Do you know the scientific name that begins with the word complicated...
Words that form two roots are called compound words.
For example, rhinoceros(two roots nose- and horn-, the letter o is a connecting vowel), a vacuum cleaner(the roots are dust- and sos-, the letter e is a connecting vowel).
Proposals are also 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 children entered the classroom.
3) The first lesson has begun.
4) The bell rang, the guys went into the classroom, the first lesson began.
Let's find the grammar.
A sentence with one grammatical basis is a simple sentence.
1, 2 and 3 offers simple, because in each of them on one basis.
4 offer 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 compound sentence. Compound sentences are made up of several simple sentences. How many simple sentences, so many parts in a complex sentence.
The parts of a complex sentence are not just simple ones joined 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 written speech, commas are most often placed between parts of a complex sentence.
Determine if the sentence is complex or simple. First, let's find the main members (bases) of the sentences and count how many bases are in each.
1) At the edge of the forest, the voices of birds are already heard.
2) Tits sing, a woodpecker taps loudly with its beak.
3) Soon the sun will warm the earth better, the roads will turn black, thawed fields will be exposed, streams will murmur, rooks will come.(According to G. Skrebitsky)
1) At the edge of the forest, bird voices are already heard.
2) Tits sing, a woodpecker taps loudly with its beak.
Who? tits, what are they doing? chant - the first basis.
Who? dude what is he doing? taps - the second basis.
This is a complex sentence, consisting of two parts.
3) Soon the sun will warm the earth better, the roads will turn black, the fields will be barethawed patches , brooks murmur, rooks will welcome.
What? the sun, what will it do? warm - the first basis.
The roads will turn black - the second basis.
thawed patches will be exposed - the third basis.
Streams murmur - the fourth basis.
Rooks welcome - the fifth base.
This is a compound sentence with five parts.
Read complex sentences. Observe how the parts of a complex sentence are connected?
1) Winter approaching , the cold sky often frowns.
Parts 1 of a complex sentence are connected using intonation. There is a comma between parts of the sentence.
2) The sun was warm during the day , but at night frosts reached five degrees.
3) Wind calmed down , And the weather has improved.
4) The sun just got up , but its rays were already illuminating the tops of the trees.
Parts 2, 3, 4 of sentences are connected using intonation and conjunctions a, and, but. The union is preceded by a comma.
Each of the unions does its job. The union connects words, and the unions 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 are joined by unions (and, but, but), a comma is placed before the union.
The sentences of our language are very diverse. Sometimes with one subject there can be several predicates, or with one predicate there can be several subjects. Such members of the sentence are called homogeneous. Homogeneous members answer the same question and refer to the same member of the sentence. In the diagram, we will circle each homogeneous member.
What conclusion can be drawn from the comparison of these schemes?
The first line contains diagrams of complex sentences, and the second line - diagrams 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.
Remember!
1. Before unions ah, but always put a comma.
2. Union And requires special attention: connects homogeneous members - a 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, shouted, but did not give up. (According to K. Paustovsky)
4) Spring is shining in the sky, but the forest is still covered with snow in winter. (M. Prishvin)
1) At night, the dog crept up to the cottage 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 a comma is not put.
2) People slept, and the dog jealously guarded them.
The proposal is complex, since there are two bases - people were sleeping, 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 did not give into hands.
The proposal is simple, since one stem, one subject and 4 predicates - the pelican wandered, hissed, shouted, did not give up. before the union but always put a comma. We put commas between homogeneous predicates.
4) Spring shines in the sky, but the forest is still covered with snow in winter.
The proposal is complex, since there are two foundations - spring is shining, the forest is covered. before the union but always put a comma.
Consider the schemes and decide which schemes hide complex sentences, and which ones are 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 scheme 1, a comma is not needed, since the union connects homogeneous subjects And. In 2 and 3 schemes, commas should be placed. 4 scheme corresponds to a complex sentence. It should also include a comma between parts of a complex sentence.
Sentences that include words that, that, therefore, because, are most often complex. These words usually begin a new part of a complex sentence. In such cases, they are always preceded by a comma.
Let's give examples.
We saw, what the she-wolf crawled along with the cubs into the hole.
what a comma is placed.
All night long winter knitted lace patterns, to trees dressed up. (K. Paustovsky)
This is a complex sentence, before the word to a comma is placed.
Birds able to communicate everything with their voice , that's why they sing.
This is a complex sentence, before the word that's why a comma is placed.
I lovefairy tales, because in them, good always triumphs over evil.
This is a complex sentence, before the word because a comma is placed.
1. One afternoon, Winnie the Pooh was walking through the forest and grumbling a new song under his breath.
2. Winnie the Pooh got up early, in the morning he diligently did gymnastics.
3. Winnie quietly reached the sandy slope.
(B. Zakhoder)
3. 
Sentence 1 corresponds to scheme 3, since this is a simple sentence with one subject (Winnie the Pooh) and two predicates (walked and grumbled).
Scheme 1 corresponds to sentence 2, since this complex sentence has two bases (Winnie the Pooh got up, he was engaged). A comma separates parts of a sentence.
Sentence 3 corresponds to scheme 2, since this is a simple sentence with one base (Winnie got it).
In the lesson, you learned that a sentence in which there are two or more grammatical bases - complicated sentence. 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.
- M.S.Soloveichik, N.S. Kuzmenko "To the secrets of our language" Russian language: Textbook. Grade 3: in 2 parts. Smolensk: Association XXI century, 2010.
- M.S. Soloveichik, N.S. Kuzmenko “To the secrets of our language” Russian language: Workbook. Grade 3: in 3 parts. Smolensk: Association XXI century, 2010.
- TV Koreshkova Test tasks in the Russian language. Grade 3: in 2 parts. - Smolensk: Association XXI century, 2011.
- T. V. Koreshkova Practice! Notebook for independent work in Russian for grade 3: in 2 parts. - Smolensk: Association XXI century, 2011.
- L.V. Mashevskaya, L.V. Danbitskaya Creative tasks in the Russian language. - St. Petersburg: 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 clauses in the sentences. Which sentence of the text is difficult - 1st or 2nd? What is the name of the remaining offer?
At the top of an alder tree a bird sat and opened its beak. The feathers on the swollen neck fluttered, but I did not hear the song.
(According to V. Bianki)
- Insert two missing commas in sentences.
Winter hid in the dense forest. She looked out of the shelter and millions of little suns are hiding in the grass. Winter is angry! She waved her sleeve and covered the cheerful lights with snow. Dandelions are now 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 to answer.
- Write unions and, 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 shore _ sad about different oceans. (According to E. Uspensky)
The cat stole fish meat sour cream _ bread. Once he tore open a tin can of worms. He did not eat them _ chickens ran to the jar of worms _ pecked at our stock. (According to K. Paustovsky)
The main difference between a two-part sentence and a one-part sentence is the presence of a subject and a predicate. That is, it has both main members.
Roman didn't do his homework today.
Autumn has come.
