You know the scientific name that begins with the word complex ...
Words, during the formation of which two roots have formed, are called complex.
For example, rhinoceros(two roots nose- and horn-, the letter o is a connecting vowel), vacuum cleaner(roots are ard- and sos-, the letter e is a connecting vowel).
Sentences can also be difficult. In them, as in words, several parts are connected.
Lesson topic: “Simple and complex sentences. Unions ".
Read the sentences and think about how they differ from each other?
1) The bell rang.
2) The guys entered the class.
3) The first lesson has begun.
4) The bell rang, the guys entered the classroom, the first lesson began.
Let's find the grammatical basics.
A sentence with one grammatical base is a simple sentence.
1, 2 and 3 sentences simple, since in each of them one at a time.
4 sentence complicated, consists of three simple sentences. Each part of a complex sentence has its main members, its own basis.
A sentence with two or more grammatical bases is a complex sentence. Complex sentences are made up of several simple sentences. There are as many simple sentences as there are parts in a complex sentence.
The parts of a complex sentence are not just simple ones put together.
Having united, these parts continue, complement each other, turn different thoughts into one, more complete one. In oral speech, on the border of parts of a complex sentence, there is no intonation of the end of each thought.
Remember: in writing, commas are most often placed between parts of a complex sentence.
Let's define a complex sentence or a simple one. First, we find the main members (stems) of the sentences and calculate how many stems there are in each.
1) At the edge of the forest, bird voices are already heard.
2) The tits are singing, the woodpecker is loudly tapping with its beak.
3) Soon the sun will warm the earth better, the roads will turn black, thawed patches will be exposed in the fields, streams will babble, rooks will come.(According to G. Skrebitsky)
1) At the edge of the forest, bird voices are already heard.
2) The tits are singing, the woodpecker is loudly tapping with its beak.
Who? tits, what are they doing? chant - the first basis.
Who? woodpecker, what does it do? taps - the second basis.
This is a complex sentence that has two parts.
3) Soon the sun will warm the earth better, the roads will turn black, they will be exposed in the fieldsthawed patches , streams will babble, rooks will come.
What? what will the sun do? will warm up - the first basis.
The roads will turn black - the second basis.
thawed patches will be exposed - the third basis.
Streams will babble - the fourth basis.
Rooks will come - the fifth basis.
This is a complex sentence, in five parts.
Read complex sentences. Observe how the parts of a complex sentence are connected?
1) Winter approaching , the cold sky is often frowned.
Parts 1 of a complex sentence are connected using intonation. There is a comma between the parts of the sentence.
2) The sun warmed up during the day , a at night frosts reached five degrees.
3) Wind quieted down , and the weather has improved.
4) The sun just rising , but its rays were already illuminating the treetops.
Parts 2, 3, 4 sentences are connected using intonation and conjunctions a, and, but... There is a comma before the union.
Each of the unions does its job. Union also connects words, and conjunctions a, but also help to oppose something.
When writing, parts of a complex sentence are separated by a comma. If parts of a complex sentence connect conjunctions (and, a, but), a comma is placed before the conjunction.
The sentences in our language are very varied. Sometimes with one subject there can be several predicates or with one predicate there can be several subjects. Such members of the proposal are called homogeneous. Homogeneous members answer the same question and refer to the same member of the proposal. In the diagram, we will circle each homogeneous term.
What conclusion can be drawn from the comparison of these schemes?
The first line contains schemes of complex sentences, and the second line contains schemes of simple sentences with homogeneous predicates (they are shown in a circle).
In simple sentences with homogeneous members and in complex sentences between their parts, the same conjunctions are used: and, but, but.
Remember!
1. Before the unions a, but a comma is always used.
2. Union and requires special attention: connects homogeneous members - the comma is most often not put; used between parts of a complex sentence - a comma is usually needed.
Let's practice. Let's put in the missing commas.
1) At night, the dog crept up to the dacha and lay down under the terrace.
2) People were sleeping and the dog jealously guarded them. (According to L. Andreev)
3) The pelican wandered around us, hissed, screamed, but didn’t fit in our hands. (According to K. Paustovsky)
4) Spring is shining in the sky, but the forest is still covered with snow like winter. (M. Prishvin)
1) At night, the dog crept up to the dacha and lay down under the terrace.
The sentence is simple, since one stem, one subject and two predicates - the dog crept up and lay down. Union and connects homogeneous predicates, so no comma is used.
2) People asleep, and the dog jealously guarded them.
