the initial short but marvelous f_ra all day long, as if crystal and radiant in_chera. (F. Tyutchev) 6) If a person depends on nature, then she depends on him, she did him, he remakes it. (A. France) 7) Give a man all the blessings of life, but deprive him of his understanding of the meaning of life on earth, he will be unhappy. (K.Ushinsky) 8) An evil man is like a g_rshka l_easily flies but (c) it is difficult to glue a good man like a jug of gold (c) it is hard to cling but easily glues. (Indian folk wisdom) 9) The exceptional happiness of a person is to be with his own f_st_yanny favorite business. (Vl. Nemirovich-Danchenko) 10) Closely connected is the bliss of the Russian man with the existence of a r_stenia zh_v_sya x_r_sho r_steniy х_r_sho zh_vet_sya and a man. Dying_t r_stenie an unstoppable disaster threatens a man too. (K. Timiryazev) 11) The wealth of other people (not) should be seen, they acquired him with such a price that, not according to our pocket, they sacrificed for his sake with some kind of health and honor. This is too expensive (s, h) the deal brought us only a loss. (J.Labruyère) 12) Love is a great adornment of life, it makes the birth of flowers play with colors, sing wonderful songs, dance in_l_cool dances. (A. Lunacharsky) 13) Too much dignity sometimes makes a person (un)suitable for society go to the market (not) with gold ingots, they need r_zme (n, nn) th m_net, especially a trifle. (N. Chamfort)

Indicate non-union complex sentences, draw their diagrams.

Task 11. Read. Solve riddles. Write with punctuation marks.

1) One pours 1 the other drinks the third grows. 2) One says let's run let's run 6 the other says 6 we'll stand we'll stand the third one says we'll stagger we'll stagger. 3) Little black dog 6 curled up 2 lies does not bark does not bite and does not let into the house. 4) 2 rivers are pouring 6 we are lying. Ice on the river we run 4 .

List the parts of speech in the first sentence.

Perform types of analysis.

Task 12. Read the text. Explain the placement of punctuation marks and highlighted spelling. Get ready to take dictation.

Summer, July morning! How gratifying br about play on z a re! green dash l about lives the trace of your feet on the river about system, pob e left handed grass. you pa h dvin e those wet bush - you will be covered with nak about drunk warm app a home of the night; all the air about en fresh bitterness about lyni, honey gr e sneezes and porridge; wda whether the wall about um oak forest and bl e stit and a l eet on co l no; still St. e well about, but already in stuve ts I am the proximity of the heat. G about l about va languidly circle ts I am from excess a G about hoots. Shrub no to about nca... Something where is wda whether e flies posp e ro zh, y h kimi p about blushes in patches e sneeze. Here is the screen and sang t e lega; sample step and paradise ts I'm a man, he puts the horse in the shade in advance ... You p about zd about rushed with him, from about walked - sound ch th la h g to about cheese a zd a e ts I'm behind you. The sun is getting higher and higher. dry quickly e t grass. It's already hot... Through the thick bushes about solver, p e R e puta nn 2 tenacious grass, descent e te 2 you to the bottom about enemy ... Under the very about break t a it is historically ch ik; oak bush greedily pa with threw his pawed bitches over the water b I; big s e R e bubbling bubbles, about sighing, up and toil from the bottom, covered with small bar a thick moss 4 ... you are in the shade, you breathe and those n a shitty cheese about stu; you x about R about sho 3... But what is it? Wind out e suddenly n a l e bodies and raced; the air trembled all around: isn’t it thunder? .. But weakly St. e lightning flashed... Eh, yes it is gr about behind! The sun is still shining brightly all around. about wants b it's still possible. But the cloud a steth: its front edge is drawn and sleeved about nyah ts I am a vault. Grass, bushes, all suddenly sweat e swamped ... Hurry! out, it seems ts I'm in and today ts I am nn oh s a paradise... soon! you ext e sorry, in about walked... What's the rain like? what are lightning bolts? some- where through about scrap nn Water dripped on the fragrant hay on the roof ... But then the sun began to play again. Thunderstorm Ave about walked; you exit and those. My God, how cheerfully everything sparkles all around, like the air well 3 and liquid, how it smells e buttermilk 2 and mushrooms!..