Having warmed up, the ladybug crawled out onto the stone.
One-part sentences
They have only one of the main members of the proposal. They have a complete thought and are understandable outside the text.
Lake Shore.
It was evening.
In winter I will go to the mountains.
Types of one-part sentences diagram and table with examples
One-part sentences are divided into two groups depending on which of the main members is present. If it is a subject, then it will be denominative, if it is a predicate, then it can be one of 4 types: definitely personal, indefinitely personal, impersonal and generalized personal (the last type is not distinguished by all linguists, sometimes they talk about the meaning of generalization in definite-personal and indefinitely-personal sentences).
So there are five types:
- , they are also called nominative;
- generalized personal;
In our general table, we will combine all types.
In speech, one-part and two-part sentences enter into synonymous relations: we can convey the same idea with different syntactic constructions, that is, syntactic synonyms.
For example:
Evening came. (two-part).
Evening. (One-part denominative).
It's evening. (One-part impersonal).
One-part video sentences
Lesson summary grade 8
Note:
The synopsis was compiled according to the textbook by L. M. Rybchenkova.
Two-part and one-part sentences (of different types) as syntactic synonyms.
Lesson Objectives:
- generalization of the studied material on one-component sentences;
- developing the ability to determine the types of one-part sentences, use two-part and one-part sentences in speech, of different types as synonymous constructions;
- developing the ability to work in pairs.
Lesson type:
Lesson of generalization and systematization of knowledge.
- Checking homework.
The student at the blackboard fills in the table “Types of one-part sentences”, gives examples.
At this time - checking written homework: selectively several works are checked by the teacher; one student reads aloud, everyone checks.
The student's answer is according to the table (the class is participating: they give examples from homework, come up with their own).
Creating a problem situation:
Why are one-part sentences used in speech?
Is it possible to replace two-part with one-part (and vice versa)? Will this change the value?
This is the topic of our today's lesson.
(Announcement of the topic, pay attention to the organization of work in the lesson: work in pairs).
- Observations on the methods of creating expressiveness in a literary text (excerpts were previously recorded on the closed part of the board).
A chill blew
From the rising cloud.
And her blackness
Everything in nature is eclipsed.
Suddenly lightning spear,
Flashing, it broke.
The forest crumbles across the river.
The swamp turned yellow behind the forest.
And in the autumn azure of the sky
Crane thread twists.
Look and listen my friend
How these wise birds cry
Flying to the sunny south
To return to the north.
What are these verses about? What artistic technique do they use? (Metaphor). What offers are being used? ( One-part and two-part, in the first passage - impersonal, in the second - impersonal as part of a complex).
Lesson summary:
the use of one-component sentences makes speech brighter and more expressive, helps to avoid repetition, so we find them in literary texts; when using synonymous sentences, you need to be careful, as the shades of meanings change.
Tasks (printed by the number of pairs):
(Click on the plus sign to read the text.)
Card answers:
Option 1: I want to learn how to skate. Petya was unwell yesterday. The kids don't want to come home from camp.
Option 2: In the camp, due to the threat of an epidemic, it is forbidden to visit children. It was ordered to declare a quarantine. It is recommended that everyone use gauze bandages.
Option 3: Snow covered winter crops. - Winter crops were covered with snow. - Snow covered the winter crops. The sand put out the fire. - The fire was put out with sand. - Sand put out the fire. The explosion destroyed the building. - The explosion destroyed the building. The explosion destroyed the building.
Option 4: The window is blowing. Howls in the pipe. Somewhere it rumbles.
Option 5: You're having fun. Can you see the inscription? Can I call?
Option 6: You can't convince me. You are the first to speak at the meeting. We would like to talk to you before the lesson.
You have 3-5 minutes to complete the tasks. 4th and 5th assignments can be given to weaker students, 3rd - to strong ones. When checking, one student from a pair writes one example on the board, the second one reads all the sentences, answers the question about their meanings. The class writes an example from the board.
Students conclude that there are synonymous constructions in the language - one-part and two-part sentences, they have differences in shades of meanings, and this must be taken into account.
"Constructor": from two simple sentences we build one complex one (continuation of work in pairs).
Two students go to the blackboard and write down one sentence each, which the teacher dictates. They emphasize the main members, determine the type (two-part or one-part, if one-part, then which one). We build a complex one: one student writes down (and the whole class with him), explaining the spellings encountered, the second builds a diagram and writes down his characteristics.
Mid January. - one-part, denominative. The entire offer is subject to.
There is almost no snow on the fields. - one-piece, impersonal. The predicate consists of two words: no snow.
Mid-January, and there is almost no snow in the fields. , but .
Complex, consists of two simple ones, the 1st is one-component, denominative, the 2nd is one-component, impersonal.
Here is the new kindergarten building. A stadium is being built next to it.
The moon was covered by a huge shaggy cloud. It started pouring rain.
You will go to the city in the morning. Be sure to buy a collection of scanwords.
Late fall. Evening and pulling cool.
We bring students to the solution of the problem situation, to the conclusion: what role do single-component sentences play in speech, what are they used for?
(Create a variety of forms of expression of thought; there is no repetition of similar designs; speech becomes clear and expressive).
The results of the lesson, assessment, reflection.
Homework: ex. 141 (preparation for a speech development lesson). Read the text. Why is it called that? Complete the tasks: 
Exercise 1. Define sentence boundaries. Read the text, observing the intonation of the end of the sentence. Write off, marking the boundaries of sentences with punctuation marks.
The leaf fall began, the leaves fell for days and nights, they flew obliquely in the wind, they fell vertically into the damp grass of the forest, it drizzled with rain of fallen leaves, this rain fell for weeks only by the end of September, the copses were exposed through the thicket of trees, the blue distance of compressed fields became visible.
(According to K. Paustovsky)
Exercise 2. Set how many sentences are in each passage. Write off, marking the boundaries of sentences with punctuation marks.
a) The storm subsided, the sun shone, the snow lay with dazzling whiteness on the boundless steppe. (A. Pushkin)
b) About an hour passed, the green fire went out, the moon was already high above the house and illuminated the sleeping garden, dahlias and roses in front of the house were clearly visible. (A.Chekhov)
Exercise 3. Read the poem out loud. Determine its main idea.
LITTLE POEM
ABOUT THE LITTLE POINT
Worthy of respect
At the end of any sentence.
A line will not escape from the book,
When the point is on guard.On the map, a dot is a whole city
(It doesn't matter if he's old or young.)
Cities are hidden behind the dot:
Moscow,
Tambov,
Karaganda.Let the point be smaller than the ant,
She is your helper.
My friend, I know this for sure:
There should be a point in every case.And if you started something
Don't forget to put a dot!
(M. Plyatskovsky)
Exercise 4. Read a poem by B. Zakhoder, in which punctuation marks are deliberately incorrectly placed, which is why semantic confusion occurs. How should commas be placed? Make a conclusion about the role of this sign for understanding the meaning of the text.
WHERE TO PUT A COMMA?