The proposal is complex, since there are two bases - people were asleep, the dog was guarding. Union and connects parts of a complex sentence, so a comma is needed before the union.
3) Pelican wandered around us, hissed, shouted, but he could not get hold of it.
The sentence is simple, since one base, one subject and 4 predicates - the pelican wandered, hissed, shouted, was not given. Before the union but a comma is always used. We put commas between homogeneous predicates.
4) Spring shines in the sky, but the forest is still covered with snow like winter.
The proposal is complex, since there are two foundations - spring is shining, the forest is covered. Before the union but a comma is always used.
Consider the schemes and decide which schemes hide complex sentences, and which ones - simple ones with homogeneous members; in which of them you need to put punctuation marks.
The first three schemes reflect the structure of a simple sentence with homogeneous main members. They are circled. In 1 scheme, a comma is not needed, since homogeneous subjects are connected by a union and... In the 2 and 3 schemes, commas must be supplied. Scheme 4 corresponds to a complex sentence. It must also contain a comma between the parts of a complex sentence.
Sentences that include words what, to, therefore, because, - most often complex. With these words, a new part of a complex sentence usually begins. In such cases, they are always preceded by a comma.
Here are some examples.
We saw what the she-wolf climbed into the hole with the wolf cubs.
what a comma is put.
All night winter knitted lace patterns to the trees were dressed up. (K. Paustovsky)
This is a complex sentence, before the word to a comma is put.
Birds know how to communicate everything with a voice , therefore they sing.
This is a complex sentence, before the word therefore a comma is put.
I lovefairy tales, because in them, good always triumphs over evil.
This is a complex sentence, before the word because a comma is put.
1. One afternoon Winnie the Pooh walked through the woods and grumbled a new song under his breath.
2. Winnie - the Pooh got up early, in the morning he diligently did gymnastics.
3. Winnie imperceptibly reached the sandy slope.
(B. Zakhoder)
3. 
1 sentence corresponds to 3 scheme, since this is a simple sentence with one subject (Winnie the Pooh) and two predicates (walked around and grumbled).
Scheme 1 corresponds to sentence 2, since this complex sentence has two bases (Winnie the Pooh got up, he worked). A comma separates parts of a sentence.
3 sentence corresponds to 2 scheme, since this is a simple sentence with one stem (Vinnie got it).
In the lesson, you learned that a sentence with two or more grammatical bases is complicated offer. Parts of complex sentences are connected using intonation and conjunctions a, and, but... When writing, parts of a complex sentence are separated by a comma.
- MS Soloveichik, NS Kuzmenko "To the secrets of our language" Russian language: Textbook. Grade 3: in 2 parts. Smolensk: Association XXI century, 2010.
- MS Soloveichik, NS Kuzmenko "To the secrets of our language" Russian language: Workbook. Grade 3: in 3 parts. Smolensk: Association XXI century, 2010.
- T. V. Koreshkova Test tasks in the Russian language. Grade 3: in 2 parts. - Smolensk: Association XXI century, 2011.
- T. V. Koreshkova Practice! A notebook for independent work in the Russian language for grade 3: in 2 parts. - Smolensk: Association XXI century, 2011.
- L.V. Mashevskaya, L.V. Danbitskaya Creative tasks in the Russian language. - SPb .: KARO, 2003
- G.T.Dyachkova Olympiad tasks in Russian. 3-4 classes. - Volgograd: Teacher, 2008
- School-collection.edu.ru ().
- Festival of pedagogical ideas "Open Lesson" ().
- Zankov.ru ().
- Find the main members in the sentences. Which sentence of the text is difficult - 1st or 2nd? What is the name of the remaining offer?
On the top of the alder a bird was sitting and spreading its beak. The feathers on the swollen neck fluttered, but I did not hear the song.
(According to V. Bianchi)
- Insert two missing commas in sentences.
Winter was hiding in a deep forest. She looked out of hiding and in the grass millions of little suns are hiding. Winter is angry! She waved her sleeve and covered the merry lights with snow. Nowadays dandelions are flaunting in a yellow dress and then in a white fur coat. (According to I. Sokolov-Mikitov)
Find an offer with an alliance and... What does it connect - homogeneous members or parts of a complex sentence? Underline the words you need for the answer.
- Enter unions and, but, but. Underline the basics, mark homogeneous members and put commas where necessary.