(According to I. Turgenev)

How can you title this text?

How many paragraphs can it have? Which? Try to plan the text.

Determine the artistic idea of the text. Check out the means to do this.

What means of interphrasal communication does I.S. Turgenev?

Indicate the parts of speech in the last sentence.

Draw diagrams of non-union complex sentences. Underline the grammatical foundations in non-union complex sentences.

Give a full punctuation description of the fourth sentence.

Perform types of analysis.

Task 13. Prepare an expressive reading of the text. Explain the placement of punctuation marks, spelling of the highlighted words. Prepare to take dictation.

I remember for a long time: heat, stuffiness, hair stuck together at the temples, throwing in half delirious: hard sick child. And suddenly from somewhere, as if from another world, floats something cloudy, soft, cool and smoothes the forehead, relieving pain and reducing fever; and finally comes a dream - a sound restful sleep recovery...

Mother's hands. I remember them then, in childhood, - beautiful, with long fingers. I know them and current... I also know: will it break out unexpected trouble, will the soul ache, will you lose yourself or love, the first hand extended to help, will be the mother's hand.

True, sometimes we appreciate it too much. late and belated we are trying with flowers redeem my callousness, inattention, and sometimes - that they were shy for some reason talk to her about love. In life.

Differently their fates, the fates of our mothers, were formed. Look at these hands, like the branches of an old tree, sadly flow down they are on their knees. Years left their marks on them: deep paths marked loss, grief, fatigue, lack of sleep, swollen, like streams in flood, overburdened veins ... I see my mother on the threshold of the house: I worked from dawn until evening, she went out onto the porch, sighed, sat down on the heated steps, folding her hands in her lap. waiting something? Maybe yes: son, what a long time ago was not away, daughter, what grew imperceptibly, grandchildren. Here they come running - she will caress them, she will tell a long a fairy tale or sing a song, sorting through children's curls...

Invest mother's hands in yours, raise, zoom in to your face, look into wrinkled fingers. They are once upon a time were flexible and agile, soft and smooth. But whatever they are - young or old, smooth or "with knots", nothing there is no more beautiful than them and cannot be in the world.

(According to O. Kuzmina)

Express your attitude to the problem raised in this text in a small creative work. Think about questions like:

2) how can we repay, repay mother for her love, carried like a burning candle through all the years of her life? for sleepless nights spent near our crib, in the fight against enemies and ailments that often fall to the lot of children? for the daily, painstaking, ongoing from year to year, and at the same time so inconspicuous work around the house, around the house?

(According to A. Vladimirov)

Use, where possible, non-union complex sentences to express your thoughts.

Task 14. Read the sentences. Try to name the author, work, genre. Write with punctuation marks.

1) Suddenly the cheese spirit Fox stopped Fox sees cheese Fox cheese captivated. 2) The crow croaked at the top of its crow's throat, the cheese fell out with him, it was such a cheat. 3) I will find a secret and I will open the Casket for you in Mechanics and I am worth something. 4) Here he began to twirl the Casket from all sides and breaks his head. 5) Ignorant they judge exactly what they don’t understand, then everything is a trifle with them. 6) "And to be angry in vain, he deigns to stir up a drink for him, in no way I can." 7) If you look at a businessman, he is busy rushing about, everyone is amazed, he seems to be torn from the skin, but everything does not move forward like a squirrel in a wheel. 8) The frog in the meadow, seeing Ox, started herself in fertility she was envious of equaling him. 9) With Pylades, my Orestes gnaw, only shreds fly up by force, finally they were poured with water. 10) I am your old matchmaker and godfather came to put up with you not at all for the sake of a quarrel, let's forget the past, set a common fret! 11) Everything has passed with the cold winter, the need for hunger is coming The dragonfly no longer sings, and who in the mind will go to the stomach to sing hungry! 12) Although it [the bridge] is simple in appearance, but a liar has a wonderful property, not one of us dares to cross it until it reaches halfway, fails and falls into the water. 13) This Pike teaches you to be smarter and not to follow mice. 14) The peasant's undertakings are not great, he immediately found a good thing in Bulat. 15) That's what I heard about that from the side dry the lion showed contempt for the mosquito, the lion took an evil offense, not having endured the mosquito, he rose up against the lion in war. 16) Here the Nightingale began to show his art, clicked, whistled in a thousand frets, pulled, shimmered. 17) There are many such examples in the world, no one likes to recognize himself in satire.