Very very
Weird look:
The river outside the window is on fire!
someone's house
tail wags,
Doggie
Shoots from a gun
Boy
Almost ate
mouse,
cat with glasses
Reading a book
old grandfather
flew into the window,
Sparrow
Grabbed the grain
Yes, how to scream
Departing:
- That's what it means
Comma!
PHRASE
Exercise 5. Compose from these words, where possible, phrases. Write them down by inserting the missing letters. Indicate the semantic relationship between the words in the phrase.
Amazing, animal; teacher, mathematics; enjoy, nature; explain, task; m_lyusenky, lake; p_huchy, lilac; mind, father; friendly, lake; sour, notebook.
Make a conclusion about the cases in which words cannot be formed into phrases.
Make up and write sentences with two phrases. How is a phrase different from a sentence?
Exercise 6. How many phrases can be formed by selecting the adjectives given in brackets for the given nouns? Why?
Hair, eyes, tan, horse, pencil (brown, brown, bay, chestnut, chocolate).
Exercise 7. Make up and write down phrases by inserting the missing letters. Is it possible to form phrases from these words without changing the words? What should be done to form phrases from these pairs of words?
Indicate by what means the grammatical connection is established between the words in the phrase.
Trembling, cold; unwind, silence; sit down, bench; get away, distance; notify, trip; wish, little sister.
Make a conclusion about the means of connection of words in a phrase.
Match the underlined words with 2-3 cognate words of different parts of speech. Specify the parts of speech.
Exercise 8. Make up and write down phrases, connecting the meaning of these verbs and adverbs, inserting the missing letters.
Approach, quickly; write, carefully; enjoy, serenely; relate, kindly; admire, loudly; last a long time.
Choose antonyms for the underlined words.
Sort by the composition of the word fast, write. Which of these words can be said "ends in ...", which one - "has an ending"?
Exercise 9. Make up and write down phrases, choosing nouns for these words.
Exercise 10. Match the given nouns with appropriate adjectives and make phrases where possible.
Thunderstorm(strong, sudden, fearful, creepy, hesitant, refreshing, attentive) wind(northern, evil, mournful, icy, furious, passing, prickly, strong, impetuous, hellish, sharp, square), weather(windy, marvelous, unstable, rainy, trashy, nasty, tearful, cold, rainy, gullible), fog(milky white, thick, dense, whitish, sleepy, evening, contented, motionless, shaggy).
Why can't all words be combined?
Which of the phrases you have formed can be used in a weather report on radio or television?
++ * Which phrases include adjectives that indicate not only a sign of an object, but also figuratively draw an object, convey an attitude towards it? What is the name of this expressive language? Where is it most commonly used?
Exercise 11. Read aloud excerpts from poems by different poets. Are the underlined phrases appropriate in colloquial speech? What do you think poets use them for?
1. depressingly heavy rain on the window knocking. (V. Benediktov)
2. The autumn wind rises in the forests,
It goes noisily through the thickets,
dead leaves disruptive and fun
In a frenzied dance carries.
(I. Bunin)
3. Shamefully White birch turns green.
(I. Bunin)
4. Blossomed in the swamp wilderness
white lilies silent flowers,
And the reeds rustle around them...
(K.Balmont)
Exercise 12. Write down suggestions. Underline the main terms in them, and then write out the phrases.
1. A thin fog stands in the distance over the yellow fields. 2. Through naked the boughs of trees peacefully whitens the motionless sky. 3. In some places the last golden leaves hang on the lindens. 4. A small aspen grove sparkles with freshness.
(According to I. Turgenev)
Is the underlined word used in everyday speech? Choose a synonym for it.
Exercise 13. Write down one noun phrase from each sentence. Indicate the main and dependent words.
1. The forest drops its crimson dress. (A. Pushkin) 2. The grove is already shaking off the last leaves from its naked branches. (A. Pushkin) 3. I love the magnificent nature of wilting. (A. Pushkin) 4. Noisy geese caravan stretched to the south. (A. Pushkin) 5. Birches with yellow carvings shine in blue azure. (I. Bunin)
What theme unites all the sentences of the exercise?
Choose synonyms for the word scarlet.
++ Arrange them in the order of strength of the attribute.
Exercise 14. Write out verb phrases from the sentences. Indicate the main and dependent words.
1. The sun slowly peeked out from behind the rock. 2. A black shadow quickly fled from the rocks. 3. Drops of dew rolled down from the leaves. 4. Stars tremble in the greenish sky. 4. The evening caught me high in the mountains.
(According to N. Sladkov)
Exercise 15. Read the text and title it.
The parrot quickly got out of the cage, looked around, sneezed. Then he waddled up to the apple tree and deftly, like an acrobat, began to climb up the trunk. He clung to the bark with sharp claws and helped with his beak. In less than two or three minutes, he was already at the top. There he flapped his wings for joy and uttered such a cry that the sparrows sitting in the bushes, like peas, fell in different directions.
In the morning we went to visit our cheerful prankster. They entered the garden and were stunned: all the ground under the apple tree on which the parrot was sitting was covered with apples. The culprit himself was busy at the top. He deftly climbed from branch to branch, approached a hanging apple, pecked off the flesh on one side, then took out the grains, ate them with appetite, and threw the apple down. We saw the result of his activity on earth.
(According to G. Skrebitsky)
What does the text say: about the actions of the parrot (that is, a narrative is given) or about its signs (that is, a description of the parrot is given)? What phrases (nominal or verbal) are used in this case?
Write down two verb phrases, analyze them.
Exercise 16. Read the text. Title it.
The fox's name was Ryzhik. It was a pretty little predator. His thick and soft red fur wanted to be stroked endlessly. The tip of Ryzhik's long white tail was completely white. The fox's narrow eyes looked slyly.
(According to E. Ilyina)
What phrases (verbal or nominal) help to “draw” a fox, to convey an attitude towards him?
Write down two nominal phrases, disassemble them.
Exercise 17. Write a miniature essay on one of the topics: “Bouquet of autumn leaves”, “Description of the autumn sky”. What phrases (verbal or nominal) will help you write a description, convey your attitude to the subject of the description?
Exercise 18. Write by inserting the missing letters. Identify the main and dependent words. Specify the type of phrases.
exclamation mark; nominal phrase; study of syntax; arrange signs; come up with a proposal; compose phrases; hung_my word; p_section of the textbook; write out a phrase; type of phrase; semantic connection; punctuation marks.
Exercise 19. Write out the word combinations by inserting the missing letters.
Adorable baby; cuddly girl; orange and red flowers; the guys were surprised; the leaves shriveled; hot rays; on the way to; rustling reeds; a cloud appeared; appeared and disappeared; try in the garden; approach the house; banged and spanked; splashed on the water; through dirty water; on water; dripping drops; flew over and squeaked; the chicks flew; starlings and thrushes; lightning flashed.
What combinations of words did you write down? Why?
Exercise 20. Expressively read an excerpt from A. Apukhtin's poem. Write down phrases that seem unusual to you. Determine their role in the poem; parse them.