The ball climbed into the water _ Uncle Fyodor soaped it _ combed the wool. The cat walked along the coast _ was sad about different oceans. (According to E. Uspensky)
The cat was stealing fish meat sour cream _ bread. One day he tore open a can of worms. He didn’t eat them _ chickens came running to the can of worms _ they ate our stock. (According to K. Paustovsky)
A text is a sequence of sentences that are linked by a common theme and a common thought. Moreover, in each of them the author's thought is only partially completed. It requires further development, which is what the rest of the proposals serve.
Each new sentence in the text is created on the basis of the previous ones. In order for the topic to develop continuously, they must be connected to each other using a semantic or grammatical connection.
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It is thanks to this connection that different semantic relations between sentences can arise in the text. For example, one sentence can be opposed to another, explain its meaning, or clarify some details. This helps the author to better reveal his thought, more accurately convey emotions or show the reader various semantic shades.
Let's consider the main ways and means of communication between sentences in the text.
To combine sentences into clear and logical text, authors use two communication methods: chain and parallel. In the first case, all new sentences are linked to the previous ones, like links in one chain (hence the name). In the second case, the proposals with each other, at first glance, are in no way connected, but they are built around one common thesis. Let's look at both of these methods in more detail.
Chain link
This is the most common form of linking sentences in a text. It arises where the author expresses his thoughts in order, and each new sentence seems to continue or develop the previous one. In another way, this type of communication is called sequential or linear.
This connection works very simply: some information is taken from one sentence and develops in the next sentence. For example:
A bright summer sun came out from behind the clouds. It lit up the wet streets and houses with its rays.
Here the word "sun" is used in the first sentence, but the story continues in the second. Thanks to this repetition, both statements look coherent and consistently develop the same topic.
The chain link is widely used. It can be found in all literary styles: artistic, business, journalistic, and especially in scientific, where the author is required to provide the most convincing and logical presentation of the material. It is equally well suited for description, and for storytelling, and for reasoning. Such popularity is due to the fact that the chain link to some extent copies human thinking.
It is easy to see that the point of a chain link is repetition. In order for two statements to connect with each other, they must repeat any words or they must talk about the same object. Here are the most common chain link options:
Parallel communication
When using parallel communication, sentences are not directly dependent on each other, but are usually built around some central thesis. Each of them looks independent in content, but at the same time it is part of some general list, comparison or opposition. For example:
Evening came. The city was quietly deserted. The voices of people and signals of cars fell silent. Street lamps and shop windows came on.
Here the phrase "Evening has come" acts as a semantic center around which all other statements are built. By the way, in another way, the parallel connection of sentences in the text is called - centralized.
As a rule, the order of the parallel clauses does not matter. They can be interchanged as you like and the meaning of the paragraph will not change from this.
Typically, the structure of a text with parallel links looks like this:
- The origin, that is, the central thesis around which the rest of the text is built.
- A series of statements that reveal or prove a thesis.
- Optional part: plan change. This is the very last sentence, which can be a conclusion from everything that has been said or serves as a "bridge" to the next text.
Here is an example paragraph built according to this scheme:
Our cat Vasily is a harmful animal. At night he runs from room to room and wakes everyone up with his stomp. In the morning, he asks for food and meows to the whole house. Not a week goes by without him breaking a cup or plate in the kitchen. However, we still love him very much.
Centrally linked offers have two characteristics:
- Parallelism of the structure. This means that sentences generally retain their word order and form. And sometimes, for greater expressiveness, the first word is repeated in them.
- Unity of predicate forms. Most often these are verbs in one form (as in the example above: runs, wakes up, asks, meows).
Centrally linked texts help the author to talk about several phenomena, objects or events at once. This technique is often found in description and narration.
Combination of different communication methods
Chain and parallel links are rarely seen alone. If the text is comparatively large, then it will probably contain both. Usually, the author chooses the appropriate way to combine sentences in the text based on his specific goals and objectives. For example, a writer might use centrally linked text to describe the protagonist's room, and chain text to describe his day.
But it also happens that both methods can be applied even in one paragraph. For example:
There was no bus, and people at the bus stop began to worry. Every minute a man in a rumpled hat took a watch out of his pocket and examined its dial. The elderly woman winced and gazed hopefully at the evening highway. But the highway was still empty and deserted.
Here the second and third sentences are connected using a parallel link, and the fourth is connected using a chain link.
To create a chain and parallel connection, various linguistic means, both semantic and grammatical, are used. Today philologists divide them into three groups:
- Lexical,
- Morphological,
- Syntactic.
Let's consider each of these groups in more detail..
Lexical means
These means of communication can be roughly divided into six categories:
1. Lexical repetitions, that is, the repetition of words or phrases. For example:
In his hands the man was holding a huge bouquet of flowers. The flowers were expensive, but already withered.