Explain punctuation marks. Draw diagrams of non-union complex sentences.

Give a complete punctuation description of sentences 5, 7, 9, 11, 12.

Determine the meanings of the highlighted words.

What is the meaning of the word dry in the 15th sentence? Choose synonyms for it.

Remember the rule "Spelling -tsya, -tsya in verbs” and illustrate it with examples from these sentences.

Perform types of analysis.

Indicate the parts of speech in the 9th sentence.

Continue the formulation of the conclusion: "I. Krylov's fables contain ...".

What phenomena, vices does I. Krylov ridicule in his fables?

Task 15. Read the sentences. What punctuation marks should be placed in them? Explain your choice. Fill the table.

1) The day turned out to be slushy in the morning, sleet began to fall interspersed with rain ... (B.Mozhaev) 2) Fomich examined his dilapidated tarpaulin boots and decided to tie the rubber soles with rawhide straps. The road to Tikhanov is a long one. (B.Mozhaev) 3) The day was chilly milky white tousled clouds rose to meet him in the blue span between the houses. (V.Nabokov) 4) She looked at herself in the mirror: her face was paler than usual. (V.Nabokov) 5) In his appearance there was something like a badger, a blunt-nosed face stretched forward with a black mustache and a white beard, a sloping low forehead and a gray stubble of short hair lying tightly, as if licked. (B.Mozhaev) 6) It’s not for nothing that winter is angry that its time has passed, spring knocks on the window and drives it out of the yard. (F. Tyutchev) 7) October has already come, the grove is shaking off the last leaves from its bare branches. (A. Pushkin) 8) Over the hills in clean hours, the air smoked, carrying the bitter, intoxicating smell of dry wormwood, distant voices sounded clearly, flying birds screamed. (V. Rasputin) 9) I lost a lot of weight, my mother, who arrived at the end of September, was scared for me. (V. Rasputin) 10) Frightened by the elk, Nastenka looked in amazement at the snake, the viper still lay curled up in a warm ray of the sun. (M. Prishvin) 11) The air is already beginning to get dark and everything around is cooling. (M. Prishvin) 12) The autumn cold has died, the road freezes through. (A. Pushkin) 13) It was so customary in their family that all misfortunes fell just on Frolov's day. (B.Mozhaev) 14) Renovation would be the death of the house. (V.Belov) 15) I remember a wonderful moment you appeared before me. (A. Pushkin) 16) Freedom and licentiousness of the concept are completely opposite to each other. (Quintilian) 17) Education needs three things in giving science exercise. (Aristotle)

What proposals did you not write out? Why?

Which columns of the table are left blank? Fill them in with your own examples: make up your own sentences or write them out from literary works.

Associative compound sentence table. Associative compound sentences

general characteristics

bsp with semicolon and semicolon

Related videos

Should I choose a comma or a semicolon?

BSP with dash

Dash or no dash?

bsp with colon

Colon or not colon?

Let's summarize what we've learned

What is the difference between punctuation marks in SSP, SPP, BSP

BSP examples

Example of an OGE task

Types of complex sentences in Russian

Compound sentences

The main types of complex sentences with a subordinate relationship

Types of clauses in NGN

NGN with multiple clauses

Associative compound sentence

JV with different types of communication

general characteristics

bsp with semicolon and semicolon

Should I choose a comma or a semicolon?

BSP with dash

Dash or no dash?

bsp with colon

Colon or not colon?

Let's summarize what we've learned

What is the difference between punctuation marks in SSP, SPP, BSP

BSP examples

Example of an OGE task

L.A. AKSENOVA, Lipetsk region

Punctuation marks in a non-union complex sentence

Didactic material

I. Comma and semicolons

II. Colon staging

III. Setting a dash

IV. Training exercises

L.A. AKSENOVA,
Lipetsk region