AUTUMN IS NEAR
More autumn mists
They did not hide the golden-woven groves;
Also the sun sometimes
It shines in the sky, and sometimes
Flying low to the ground
Sad swallows of the herd, -But the leaves are yellow carpets
They make a sad noise underfoot,
The motley earth is damp...
Exercise 21. ++ Read the phrases, determine their type; select those with which you can figuratively draw an object, convey the attitude of the writer to it. Make suggestions with them.
Rare reed, sensitive reed; large star, lone star; loud sound, mysterious sound; spring thunder, cheerful thunder; brown eyes, cold eyes; low cloud, sad cloud.
What is the name of this expressive language? Give examples of such use of expressive means from works known to you.
Exercise 22. Write out phrases from these sentences; indicate the main and dependent words in them, indicate the type of phrases.
1. Silvery white lily flowers grow from a deep bottom. (K.Balmont) 2. The moon spread like a golden frog on still water. (S. Yesenin) 3. Autumn walks through the forests, crumples flowers, shakes off a leaf. (S. Klychkov) 4. An evil wind rips off a handful of leaves. (N.Rubtsov) 5. Boron rustles impetuously and deafly above the gloomy earth. (N.Rubtsov)
++ What means of expressive language are used by different poets? For what purpose?
Exercise 23. Write out from the sentences phrases that include adjectives-epithets.
1. A stunted mountain ash gets wet in the rain. (A. Pleshcheev) 2. White clouds floated quietly across the sky and melted in the rays of the cheerful spring sun. (M. Gorky) 3. Gray fog swirls heavily over the river. (I.Turgenev) 4. But the chatty waters have dried up under the grass for a long time. (I.Turgenev) 5. A wonderful month burns over the river. (N.Rubtsov) 6. The glass wave will not falter. (I.Turgenev) 7. In a clear height, clouds pass in a lazy succession. (I.Turgenev)
Exercise 24. Write down the word combinations, inserting the missing letters, explaining their choice. Indicate the main and dependent words, indicate the type of phrase.
a) An ancient tale, hug the stadium, wander through the forest, melt low, sleep a snowball, climb a tree, beautiful valley, creak loudly, dedicate with a flashlight, follow the flight, book seller, stain on the suit, strong earthquake, fall jam, appear on the stage.
Choose 3-4 single-root words for the highlighted word.
With any phrase, make up and write down a sentence.
b) Local customs, oral answer, crunch underfoot, late in the evening, sad to look, whistle loudly, well-known doctor, shout joyfully, dangerous turn, terrible wind, booming cable, beautifully sang, gigantic pyramid, wander around the surroundings, high voice, valiant warrior, furious impulse.
Find antonyms.
++ Select synonyms for the selected word, arranging them in decreasing order of the feature.
Make up and write sentences with two phrases.
Exercise 25. Read the word combinations grouped into columns based on their structural features. Are all the examples in each of the four columns included correctly? If not, find the mistake, write down the “fourth extra”, indicate the type of phrase.
Exercise 26(orally). A fifth grade student, writing out phrases from sentences, made mistakes. Find them.
1. Thrushes remain in our forests until late autumn.
a) thrushes remain
b) stay until autumn
c) late autumn
d) stay in the forests
e) in our forests
e) until autumn
2. A joyful and cheerful song is heard everywhere in the forest.
a) distributed in the forest
b) distributed everywhere
c) singing a song
d) cheerful and joyful
d) happy song
e) funny song
3. Quietly murmuring at the bottom of the ravine transparent forest stream.
a) murmur quietly
b) at the bottom of the ravine
c) clear stream
d) murmur at the bottom
d) a babbling stream
e) forest stream
Exercise 27 verb + noun. Fill in the missing letters, explain the choice of the vowel in the roots of the words.
Zat_drank the stove; the river split; wander through the forest; long delirious; seller of vegetables; the forest dies; pod_ril album; association of gardeners; close the bolt; conducting a survey; silenced the noise; sit on the bench; swimmers competition; skating; the door creaked; b_seda about space; participate in the game.
Exercise 28. Write out nominal phrases from the given word combinations below. Indicate how the main and dependent words are expressed. Insert the missing letters, explain the choice of spelling at the place of the gap.
Book seller; y_kaya d_lina; enjoyment of nature; the approach of the holiday; vy_koe swamp; was fond of tennis; lovely baby; ship model; the beauty of nature; zap_x lily of the valley; strive for victory; terrible wind; mustache response; to miss lessons; garden corner.
Exercise 29. Write out the phrases from the given combinations of words verb + adverb. Identify the main and dependent words.
sing a song; sing loudly; to look up; dive deep; walk through the forest; goes down; left yesterday; read carefully; wrote a letter; read aloud; was silent for a minute; the train has arrived; arrived on time; opened carefully; ice on the river lights were shining; water flooded; flooded the shores; banks of the river.
TYPES OF SENTENCES FOR THE PURPOSE OF STATEMENT AND INTONATION
Exercise 30. Expressively read the sentences taken from the fairy tales of A.S. Pushkin. Determine the type of sentences according to the purpose of the statement and intonation.
1. Have mercy, empress fish! 2. He returned to the old woman. What does he see? 3. What do you need, old man? 4. The wind walks on the sea and the boat drives. 5. Well, dear sisters, get out of the room, follow me ... 6. Throw us out onto land! 7. Am I the cutest in the world, all blush and whiter? 8. Have you seen a young princess anywhere in the world? 9. Three girls were spinning under the window late in the evening.
Exercise 31. Read the sentences out loud. Determine their type according to the purpose of the statement, according to intonation.
a) 1. Once friends decided to wander through the groves and meadows on a hot day. 2. A crack and a knock went through the forest. 3. How, dear Cockerel, do you sing loudly, it's important! 4. Where does such a voice come from? 5. And you, Cuckoo, my light, pull so smoothly and lingeringly. 6. Why, without fear of sin, does the Cuckoo praise the Rooster?
(From the fables of I. Krylov)
b) 1. How beautiful, how fresh were the roses in my garden!.. How I begged the spring frosts not to touch them with a cold hand! (I.Milyaev) 2. Herds fly with noise, cry of cranes. (F. Slepushkin) 3. The peaks of the heavens burn with bright azure. (P. Vyazemsky) 4. Everywhere the light of the moon shines! (A. Apukhtin) 5. How golden rye spreads in the wind in a wide wave! (A. Apukhtin) 6. Who has not heard the nightingale singing, was not surprised at the power of the voice of a little forest singer? (I.Sokolov-Mikitov)
Exercise 32. Expressively read excerpts from K. Bulychev's fairy tale "Alice and the Beast."
a) Indicate which sentences: 1) report something; 2) contain a question; 3) make a request.
– Why is Gerasik threatened with death? Richard asked.
“Let Durynda tell,” Alice asked.
“Your Gerasik stole the textbook from the former prince and killed someone,” the crow explained.