2. Single-root words:
We hoped to get a good harvest in the fall. And our hope was not in vain.
3. Synonyms. This group also includes various synonymous substitutions: contextual synonyms, descriptive phrases, generic words, and so on.
The book from afar after four months. but novel caused a storm of indignation among critics and readers alike.
Pushkin wrote the tragedy "Boris Godunov" in 1825. The great poet managed to very accurately convey the atmosphere of that era and the characters of the characters.
4. Antonyms, including contextual ones. For example:
And then it turned out that Vasily Petrovich had few friends. Enemies turned out to be much more.
5. Linking words showing the logic of presentation: therefore, in conclusion, for this reason etc. Example:
Fruits and vegetables contain many vitamins. That is why it is advisable to eat them every day.
6. Words on the same topic:
Has come winter... After a week of lunge l snow and strong began frosts.
Morphological agents
Various parts of speech are used to create a morphological connection:
1. Conjunctions, union words and particles at the beginning of a sentence. For example:
While fishing, we drowned the boat and lost our fishing rods. But we caught two crucians and one gudgeon.
2. Pronouns. This group includes personal and demonstrative pronouns, as well as pronominal adverbs. For example:
Tourists made a halt on the bank of a small river. They d they had no idea what awaited them here.
3. Adverbs of time and place. Often these are adverbs applicable to several sentences with a parallel connection at once:
The furniture was covered in a thick layer of dust. A huge gray spider web hung in the corners. The windows, apparently, have not been washed in five years. Here everywhere confusion and desolation reigned.
4. Verbs-predicates in one tense form:
Has come late fall. From the trees in the park crumbled leaves. Over the rooftops drummed long and dull rains.
5. Degrees of comparison of adjectives and adverbs:
The parking space was great. Better and it was impossible to come up with.
Syntactic tools
They can also be divided into five categories:
1. Syntactic parallelism, that is, the use of the same word order. Moreover, the words themselves are usually in the same morphological form:
The man was sitting in an armchair by the fireplace. The dog was lying on the floor near his feet.
2. Parceling - the design of parts of a complete statement in the form of separate sentences.
The kittens have already matured and are crawling out of the box. They run around the room. They meow.
3. Incomplete sentences:
Do you know where chinchillas live? In the mountains of Peru!
4. Introductory words and sentences, addresses and rhetorical questions. Here are some examples:
First, he is the best doctor in town. And secondly, he plays the piano superbly.
Do you want to try something unusual in the summer? Make Spanish Cold Tomato Soup!
5. Using forward and backward word order:
He will never forget this day. Never forget how his whole life flew downhill in an instant.
To learn to recognize correctly and use different means of communication, you need to remember the following:
53. Read it. Where are the commas missing? Explain your answer.
The wind on the sea walks
And the boat is urging on.
(A. Pushkin)
The autumn winds blow
In a gloomy oak forest.
(N. Karamzin)
The wind rushed merrily
All the trees swayed.
(A. Leontiev)
The wind drives the clouds
The wind groans in the pipes.
(G. Ladonshchikov)
54. Read it. Where are the commas missing?
- Prokr..chala oriole snapped in the bushes with..l..vey.
- Large drops of rain s..banging s..splapping and on the leaves..yam.
- With a sharp beak, a woodpecker gouges d..rev..ya and extracts bugs and larvae from under the bark.
- The chef cooked ... food and s.baki l ... squeezed at the kitchen door.
- The owl hunts not during the day but at night.
- The morning was frosty but the puddles were not frozen.
- Write out first simple sentences with homogeneous members, and then complex sentences. Place commas where necessary and insert missing letters in words.
- Explain the use of commas in sentences.
55. Read the beginning of the sentences. Think of their continuation so that first you get a simple sentence with homogeneous members, and then a complex sentence.
- I came to a friend ....
- A cloud has come ...
- The dog Polkan ...
- Write down any pair of sentences that you make up. Explain the placement of punctuation marks in them.
56. Read it. Title the text.
Epifan the cat and the old man often fished together. The old man was fishing, and Epifan was sitting next to him. The old man always gave the little fish to the cat.
Once the old man pulled a ruff out of the water and handed it to the cat. But Epiphanes is not. Where has he gone? The old man saw the cat on the rafts far away.
A fisherman came up and was surprised. The cat is lying on a log, put its paw into the water. Here are a flock of small fish swimming, and the cat will pick up one fish with its claws and eat it.