- Well, who could Gerasik kill?! Alice exclaimed.
- It seems to have swatted a mosquito, His Majesty's favorite pet mosquito.
Why are there two signs at the end of the direct speech of the penultimate sentence?
b) Indicate sentences with different intonation.
What did he steal? Alice asked Durynda.
- Terrible to think! He committed two terrible crimes at once.
- What is the first?
– He climbed into the royal palace and stole a grammar book from the prince's room.
- And the second?
- It's even worse! Indeed, in our time, only wizards and noble people are allowed to read and write. Everyone else must be illiterate,” the crow explained.
Exercise 33. Write down suggestions. In parentheses, indicate their type according to the purpose of the statement. What type of sentences on the purpose of the statement is missing in a series of sentences? Imagine and write it down.
Sample: 1. Is twenty-eight divisible by three?(Question.) 2. Divide twenty-eight by two.(Encourage.)
A narrative sentence for the purpose of the statement is added: I love math lessons. (Post.)
a) 1. It was a beautiful July day. 2 What are you, guests, bargaining for? (A. Pushkin)
b) 1. We traveled all over the world. (A. Pushkin) 2. Tell everyone about it!
c) 1. Which of you has not admired the wonderful starry sky on a dark, quiet night? (I.Sokolov-Mikitov) 2. Learn this poem by heart.
Exercise 34. Read the text compiled according to the book by L. Likhacheva "Lessons of Etiquette". Retell it. Find sentences in the text that have different purposes.
There are many magic words: thank you please be kind . Try to turn to someone on the trolleybus: “Give me a ticket!”. And now apply with the help of magic words: "Please, please pass the money for the ticket."
There is a difference?
What other "magic words" do you know? Write them down.
Make up 2-3 sentences with the word please and write them down. Note that this word is separated by commas.
Exercise 35. Read the texts aloud. Analyze the content of both telephone conversations. What do you like and what would you change about them?
a) Hello!
- Hello! Is this the tech department?
- Yes...
- Kostya is talking to you - the son of Vasilyeva Anna Pavlovna. Could you get your mom on the phone?
“Unfortunately, she is not available right now. Send something?
- Please, if it doesn’t bother you, tell me that I went to visit Masha Selezneva’s birthday and will return no later than eight o’clock in the evening. Don't worry about me.
- All right, Kostya. We'll be sure to pass it on.
- Many thanks! Goodbye!
b) - Hello, Natasha for me.
- Hello, Natasha is not at home, maybe I should give her something?
- Not! (beep-beep-beep...)
- Did anyone call me? Natasha asked her grandmother as soon as she ran into the apartment.
Some ignoramus called.
- Why is it rude?
(L. Likhacheva)
Why do you think Grandma said that? Correct the mistakes of Natasha's friend.
write down the words call, call, call, call and put emphasis on them.
Members of the proposal
MAIN MEMBERS OF THE OFFER
Exercise 36. Write down the sentences, underline the main members in them, write on top how they are expressed. Determine the sentences according to the purpose of the statement.
1. What is the noise of the pine forest? (A.Koltsov) 2. The first beam flashed across the snow and stumbled over a stump. (A.Nedogonov) 3. A flock of some gray birds circled in the wind with foliage. (I. Bunin) 4. Here again, nature has become depressed with rains. (A. Rosenbaum) 5. ... Autumn cried with a little rain. (A. Rosenbaum)
Find the means of expressiveness of the language and indicate their role in creating pictures of nature.
Exercise 37. Write out those sentences in which the subjects are expressed by nouns; highlight them.
1. Here I am wandering along the high road in the quiet light of the fading day. (F. Tyutchev) 2. Blown cold in the face from gloomy skies. (I. Nikitin) 3. The blue sky opened up between the clouds on a July day. (I. Bunin) 4. In the thicket of silent darkness lies. (I. Nikitin) 5. Through a rare garden, the sea rustles in the fog. (I. Bunin) 6. I will go up to the forest lodge. (I. Bunin)
Exercise 38. Write out sentences in which the subject is expressed by a pronoun.
At night I went outside. I was struck by an unprecedented sight. In complete silence, a wide luminous curtain swayed across the starry sky. In the light of the radiance, I saw the dark tops of trees, the roofs of houses.
(According to I. Sokolov-Mikitov)
Exercise 39. ++ Write down, underline the grammatical foundations of sentences.
1. Fifty-four volumes were there behind glass. (S. Marshak) 2. Nobody responded and attacked the trail. (S. Mikhalkov) 3. One day twenty-five tailors fought with a snail. (S. Marshak) 4. We ran with her through the swamp for a long time. (I. Bunin) 5. Three brave trappers wandered all day. (S. Marshak) 6. What happened at school? 7. Someone cleaned up the tower. (A. Pushkin) 8. Mother and son go to the city. (A. Pushkin) 9. At the edge of the forest, two old women took milk mushrooms and waves. (E.Blaginina)
Exercise 40. ++ Write out the grammatical foundations from the sentences. Underline the main terms.
1. Seven heroes enter. (A. Pushkin) 2. My brother sent me a wonderful gift by mail. (M. Plyatskovsky) 3. It was raining heavily in the morning. 4. I went to the theater with my grandmother. 5. My grandmother and I went for mushrooms. 6. At dawn, we hurry to the forest with baskets. 7. Everyone knows the rules of the road. 8. He expressed his surprise to his brother.
Exercise 41. Write down, underline the grammatical foundations of the sentences. At the top, write what the predicates are expressed with.
a) 1. Beautiful pine trees in winter dress! 2. Thin ice on the river. 3. The forest is beautiful in autumn! 4. The Russian forest is especially beautiful and sad in the early autumn days. (I.Sokolov-Mikitov) 5. Water in mountain rivers is cold. 6. The first snow is clean.
Describe the sentences according to the purpose of the statement.
b) 1. The day is cold, gloomy and fresh. 2. Cold water is heavy. 3. Winter night is cloudy and cold. 4. The dusk of the night hides in the forests. 5. The moon is still transparent and pale. 6. A booming noise in the forest makes you sleepy. 7. The night is dark, the stars are blue. 8. Glass snow crunches freshly at the huts.
(I. Bunin)
Find the means of expressiveness of the language, determine their role.
Exercise 42. Write, highlighting the grammatical foundations of sentences. Above, write what the main terms are expressed.
1. And only occasionally a cool breeze stirs the leaves of aspens. (I. Nikitin) 2. Before sunset, a cloud ran over the forest. (I. Bunin) 3. Now thin smoke is fragrant over the saklya. (I. Bunin) 4. In deep wells, the water is cold. (I. Bunin) 5. Reddish paint, the air is clean, a red leaf curls in a dance. (M. Voloshin)
DASH BETWEEN SUBJECT AND VERB
Exercise 43. Write by emphasizing subjects and predicates, punctuating, reasoning and writing according to the model.
1. Aurora goddess of the dawn. 2. Dingo wild dog Australian dog. 3. Borodino is the site of the famous battle between Russian troops and Napoleon's army. 4. Diamond is the hardest substance in the world. 5. Kizhi is a small island in Lake Onega. 6. The epithet is an artistic definition, figurative, expressive.
Exercise 44. Rearrange the sentences according to the model. Explain graphically the setting of a dash between the subject and the predicate.
1. The forest helps in the fight for the harvest. 2. The Pyramid of Cheops is considered the most grandiose of the ancient structures. 3. My favorite pastime was the study of the map. (K. Paustovsky) 4. Olympia is the birthplace of the Olympic Games. 5. The bookshelf holds amazing discoveries for readers. 6. The moon is a satellite of the earth. 7. Subject and predicate are the main members of the sentence.
Exercise 45. Write by emphasizing the main parts of the sentence and punctuation marks. Write on top what the main terms are expressed.
a) 1. Learning is beauty, ignorance is darkness. 2. A wise word is the best wealth. 3. Resourcefulness is half the battle. 4. The best talent is the mind, the worst misfortune is ignorance. 5. Anger is a bad adviser. 6. Great knowledge wealth.
(Proverbs)
b) 1. Frogs are cold-blooded animals. (S. Obraztsov) 2. Nettle is a curious plant. 3. The ancient homeland of the blue bird India. 4. Tit is a favorite of birders. 5. Minks are predatory and voracious animals. 6. The end of winter is the hungriest time in the forest. (V. Bianchi) 7. Courage is the sister of victory. (Proverb)
c) Baikal is the deepest lake in the world. The locals call it the sea. For Russians, Baikal is the greatest wonder of nature. It is shaped like a crescent moon. The water in the lake is fresh. Many rivers flow into Baikal. The Angara is the only river that flows out of the lake.
d) 1. In ancient Roman mythology, Flora is the goddess of flowers, spring and youth. 2. A cap is a female headdress. 3. Aster queen of daisies. (D.Zuev) 4. The first sign of a tsunami is the retreat of the ocean from the coast. (V. Burlak) 5. Diligence is the mother of luck. (Proverb) 6. The most ancient painters on earth are cave dwellers of the Stone Age. 7. Folklore oral folk art.
Exercise 46. Complete the sentences with the missing punctuation marks.
a) 1. Bears are strict mothers and cubs are not rumors. (N.Sladkov) 2. Weasel is a small cunning animal. (V. Bianchi) 3. Echo is an echo echo. 4. Amber is the hardened resin of coniferous trees. 5. The Russian carpenter's ax is an amazing tool! 6. Birch and aspen are the most light-loving trees. (M. Prishvin)
b) 1. Seven wonders of the world seven monuments created by ancient masters. 2. The Hanging Gardens of Babylon is an amazing structure. 3. The most ancient temples of the Greeks are simple wooden buildings with a hearth inside. 4. The pyramids of Egypt are the only one of the seven wonders of the world that has come down to us.
(According to the book by A.Neihard, I.Shilova « Seven Wonders of the World)
Exercise 47. Make up and write down sentences in which these words would act as subjects, and the predicates were expressed by nouns in the nominative case. Place punctuation marks in the written sentences.
Subject, syntax, phrase; fauna, flora; cicada, souvenir; dialog.
If you find it difficult to determine the meaning of a word, refer to the school explanatory dictionary of the Russian language.
OFFERS WITH ONE AND TWO MAIN MEMBERS
Exercise 48. Read the sentences. First write out sentences whose grammatical basis consists of one main member (subject or predicate), then those whose grammatical basis consists of two main members (subject and predicate). Underline the main terms.
a) 1. A warm wind pulled. (A. Fet) 2. The distant rumble has ceased. (A. Fet) 3. From the winter cold and blizzard, the birds have long flown away. (I. Bunin) 4. The frowning forest whispers above the water. (I. Nikitin) 5. I admire the arable land, the naked forest. (I. Nikitin) 6. A young reed sways in the wind. (I. Nikitin) 7. Do you hear a rustle behind the wall? 8. Autumn. Evening. Leaf fall. The bushes are sleeping. The trees are sleeping. (R. Farhadi)
b) Early morning. Still sleeping. On the dewy grass you go to the river. You sit on the beach, waiting for the sun to rise. So it rose and lit up the river, the bushes, the meadow. The smell of hay wafts from the meadow. Night violet smells good in the forest. And the strongest smell of honey is the lungwort heated by the sun.
Exercise 49. Write down the sentences, underline the main members in them.
1. The hot summer forest smells sweetly of Christmas trees. 2. And in a young birch forest, it smells of mushrooms and foliage. 3. Evening hour. A shadow has crept into the valley. Smells like pine. 4. The sky is clear and deep above the forest. 5. A transparent fog across the fields is coming towards me. 6. I walk alone along the forest path. 7. I love the colored glass of windows and the dusk from century-old lindens. 8. I see a white, clear month in the sky. 9. It smells of damp earth.
(I. Bunin)
UNCOMMON AND COMMON OFFERS
Exercise 50. Write down the sentences, underline the grammatical basics. Write what the main terms are. Describe the proposals by the presence in them of the main and secondary members.
a) 1. The storm has intensified. The tall pines swayed creakingly. Aspens fluttered with all their leaves. The rain poured continuously. The fires went out. (V.Yan) 2. Leaf fall has begun. Leaves fell day and night. (K. Paustovsky) 3. It was noon. The low sun hung in the south. (K. Paustovsky)
b) 1. The sun is rising. The fog is melting. I have been fishing all morning. (K. Paustovsky) 2. The winter garden is getting dark. (I. Bunin) 4. Dew fell like rain on the dust. (I. Bunin) 4. The wind is already rummaging through an empty field. (I. Bunin)
Exercise 51. Read excerpts from the works of A. Nekrasov and A. Maikov and a poem by I. Surkov. What is their theme?
1. Late autumn. The rooks flew away. The forest was exposed, the fields were empty. (A. Nekrasov) 2. A golden leaf covers the damp earth in the forest ... (A. Maikov)
3. Autumn has come,
dried flowers,
And look sadly bare bushes.
A cloud covers the sky
The sun doesn't shine
The wind howls in the field
The rain is drizzling.
(I. Surkov)
Find the secondary members of the sentence. What sentences - common or not common - are used to convey the dynamics of the onset of autumn, in which the picture of autumn is drawn in more detail, colorfully? Due to what is this happening?
Exercise 52. Compare two sketches of autumn. Which of them shows the dynamics, the movement in the onset of autumn, which one creates its vivid image? Due to what is this happening?
a) Autumn has come. It's raining. The wind is blowing. Leaves fall. The trees are exposed.
b) Autumn! Gray skies, heavy clouds. Naked and transparent forests. You can see through everything in the most deaf woody thicket. And in the summer the human eye did not penetrate here. Evergreen spruce brightly show through the reddish network of birch branches.
(According to S. Aksakov)
Make a conclusion about the role of uncommon and common sentences as a means of language expressiveness and the role of minor members.