Now the cat and the fisherman are fishing apart. The cat fishes with a paw with claws, and the fisherman - with a fishing rod with a hook.
(E. Charushin)
- Determine the type of text, topic and main idea.
- Find simple sentences with homogeneous members and complex sentences in the text. How did you distinguish them? Explain the use of commas in them.
- Prepare to write a summary of this text (see Box 2).
A text is a statement made up of two or more sentences. The sentences in the text are united by a common theme and are related to each other in meaning. The text can be titled.
The subject of a text is who or what the text is talking about.
The main idea of the text is the main thing that the author wanted to say to the writer.
The text has a beginning, a main part, an ending.
A text is a statement made up of two or more sentences. The sentences in the text are united by a common theme and are related to each other in meaning. The text can be titled.
The subject of a text is who or what the text is talking about.
The main idea of the text is the main thing that the author wanted to say to the writer.
The text has a beginning, a main part, an ending.
A text is a statement made up of two or more sentences. The sentences in the text are united by a common theme and are related to each other in meaning. The text can be titled.
The subject of a text is who or what the text is talking about.
The main idea of the text is the main thing that the author wanted to say to the writer.
The text has a beginning, a main part, an ending.
TYPES OF TEXT
Text narration
Text Description
(what? what? what? what?)
Text reasoning
TYPES OF TEXT
Text narration
is told, reported about something.
(what? where? how? when did it happen?)
Text Description
describes the appearance of someone or something.
(what? what? what? what?)
Text reasoning
it is explained, something is proved; talks about the causes of phenomena, events.
_____________________________________________
TYPES OF TEXT
Text narration
is told, reported about something.
(what? where? how? when did it happen?)
Text Description
describes the appearance of someone or something.
(what? what? what? what?)
Text reasoning
it is explained, something is proved; talks about the causes of phenomena, events.
_____________________________________________
TYPES OF TEXT
Text narration
is told, reported about something.
(what? where? how? when did it happen?)
Text Description
describes the appearance of someone or something.
(what? what? what? what?)
Text reasoning
it is explained, something is proved; talks about the causes of phenomena, events.
_____________________________________________
OFFER.
Incentives: Go quickly!
2.By intonation:
OFFER.
A sentence is a word or several words that express a complete thought.
The words in the sentence are related in meaning.
Each sentence contains the main word in meaning, which expresses the main idea of the sentence.
1. According to the purpose of the statement, sentences are:
Narratives: The weather is fine outside.
Interrogative: Why aren't you walking?
Incentives: Go quickly!
2.By intonation:
Exclamation points: I got a puppy!
Non-exclamation points: I got a puppy.
3. By the presence of secondary members:
Uncirculated: Spring has come.
Common: The long-awaited spring has come.
4.Simple and complex sentences:
The narrow path went far into the forest. - simple (Has one grammatical basis)
The sun warmed up in the morning, and by the evening frost hit. - complex
(has two or more grammatical bases)
5. With homogeneous members and without homogeneous members.
MEMBERS OF THE PROPOSAL.
to whom? what?
whom? what?
about whom? about what?
and underlined by a dotted line --------. Addition is most often expressed by a noun or .5. 5. A circumstance is a minor member of the proposal that answers the questions: where? where? where? as? when? and is underlined by a broken line and a dot. A circumstance is most often expressed by a noun or adverb.
MEMBERS OF THE PROPOSAL.
1. The subject is the main member of the sentence, which denotes who or what the sentence is talking about, and answers the question who? or what? The subject is most often expressed by a noun. It is underlined by one line.
2. The predicate is the main member of the sentence, which means that the sentence says about the subject, and answers the question what does it do? what are they doing? What did you do? what did you do? Most often expressed as a verb. It is underlined by two lines.
3. Definition - this is a minor member of the proposal, which answers the questions of what? which? which? which? and emphasized
wavy line. The definition is expressed by an adjective.
4. An addendum is a minor member of the proposal that answers the questions: who? what?
to whom? what?
whom? what?
about whom? about what?
and underlined by a dotted line --------. Addition is most often expressed by a noun or pronoun. 5. 5. A circumstance is a minor member of the proposal that answers the questions: where? where? where? as? when? and is underlined by a broken line and a dot. A circumstance is most often expressed by a noun or adverb.
For example: In a green grove travelers were greeted by cheerful voices of birds.
LEXICAL MEANING OF WORDS
What a word stands for is its lexical
value.
Words can name: people, animals, plants, things, natural phenomena, feelings, actions, signs, numbers, etc.
If words have several meanings, then they are called polysemous.