Exercise 53. Read. Determine the role of uncommon sentences.
a) Clouds are coming. Thunder. Lightning flashes. It's raining.
b) 1. Waves are playing, the wind is whistling. (M. Lermontov) 2. The evening goes out, the distance turns blue, the sun sets. (I. Bunin) 3. Damask steel rang, buckshot screeched. (M. Lermontov) 4. The night has come, the day is gone. (I. Bunin)
Exercise 54. Write a 4-5 sentence miniature essay showing the dynamics of the onset of the day (spring, winter, or your choice), using non-common sentences as a means of expressive language.
Exercise 55. Write a miniature essay of 4-5 sentences describing an autumn morning (garden, forest - optional). To create such a picture, is it possible to do with only uncommon proposals?
SECONDARY MEMBERS OF THE OFFER.
ADDITION
Exercise 56. Read the sentences. Compare them. What parts of the sentence are the underlined words?
1. Sprawling oak perched on the edge of the forest. - At the edge of the forest, I saw a sprawling oak. 2. On the top of the mast I attached flag. - Above flutters flag. 3. Around the corner we saw pond. – Pond stretched along the village. 4. The guys from the dry boughs kindled bonfire.– Bonfire flared up more. 5. The cloud gradually covered sky. – Sky the cloud gradually covered. 6. From behind the roofs, a whitish ridge the mountains. - Soon the tourists saw a whitish ridge the mountains.
Exercise 57. Compose and write down two sentences so that the same word in the first sentence is the subject, and in the second - the object expressed by the noun in the accusative case without a preposition.
Wind, sea, rain, tree, apple, ball, door.
Exercise 58. Write down the sentences, underline the grammatical basis and additions in them. Above, write what the addition is expressed.
a) 1. I love Pushkin's fairy tales. 2. The letter was handed to me by my brother. 3. Dad fixed the table. 4. The forest was enveloped in thick fog. 5. We entrusted the report to Petya. 6. The paths were strewn with leaves. 7. Trees covered with frost. 8. The border guards saw the ship. 9. The longboat was blown into the sea by a hurricane. 10. I heard a whisper.
b) 1. Andrey's attention was attracted by a noise. 2. Garden paths covered with leaves. 3. The current blocks the tree. 4. Fishermen make fires on the shore. 5. A snowstorm covered the roads. 6. The lake was frozen by frost. 7. Summer replaces autumn. 8. The cat ate the mouse.
CIRCUMSTANCE
Exercise 59. Write down sentences, underline grammatical foundations and circumstances.
a) 1. Tits fussed in the garden. 2. Autumn came suddenly. 3. Wolves howled in the impenetrable darkness. 4. There are often fires in swamps. 5. Marsh gas bubbled up from the bottom.
(K. Paustovsky)
Inscribe above the circumstances the questions they answer.
b) 1. Clouds of dust hung over the island. (K.Bulychev) 2. Cloudy rain fell from the sky. 3. A stream gurgled under the mountain. 4. Clouds of insects hovered over the field. 5. The path climbed a wooded hill and hurriedly ran down. (G. Korolkov)
Write above the circumstances how they are expressed.
c) 1. Stars shine sadly in the sky. 2. Hoarfrost glitters with blue beads on the window. 3. A fresh wind blows at dusk on a rocky island. 4. In the sun, a bright river trembles joyfully.
(I. Bunin)
Write down two verb phrases and sort them out. What combinations of words seemed unusual to you?
DEFINITION
Exercise 60. Read the text twice: first without the highlighted words, then with them. Will the text change and why? What parts of the sentence are the underlined words? What is their role in the proposal?
Suddenly, at the very shore of the boat surfaced huge hunchback back black fish with sharp, how kitchen knife, dorsal fin.
The fish dived and passed under rubber boat. The boat rocked. The fish dived again. It must have been gigantic Pike. She could hurt rubber boat with a pen and rip it open like a razor.
I hit the water with the oar. Fish in response to terrible lashed her tail with force and again passed under the very boat.
(K. Paustovsky)
Exercise 61. Write down the sentences, underline the definitions. Write what they mean.
a) 1. A transparent mist comes through over the river. (A. Fet) 2. There were bitter frosts. (G. Skrebitsky) 3. Under the sultry sky, the garden withers. (N.Rubtsov) 4. A blizzard spreads like a silk carpet around the yard. (S. Yesenin) 5. The wind ruffles a reddish braid under a scarf. (S. Yesenin) 5. Above the bright lake of purple dawn, the evening flame goes out. (I. Nikitin) 6. The crimson sad moon hangs in the distance. (I. Bunin)
Find the means of expressiveness of the language and determine their role.
b) 1. Autumn marks the leaves with dark paint. 2. Night cold wind from the sea suddenly flies into the forest. 3. On a quiet night, the late moon came out from behind the black lindens. 4. Suddenly lightning illuminated the whole thicket with a mysterious and pale blue light.
(I. Bunin)
Write down two nominal phrases and sort them out.
Exercise 62. Fill in with your examples.
Exercise 63. Read the sentences. Determine by the indicated signs which members of the sentence are in question.
A light breeze touched the reeds.
which?
b) Refers to the verb-predicate, denotes the subject to which the action is directed, answers the question of the genitive case.
The sunlight brightly illuminated the meadow .
a) Depends on the noun, denotes a sign of the subject, answers the question which?
b) Depends on the predicate-verb, indicates the mode of action, answers the question as?
c) Indicates the subject to which the action is directed, answers the question what?
Exercise 64. Come up with and write sentences according to the schemes:
Exercise 65. Make up sentences, writing them down gradually, as you complete the tasks. Break them down into parts of the sentence.
a) 1. From the proposal The blizzard silvered the tops of the pines
take the subject.
2. Add the predicate of the sentence Christmas tree decorated with a snow cap
.
3. From the offer A young birch grew near the gate
take the definition expressed by the adjective, putting the adjective in the feminine, accusative case, singular.
4. Add a noun that acts as a subject: Shoots - shoots of plants
.
5. Take from the offer Frost painted glass with a bizarre pattern
definition.
6. From the offer She admired her outfit
take supplement.
b) 1. From the proposal Yellow ears of wheat stand on the wall
take the definition expressed by the adjective, agreeing it with the noun leaves
.
2. From the offer Pushkin loved autumn
take supplement.
3. Add a sentence mode circumstance Autumn generously endows the forests with paint
.
4. Add the predicate of the sentence The earth covered a multi-colored carpet in the meadow
.
5. From the offer Roads lead to the forest
take the noun as the subject.
c) 1. From the proposal Birds fly south in autumn
take the noun that acts as the adverb of time, using it in the nominative case, singular.
2. Frost flushed cheeks
- take the predicate, using it without a prefix in the present tense, 3rd person, singular.
3. Grapes hanging down to the ground
- the word denoting the subject, use as an object.
4. From the offer Rowan trees adorn our forests
take a noun that acts as a subject, make it an object by using it in the genitive case, singular.
To be continued
* The “++” sign marks exercises and individual tasks for students who study according to the textbook “Russian language. 5th grade, edited by M.M. Razumovskaya, P.A. Lekanta.
53. Read. Where are commas missing? Explain your answer.
The wind is blowing on the sea
And the boat is pushing.
(A. Pushkin)
Autumn winds blow
In a gloomy oak forest.
(N. Karamzin)
The wind blew merrily
All the trees shook.
(A. Leontiev)
The wind drives the clouds
The wind groans in the pipes.
(G. Ladonshchikov)
54. Read. Where are commas missing?
- Prokr..chala oriole clicked in the bushes with..l..vey.
- Large drops of rain z..knocked z..slapped and on the leaves..pits.
- With a sharp beak, a woodpecker hammers a tree..roar..I and extracts bugs and larvae from under the bark.
- The cook was cooking.
- An owl hunts not during the day, but at night..yu.
- The morning was frosty, but the puddles did not freeze.
- First write out simple sentences with homogeneous members, and then complex sentences. Put commas where necessary and insert missing letters into words.
- Explain the use of commas in sentences.
55. Read the beginning of the sentences. Come up with their continuation so that at first you get a simple sentence with homogeneous members, and then a complex sentence.
- I came to a friend...
- The cloud ran ....
- Dog Polkan... .
- Write down any pair of sentences. Explain the placement of punctuation marks in them.
56. Read. Title the text.
Cat Epifan and the old man often went fishing together. The old man was fishing, and Epifan was sitting next to him. The old man always gave the small fish to the cat.
One day the old man pulled a ruff out of the water and handed it to the cat. But there is no Epifan. Where did he go? The old man saw a cat far away on rafts.
The fisherman came up and was surprised. The cat lies on a log, lowered its paw into the water. Here, a flock of fishes are swimming, and the cat will pick up one fish with its claws and eat it.
Now the cat and the fisherman are fishing separately. 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 in the text simple sentences with homogeneous members and complex sentences. How did you distinguish between them? Explain the placement of commas in them.
- Prepare to write a summary of this text (see Handout 2).
A text is a sequence of sentences that are linked by a common theme and a common thought. At the same time, in each of them the author's thought is completed only partially. It requires further development, for which the remaining proposals serve.
Each new sentence in the text is created on the basis of the previous ones. In order for the theme to develop continuously, they must be connected to each other with the help of a semantic or grammatical connection.
In contact with
classmates
It is thanks to this connection that different semantic relationships 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 different shades of meaning.
Consider the main ways and means of communication between sentences in the text.
To combine sentences into a clear and logical text, the authors use two methods of communication: chain and parallel. In the first case, all new sentences are connected with the previous ones, like links in one chain (hence the name). In the second case, the proposals with each other, at first glance, are not connected in any way, but are built around one common thesis. Let's examine both of these methods in more detail.
chain link
This is the most common type of sentence connection in a text. It occurs 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 connection is called sequential or linear.
Such a connection works very simply: some information is taken from one sentence and developed in the next sentence. For example:
The bright summer sun peeked out from behind the clouds. It illuminated 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 connected and consistently develop the same theme.
Chain link is used very widely. It can be found in all literary styles: artistic, business, journalistic, and especially scientific, where the author is required to present the material as convincingly and logically as possible. It is equally well suited for description, and for narration, and for reasoning. Such popularity is due to the fact that the chain connection to some extent copies human thinking.
It is easy to see that the meaning of the chain connection is repetition. In order for two statements to connect with each other, some words must be repeated in them or they must be talking about the same object. Here are the most common chain link options:
Parallel communication
When using a parallel connection, sentences do not directly depend on each other, but are usually built around some central thesis. Each of them looks independent in content, but at the same time is part of some general list, comparison or opposition. For example:
Evening came. The city imperceptibly emptied. The voices of people and the signals of cars were silent. Street lights and shop windows lit up.
Here the phrase “Evening has come” acts as a semantic center around which all other statements are built. By the way, in a different way, the parallel connection of sentences in the text is called centralized.
As a rule, the order of 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 beginning, that is, the central thesis around which the rest of the text is built.
- A series of statements that expand or prove a thesis.
- Optional part: change of plan. This is the very last sentence, which can be a conclusion from all that has been said or serve as a "bridge" to the next text.
Here is an example of a paragraph built according to this scheme:
Our cat Vasily is a harmful animal. At night, he runs around the rooms and wakes everyone up with his stomp. In the morning he asks for food and meows for 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.
Offers with centralized links have two characteristic features:
- Structure parallelism. This means that sentences generally retain their word order and form. And sometimes for greater expressiveness they repeat the first word.
- The unity of predicate forms. Most often these are verbs in one form (as in the example above: runs, wakes up, asks, meows).
Texts with a centralized link help the author to talk about several phenomena, objects or events at once. This technique is often found in the description and narration.
Combination of different ways of communication
Chain and parallel communication rarely occurs alone. If the text is relatively large, then it will certainly contain both. Usually the author chooses the appropriate way to connect sentences in the text based on their specific goals and objectives. For example, a writer might use centralized text to describe the main character's room, and chain text to describe how his day went.
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. The man in the rumpled hat every minute took out his watch from his pocket and examined its dial. The elderly woman grimaced and looked hopefully at the evening highway. But the highway was still empty and deserted.
Here the second and third sentences are connected using a parallel connection, and the fourth one is connected using a chain connection.
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,
- Syntax.
Let's look at 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:
The man held a huge bouquet of flowers in his hands. The flowers were expensive, but already withered.
2. Root words:
We hoped that in the fall we would have a good harvest. And our hope was not in vain.
3. Synonyms. This group also includes various synonymic replacements: contextual synonyms, descriptive phrases, generic words, and so on.
book published four months later. but novel caused a flurry of indignation among both critics and readers.
Pushkin wrote the tragedy "Boris Godunov" in 1825. The great poet was able 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:
Vegetables and fruits contain many vitamins. That is why it is desirable to eat them every day.
6. Words on the same topic:
Has come winter. A week later l snow and the strong ones began frosts.
Morphological means
To create a morphological connection, various parts of speech are used:
1. Unions, allied 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 at once with a parallel connection:
The furniture was covered with a thick layer of dust. Huge gray cobwebs hung in the corners. The windows, apparently, have not been washed for five years. Here everywhere chaos and desolation reigned.
4. Verbs-predicates in one tense form:
Has come late fall. From the trees in the park crumbled leaves. Over the roofs drummed long and dull rains.
5. Degrees of comparison of adjectives and adverbs:
The parking space was great. Better and it was impossible to imagine.
Syntactic means
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 lay 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 crawl 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, appeals and rhetorical questions. Here are some examples:
First, he is the best doctor in town. And secondly, he plays the piano superbly.
Want to try something different this summer? Make Spanish Cold Tomato Soup!
5. Use of direct and reverse word order:
This is a day he will never forget. Never forget how his whole life flew downhill in an instant.
To learn how to correctly recognize and use various means of communication, you need to remember the following:
