During the classes
I. organizational stage
II. Updating basic knowledge
Parsing sentences
Sentences are written down under the teacher's dictation in a notebook, one student writes on the board.
1) He sang, and from every sound of his voice there was something familiar and immensely wide (I. Turgenev). 2) The night is dark, but the road is difficult. 3) The sun disappeared behind a cloud, and a shadow fell on the arable land (S. Antonov). 4) The sky above the birch grove has turned pink, but the sun is not showing yet (S. Antonov). 5) Soon the tale is told, but not soon the work is done (Proverb). 6) The door creaks, then the gate quietly opens (V. Korolenko). either the cart carries firewood, or it goes for the firewood itself (Proverb).
Y Underline the main terms of the sentence. Arrange the missing punctuation marks. (Alert students to the one-part sentence in the first sentence.)
Y Determine if the sentences are simple or complex. Why did you decide that these are complex sentences?
Y Name which connect parts of compound sentences. What are these unions, compositional or subordinate? What groups by meaning are the compositional unions divided into? How to determine the meaning of the union yes?
III. Setting the goals and objectives of the lesson.
Motivation for learning activities
Even the ancient Athenians paid great attention not only to the content of speech (the inner side), but also to the intonational design of thought (the outer side), which contributed to the awakening of interest in the subject of speech, that is, in what they were talking about. It is the intonation that allows you to tell, read with feeling, with sense, with an arrangement. Intonation highlights what is most important in speech. Let's remember Vasilisa the Wise from the Russian "sea tsar and Vasilisa the Wise". The main character was so able to speak, highlighting the main word, that her speech either "rose" up, then "went down" down.
Thus, intonation is a change in voice in pitch, strength, tempo, as well as a pause in speech.
A complex sentence is always intonationally complete. we have already said that semantic relations arise between the parts of a complex sentence.
What semantic relations can there be between the parts of a compound sentence?
IV. Learning new material
Explanation of the teacher (with passing notes by students of the main provisions)
The semantic connection of simple sentences combined into a complex is different. They can combine:
Various phenomena occurring at the same time: And in the far south there was a battle, and in the north the earth trembled from bomb attacks, clearly approaching at night (G. Baklanov). In such sentences, changing the sequence of parts of the sentence does not change the meaning;
Phenomena that occur sequentially: Dunya sat down in the wagon next to the hussar, the servant jumped on the beam, the coachman whistled, and the horses galloped (A.). In this case, the permutation of sentences is impossible.
Simple sentences in compound words can mean:
Temporary relationship: The captain stopped the ship, and everyone began to ask for a walk (V.). (cf .: When the captain stopped the ship, everyone began to ask for a walk);
Causal relationships: Several especially powerfully overlapped dugouts remained completely intact, and the chilled, battle-worn people, rolling from their feet from fatigue and a desire to sleep, were trying with all their might to warm up there (K. Simonov);
The result of what was said in the first sentence: Pugachev gave a sign, and I was immediately released and left (A. Pushkin).
Unions also bring the meaning of assimilation into the sentence: I again lived with my grandmother and every evening before going to bed she told me fairy tales and her life, which was also similar to a fairy tale (M. Gorky).
Conjunctions, too, and also always stand inside the second sentence. also has two meanings: 1) assimilation, in which he is synonymous with the union too: The strange old man spoke very long, the sound of his voice also amazed me (I. Turgenev);
2) adding additional information: Many guests from other cities came to our city, there were also guests from other states. Here is also equal in value apart from that. The union is also, as a rule, used in colloquial speech, the union is also used in books.
Conversational character also has the union yes in the meaning and: It was useless to hide the truth, and Serpilin did not even consider himself entitled to do this (K. Simonov).
V. generalization, systematization and control of knowledge and skills of students
1.practical work with language material
A) Establish boundaries between simple sentences in the composition of complex sentences and determine the semantic relations between them. Replace, if possible, a conjunctive conjunction with an adversarial one and vice versa. Will the semantic relations between the parts change? Arrange punctuation marks. Illuminated ... at midday ... a thick purple cloud hung over the lake covered with blue ice and a multicolored rainbow suddenly shone (I. Sokolov-Mikitov). Bright stripes of sunbeams breaking through the roof of the trees sow a dense twilight and the forest is shrouded in this silvery light it seems even more majesty (G. Fedoseev). In a few years Don and Kuban would have transformed this sea into a beautiful lake and the network of pumping stations and canals would have been powered by the Azov water from the steppe arid Crimea (K. Paustovsky). In the evening slumber of copses, the swamps darken and then the taiga is disfigured ... miserable (G. Fedoseev).
B) Establish boundaries between simple sentences as part of complex sentences with a union and, define the semantic relations between them: connective-propagating, causal, effective, concessive, relations of simultaneity or sequence of actions. Arrange punctuation marks. Excited by dreams in the fields in the meadows lined with ... stacks of thoughts ... in the br ... I in the cool (semi) darkness and the song itself is heard in the mind (N. Nekrasov). Probably near the blackest cloud l..tali tumbleweed and how they must be scared! (A. Chekhov). The copses were also exposed through the thicket of trees into ... the bottom of the blue distance of compressed fields (K. Paustovsky). Occasionally, a sunbeam, breaking through the thicket of trees, fell on individual birches and they flashed one after another like golden torches but (that) hour went out (K. Paustovsky). I’ll leave and dream .. they will come to me in some (that) familiar circle, a halt in the forest, and pines in deep snow (A. Prokofiev). I saw..l the sunrise in this place dozens of times and always before me a new world was born (in) a new beautiful (M. Gorky). At dawn, fog thickened and drops fell on the birch leaves and the leaves with heavy drops came off and fell to the ground (M. Prishvin).
2.working with textbook exercises (at the teacher's choice)
Vi. Reflection. Lesson summary
Frontal Conversation Using Interactive Microphone Reception
What sentences are called compound sentences?
How do they differ from complex sentences? from non-union complex?
What are the conjunctions that connect parts in a compound sentence.
Give answers to questions in the form of complex sentences with the following semantic connection:
What happens in the early autumn in the forest? (Simultaneity) What can be heard in the field or in the forest? (Subsequence)
Vii. Homework
1. Learn the theoretical material of the textbook on the topic of the lesson.
2. Run a textbook (of the teacher's choice).
Zbrodko Victoria Georgievna
MAOU "Secondary School No. 110"
Russian language and literature teacher
Russian language
Grade 9
The Russian language lesson is compiled for distance learning
Basic tutorial:1. Russian language. Grade 9 [Text]: textbook. for 9 cl. general educational institutions / L. A. Trostentsova [and others] –5th ed. - M.: Education, 2013.
Goals | Create conditions for familiarization with the concept of a compound sentence as an independent integral syntactic unit;its types; to contribute to the formation of the skills to determine the semantic relations between the parts of a compound sentence and students' knowledge about the setting of punctuation marks between the parts of a compound sentence. |
Goals | Get acquainted with the concept of a compound sentence as an independent integral syntactic unit; with its views; to learn to determine the semantic relations between the parts of the SSP, to know about the correct setting of punctuation marks and to apply this knowledge in practice. |
Lesson type | O discovery of new knowledge |
Planned | Subject: know the basic concepts of the topic; be able to determine the types of sentences, semantic relations between parts of a complex sentence, transform information: sentence - diagram; formulate your own point of view on the problem posed during the study of the material, argue for it. Metasubject: regulatory UUD - to determine the goal of educational activities and look for means of its implementation; cognitive UUD - find answers using the information received; communicative UUD - to be able to formulate their thoughts in oral speech, the ability to cooperate. Personal: have motivation to learn, study. |
M methods and forms | practical; individual |
Educational | http://interneturok.ru/ , http://fcior.edu.ru , http://www.videouroki.net. |
Equipment | MacBook white 2.4, DIALOG M-781HV Headphones, Logitech USB Desktop Microphone, Canyon CNR-WCAM820 Webcam, Compound Sentence material for Team Viewer |
The main | Compound sentences, semantic relationships. |
O organizational structure of the lesson
Didactic lesson structure | Teacher activity | Activity | Assignments that will lead to the achievement of planned results | Planned results (UUD) |
I. Organizational stage | Greetings, check of readiness for a training session, organization of attention. | Greets, demonstrates readiness for the lesson. | L.: forming an emotional mood for a lesson R .: self-control К .: readiness for educational cooperation P .: self-determination |
|
II. Statement of the goal and objectives of the lesson. Motivation for learning activities | 1 the teacher proposes an assignment "Third extra" Team Viewer and questions. 2. What questions caused the difficulty, why? 3. Invites you to formulate the topic and objectives of the lesson. | 1. Performs the task. 2. Fixes the difficulties encountered. 3. Together with the teacher formulates the topic and objectives of the lesson, writes the topic of the lesson in a notebook. | Exercise "Third wheel" 1. On the way, a lily of the valley is encountered in the wilderness. 2. It still retained its shape, but no longer smells. 3. The dew is cold, and the fresh wind during the day calms the summer heat. 2.Questions: What is the difference between a simple sentence and a complex one What are the main types of complex sentences? What is a compound sentence? What semantic relations can there be between parts of the SSP | R .: Setting the goal of educational activity, choosing the method and means of its implementation |
III. Knowledge update | Offers to make an analysis of proposals. Team Viewer Proposes to make a MTP scheme | Comments on the production punctuation marks. Analyzes proposals. Makes an SSP circuit | The conversation struck him (Pierre) as interesting, and he stopped to express his thoughts. L. Tolstoy. Dunya sat down in the wagon next to the hussar, the servant jumped on the bed, the driver whistled, the horses galloped... A. Pushkin. In the silence, one could clearly hear the man groaning. | P .: performs universal logical actions (analysis) systematizes their own knowledge; R .: monitors educational activities, notices the mistakes made and corrects them; К .: expresses his opinion, knows how to listen to the teacher. |
IV. Primary assimilation of new knowledge | He suggests listening to a fragment (03.25 min.) Of the video lesson by E.V. Mikhailova. http://interneturok.ru/, then carry out the work according to the scheme "Varieties of semantic relations between the parts of the SSP" (p. 37) and further comparison of the work performed with the theoretical material of the textbook. | He listens, performs work according to the scheme "Varieties of semantic relations between the parts of the SSP", compares. | 1. It fell as if a fog, then suddenly let it rain slantingly. 2. Neither the sun can I see the light, nor there is no space for my roots. 3. Not only children love computer games, but adults are often addicted to them. 4. Either I will arrange everything as before, or I will challenge him to a duel. 5. In the corner behind the stove a cricket was chirping, and from afar came the peculiar spring voice of a little owl. 6. The song over the house ceased, but the nightingale started its own over the pond. | P .: the ability to transform information from one form to another; TO.: ask questions in order to obtain the information necessary to solve the problem. L .: realizes his capabilities in teaching; |
V. Initial test of understanding | 1. Offers independent work with the textbook p. 37 exercise. 62 (sentences 1, 4, 5) | Performs, evaluates with the help of a teacher. | P. 37 exercise 62 (sentence 1, 4, 5) | P .: modeling actions that display educational material, form the generalization of knowledge; R .: is guided in the textbook; when doing practical work. |
V. Primary anchoring | Suggests to insert unions, to note what semantic relations they express. | Performs, notes. | 1. For a long time I had not heard ... the ringing of a bell, ... the sound of wheels on the flint road, ... the pale old man was still standing in the same place in deep thought. A. Pushkin. | P .: processes information to obtain the desired result. L .: explains to herself “what I can”. |
Vi. information about homework, instructions on how to do it. | Informs about homework: textbook, p.37 (theoretical information), work with a practical task. | Asks clarifying questions. | Practical task (see appendix). | |
V. Outcomes lesson. Reflection | Offers to answer questions. | Answers | - What was your goal? - Did you manage to solve it? - Where can you apply new knowledge? - What kind of work did you like? | P .: he orients himself in his system of knowledge - distinguishes the new from the already known. R .: control and assessment of the process and results of activities L .: Adequate understanding of success or failure in UD К .: the ability to express their thoughts with sufficient completeness and accuracy. |
Annex 1.
Exercise: place punctuation marks, analyze sentences.
- The conversation seemed interesting to him (Pierre) and he stopped to express his thoughts. (L. Tolstoy.)
- Dunya sat down in the wagon next to the hussar, the servant jumped on the beam, the driver whistled, the horses galloped. (A. Pushkin.)
- In the silence, a man moaned distinctly.
Appendix 2.
Exercise: place punctuation marks, define semantic relations according to the scheme in the textbook.
1.That was falling as if the fog then suddenly let it rain slantingly.
2. Neither the sun can I see the light nor for my roots there is no space.
3. Not only children love computer games, but adults are often addicted to them.
4. Either I will arrange everything as before, or I will challenge him to a duel.
5. In the corner behind the stove a cricket was chirping and from afar came the peculiar spring voice of a little owl.
6. The song over the house ceased, but the nightingale started its own over the pond.
Appendix 3.
Exercise : insert unions, mark what semantic relations they express
1.It has not been heard for a long time ... the ringing of a bell, ... the sound of wheels on the flint road, ... the pale old man was still standing on the same
place in deep thought.
2. But a sleepy silence descends on the nomadic camp, ... only the barking of dogs is heard in the silence of the night, ... the neighing of horses.
A. Pushkin.
Appendix 4. ( Homework)
Exercise: Write down sentences with punctuation marks. Determine which complex sentences by meaning here
Are presented. Draw up diagrams.
1) He never cried, but at times a wild stubbornness found him.
2) The sun was shining and the steppe was smoking and shining.
3) I felt terribly sad at that moment, however, something similar to laughter stirred in my soul.
4) Then she had the idea to jump on the ramp and sing an aria, then she wanted to hook an old man sitting not far from her with a fan.
5) I liked her more and more, I too, apparently, was sympathetic to her.
6) Comrades treated him with hostility, the soldiers truly loved.
7) And the air becomes sweeter and gave more affable and people are nicer and life is easier.
8) Only the heart beats and the song sounds and the string rumbles softly.
9) The sun went down and the night followed the day without a gap.
10) The nearest village was still ten miles away, and a large dark purple cloud, coming from God knows where, was rapidly moving towards us.
MOBU "Coal secondary school"
Sol-Iletsk urban district of the Orenburg region
THEME:
"SENSE RELATIONS IN A COMPLICATED SENTENCE"
Karatleeva Aliya Ramazanovna
teacher of Russian language
MOBU "Coal Secondary School"
2017 year
Introspection lesson.
Item : Russian language
Theme: Semantic relations in the SSP
Class : 9
Duration: 45 minutes
Technologies : technology of counter efforts of teacher and student;
information and communication technology
This lesson was held in grade 9.The program of this subject was developed on the basis of the textbook Razumovskaya M.M. Lessonthe first in the topic "Semantic relations in the SSP". With modern approaches to teaching, I have built a lesson sustained in the technology of the reciprocal efforts of the teacher and the student.
What is learning? This is a process of cognition of the surrounding world, it is a way of overcoming ignorance guided by the teacher and the student himself, and overcoming it requires certain efforts. Without efforts - emotional, intellectual, volitional tension - neither active cognitive activity, nor conscious participation in the educational process, nor subject-subject interaction between teacher and student are possible. A subject is one who actively, consciously engages in an activity, bears responsibility for its process and result. If the emerging personality turns out to be unprepared for the need to make efforts in this or that activity, then this person is unlikely to be able to achieve success in the future.
Consequently, the student must initially be placed in such conditions in order to make certain efforts in the educational process. The teacher must also not only notice these efforts, support the student, provide him with the conditions for further progress, but also take a step forward in the ability to build relationships with his students. In this case, we can talk about the technology of the counter efforts of the teacher and the student.
A computer presentation contributes to the systematic development of the topic, therefore, the use of IR technology in the lesson is appropriate. The presentation is used at all stages of the lesson.
Goals:
Educational:
Determine semantic relationships between parts, improve the ability to find MTPs in the text.
Developing:
Educational:
Methods
Type of : combined
Equipment: MSPowerPoint, cards.
Goals:
Educational:
generalization, systematization and deepening of students' knowledge about SSP; improving their punctuation skills on the topic.
Determine the semantic relationship between the parts, improve the ability to find the MTP in the text.
Developing:
developing the ability to logically express your thoughts using literary language;
development of the ability to reason, prove;
development of listening skills and distribution of attention during listening;
correctly place punctuation marks in the indicated structures.
Educational:
the formation of interest in the study of the Russian language through the expansion of knowledge about the role and meaning of the SSP;
enhancing the cognitive activity of students;
providing a favorable psychological environment.
Methods : dialogical, collective, independent.
Type of : combined
Equipment: multimedia projector, computer, presentationMSPowerPoint, cards.
During the classes
I ... The beginning of the lesson.
Writing the topic into a notebook.
II ... Setting an educational goal. (Slide number 2)
Goals:
Generalization, systematization and deepening of students' knowledge about SSP; improving their punctuation skills on the topic.
Show semantic relationships in a complex sentence.
Correctly place punctuation marks in the indicated structures.
III ... Homework check. Exercise 57.
Students read the questions and answer one at a time.
The stars (,) were burning in the sky and the moon was shining.
Do I need to put a comma? Why? (Needed, the proposal is difficult)
Draw a diagram of this proposal.
IV ... Learning a new topic.
Today we will not only repeat the information already known to us, but also get acquainted with what semantic relations can be between the parts of the SSP.
Example: (SLIDE # 3)
"The rain beat angrily through the window, and the wind blew, howling sadly" (A.S. Pushkin)
-What type can this proposal be attributed to, given its design?
A. This compound sentence consists of two predicative parts:
The rain beat angrily through the window ; 2. The wind blew, howling sadly .
B. Parts of a compound sentence are independent of each other:
from one part it is impossible to put a question to another. However, the two parts are connected with each other by a compositional connection, with the help of intonation and the connecting union "and".
B. Despite the fact that the parts that make up a compound sentence differ in a certain independence, on the whole they make up a single semantic whole, a general picture of what is depicted:at the same time the wind blows and the rain beats through the window
.
Relationship of predicative parts as part of a compound sentence is carried out using: (the student reads the diagram)
a) creative unions (connecting: and, yes (= and), yes and, neither - nor, also, too, not only - but also, both - and; separating: either, or, then - that, or - whether, not that - not that; opposing: a, but, yes (= but), however, but, only);
Look (slides number 5,6,7,8)
Write down the scheme in the reference book, then you will need to replenish it with examples of unions
Means of communication(unions)
Meaning
SSP with connecting unions
And, yes (= and), also, also, neither - nor, and yes
enumeration (simultaneity, succession)
SSP with adjectives
unions
but, but, yes (= but), however, but
juxtaposition, contrast
SSP with dividing unions
Or, either, then - that, not that - not that, or - or
alternation, mutual exclusion
Teacher: I suggest that you look at the theoretical material on your tables and mark familiar information +, unfamiliar -.
Reading along the chain.
Let's deepen knowledge on the topic
Study the proposed theoretical material, using certain notation in the margins:
"V" - I know this;
« + » - this is new to me.
The semantic relations of the parts of a complex sentence are determined by the unions with which they are connected. By alliances and by meaning (semantic relations), complex sentences are divided into three groups: SSP with connecting alliances, SSP with opposing alliances, SSP with dividing alliances.connecting unions and yes (in meaningand ) express a temporary relationship:
- simultaneity, sequence:
The meaning of the simultaneity of two or more actions, phenomena, events is usually conveyed by means of coinciding tense forms of predicate verbs (more often of an imperfect form, less often of a perfect one) in parts that are part of a compound; sometimes the verb forms do not match in these cases. For example:And so in the misty heights the birds began to sing, and the east became rich (M. Lermontov); The herd has not yet been driven away, and the people have not yet returned from work (L. Tolstoy); The other night, my insomnia tormented me, and two or three thoughts came into my head (A. Pushkin).
The significance of simultaneity is emphasized by the presence of a common secondary term in parts of a compound sentence (most often circumstances), for example:Hoops were scattered around in the sand without any order and empty barrels stuck out (D. Grigorovich).
Another type of temporary relationship in a compound sentence issequence of actions or states , expressed by the order of parts and temporal verb forms in the composed parts of the sentence. For example:The last reflections of the evening dawn were completely extinguished, and a dark night descended to the ground (V. Arseniev); Lights were lit in the farm, and news was already buzzing in every kuren (M. Sholokhov).
The value of the time sequence can be appended with the shade of the meaning of the consequence, for example: ...At the exit of the bridge, the horses in the company carriage were huddled, and the whole crowd had to wait (Leo Tolstoy).
- quick change of actions ( action and its result), for example:Pugachev gave a sign, and they immediately released me and left me;
Complicated sentences, which express a quick change of events or an unexpected result (the first part in them may be a nominative sentence), have a special intonation and pre-unionand a dash is put. For example:One jump - and the lion is already on the back of the buffalo (A. Kuprin); A moment - and everything sank in darkness again (V. Korolenko).
- causal relationship , which are clearly revealed in those cases when in the second part of the compound sentence behind the unionand adverbs follow, therefore, therefore, etc. with a tinge of attachment. For example:The judge's lips were under the very nose, and therefore his nose could sniff his upper lip as much as his heart desires (N. Gogol). Several especially powerfully overlapped dugouts remained completely intact, and the chilled, exhausted by the battle people, rolling from their feet from fatigue and the desire to sleep, with all their might reached out there to warm themselves.
Unionand can also expressa relationship close to adversarial. For example:Everyone knew her, and no one noticed (A. Pushkin).
Unionno no used only in negative sentences. Complex sentences with this union express the meaningtransfers. For example:Neither she will touch anyone, nor will anyone touch her (M. Saltykov-Shchedrin).
Alliancestoo, also used to expresssimilarity, identity, assimilation. For example:And now I lived with my grandmother, she also told me fairy tales before going to bed. Alliancestoo andalso always stand inside the second part of a compound sentence, and not between parts.
Note. Uniontoo , usually used in colloquial speech, unionalso – in the bookstore.
Compound sentences withdividing unions:
- alliancesor, or indicateon the possibility of one phenomenon out of two or several , mutual exclusion. For example:Either I don’t understand, or you don’t want to understand me (A. Chekhov); Either weave, or spin, or sing songs (talk).
- unionthen ... then points toalternation of events ... For example:Now it was like a fog, then suddenly a slanting heavy rain came down (L. Tolstoy).
- proposals with unionsnot that ... not ... either ... or expressthe value of presumptiveness, uncertainty. For example:It was either early morning, or the evening of A. (Fadeev) was already approaching.
Compound sentenceswith adversarial unions:
- alliancesbut, but, however, but expressrelationship of comparison and opposition. For example:Learning is light, and ignorance is darkness (last); The sun has set, but it is still light in the forest (I. Turgenev).
- the uniona synonymous with unionthe same , which is placed after the first word of the second part of a complex sentence and underlines this word. For example:Do business, drive idleness away. (Proverb)
- by value unionbut alliances are closeYes andbut , for example:The firefight has died down, but the cannonballs and bombs continue to fly (Sergeev-Tsensky).
Unionbut with the meaning of opposition hasthe value of the refund. For example:Not a penny of money but the glory is good. (Proverb)
Adversarial unionYes gives the expression a shade of colloquial speech, is also found in folklore works. For example:I woke up, but laziness overcame (I. Turgenev); The porridge is good, but the bowl is small (talk).
Some compositional conjunctions are used in a compound sentence to expressconnecting relations , in which the content of the second part of a complex sentence isadditional message or additional remark, related to the content of the first part.
The meaning of joining expresses unionand combined with a demonstrative pronounthis is at the beginning of the second part of a compound sentence. For example:Both listened and talked too lively and naturally, and this did not please Anna Pavlovna (L. Tolstoy).
Connecting and connecting value , as mentioned above, have unionsalso and also .
Compound sentence
Teacher :
What in the text seemed clear to you?
What turned out to be new, completely incomprehensible?
What needs further clarification?
Now let's put the knowledge gained into practice.
Anchoring
Exercise 62. Read sentences with the appropriate intonation, place punctuation marks, restore the correct spelling of words. Draw sentence diagrams. (Students do it independently, diagrams on the board).
The bell rings monotonously
And the road is slightly dusty,
And sadly across a flat field
The song of the driver is spreading.
(What kind of relationship does the union express in this sentence?)
(simultaneity, enumeration, simultaneity)
Individual, independent work.
2) Question to the class: What groups are the SSPs divided into, depending on the presence of the union?
VI Practical work. (Slide number 9)
Assignment: Determine the type of complex sentence by filling out the answer as follows
way:
SSP - ..., SPP - ..., BSP - ... (SLIDE 10)
1. Streaks of light spread out on the road covered with snow, and around
dark circles trembled in the lanterns.
2. While she was leaving the guests, a bell was heard.
3. The attention of the sailors was attracted by the mast of the ship, on the top of which
yelled a black cat.
4. Only during the day was it quiet in the garden: restless birds flew south.
5. Either the wind will blow and touch the tops of the birches, then the frogs will rustle in
last year's grass.
Checking the completed task:(SLIDE No. 9)
Answers:
SSP - 1, 5
SPP - 2, 3
BSP - 4
Mutual verification. (Check the neighbor's notebook) Don't forget to put grades on the self-assessment sheets.
What is the difference between SSP, SPP, BSP?
Vii Group activity . (Slide number 10)
Connect the correspondence with arrows. (Tables are printed for each student).
Between examples of creative conjunctions and their semantic relationships in compound sentences:
Answers(Slide number 11)
1) - B
2) - D
3) - F
4) - A
5) - G
6) -B
7 - E
VIIII Work in pairs. (Slide number 12).
Exercise. Determine the semantic relationship of this sentence.
1. It was already ten o'clock, and the full moon was shining over the garden. (simultaneity)
2. The twig snapped and the branch broke off. (subsequence)
3.A blue silence hung in the trees, and weeping birches lowered their green braids down. (matching)
4. The gate opens quietly, the door creaks. (alternation)
We check, put marks on the self-assessment sheets.
With the help of what are the semantic relations in the SSP determined?
IX Work on options. (SLIDE No. 13,14,15,16)
- What are the 3 main groups of unions in the SSP?
(1, 3 , 5 offer-1 option,2 , 4 , 6-second)
X ... Cards (if time remains).
Independent work on individual cards (some students).
Based on these simple sentences, compose and write down complex sentences with unionsand, but, but ... Underline the grammar in them. Designate the compositional conjunctions and name the semantic relations between the parts of a complex sentence.
1. The salt is over. There is nothing to add salt to the soup. 2. The rain has stopped. The game resumed. 3. I wanted to prepare a report. There is no time left. 4. He writes wonderful compositions. He does not succeed in tasks. 5. I called. Nobody answered me.
XI ... Test ( SLIDE No. 18,19,20,21,22,23,24,25)
BVVVV
XII ... Reflective stage of the lesson
What have you learned in class today?
What was the most interesting task for you? Why?
Which task seemed difficult and why?
What did you learn while working in pairs?
XIII ... Lesson summary:
Guys, please remember what goals you set for yourself at the beginning of the lesson?
Have you reached them?
Teacher. I really want to know your opinion about our today's lesson. There are pink and white flowers on the desk in front of each of you. If you liked the lesson and learned something new, attach a pink flower to the board, if you didn’t like it, attach a white one (technique "Bouquet of Mood")
XIV . Homework. (Slide No. 24 ).
Learn the rule on pages 43-44, exercise. 62 to complete the model.
Exposing evaluations .
Self-realization program number 4
Item. Russian language
Class. 9
Theme. Semantic relations between parts of a compound sentence
Target : through self-educational activities to get an idea of the semantic relations between the parts of a complex sentence
Dear friend!
Many guys, studying this topic, will ask the question: “Why else define any meanings between parts of a complex sentence. It is enough that we put punctuation marks between the parts. " However, not everything is so simple, because it is the semantic relations between the parts of a complex sentence that help to correctly determine one or another punctuation mark, and sometimes even its absence. Among the punctuation marks that separate parts of a compound sentence, there is not only a comma, but also a dash, and even a semicolon. Under what conditions to put these punctuation marks in front of the compositional unions in a complex sentence will help us to know about semantic relations in complex sentences /
Completing the proposed tasks, you
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Find out |
Learn to |
You will understand |
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what semantic relations are established between the parts of a compound sentence. |
work with popular science text; analyze linguistic phenomena; generalize language patterns; establish and explain semantic relationships between parts of a complex sentence. |
the importance of correctly defining semantic relations in complex sentences. |
Good luck!
Block of control and reflective tasks
I ... Let us recall the studied
Parts of a compound sentence are linked by ____________________ unions.
A compound sentence consists of ____________________________________.
Parts of a compound sentence are schematically indicated by ______________ brackets.
Constructive unions are not / are enclosed in _____________________ brackets.
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Unions are |
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II ... Let's deepen knowledge on the topic
Study the proposed theoretical material, using certain notation in the margins:
« V» - I know this;
« - » - this contradicts my initial ideas;
« + » - this is new for me;
« ?» - information that arouses interest or surprise.
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The semantic relations of the parts of a complex sentence are determined by the unions with which they are connected. By alliances and by meaning (semantic relations), complex sentences are divided into three groups: SSP with connecting alliances, SSP with opposing alliances, SSP with dividing alliances. |
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connecting unions and yes (in meaning and ) express a temporary relationship: - simultaneity, sequence: The meaning of the simultaneity of two or more actions, phenomena, events is usually conveyed by the coinciding temporal forms of predicate verbs (more often of an imperfect form, less often of a perfect one) in parts that are part of a compound; sometimes the verb forms do not match in these cases. For example: And so in the misty heights the birds began to sing, and the east became rich (M. Lermontov); The herd has not yet been driven away, and the people have not yet returned from work (L. Tolstoy); The other night, my insomnia tormented me, and two or three thoughts came into my head (A. Pushkin). The significance of simultaneity is emphasized by the presence of a common secondary term in parts of a compound sentence (most often circumstances), for example: Hoops were scattered all around in the sand and empty barrels stuck out(D. Grigorovich). Another type of temporary relationship in a compound sentence is sequence of actions or states, expressed by the order of parts and temporal verb forms in the composed parts of the sentence. For example: The last reflections of the evening dawn faded away completely, and the dark night descended to the ground(V. Arseniev);Lights were lit in the farm, and news was already buzzing in every kuren (M. Sholokhov). The value of the time sequence can be appended with the shade of the meaning of the consequence, for example: ... At the exit of the bridge, the horses in the company carriage were huddled, and the whole crowd had to wait (Leo Tolstoy). - quick change of actions ( action and its result ), for example: Pugachev gave a sign, and they immediately released me and left me; Complicated sentences, which express a quick change of events or an unexpected result (the first part in them may be a nominative sentence), have a special intonation and before the union and a dash is put. For example: One jump - and the lion is already on the back of the buffalo (A. Kuprin); A moment - and everything sank in darkness again(V.Korolenko). - causal relationship, which are clearly revealed in those cases when in the second part of the compound sentence behind the union and adverbs follow, therefore, therefore, etc. with a tinge of attachment. For example: The judge's lips were under the very nose, and therefore his nose could sniff his upper lip as much as his heart desires (N. Gogol).Several especially powerfully blocked dugouts remained completely intact, and the chilled, exhausted by the battle people, rolling from their feet from fatigue and the desire to sleep, with all their might reached out there to warm themselves. |
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Union and can also express a relationship close to adversarial. For example: Everyone knew her, and no one noticed (A. Pushkin). |
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Union no no used only in negative sentences. Complex sentences with this union express the meaning transfers. For example: Neither she will touch anyone, nor will anyone touch her (M. Saltykov-Shchedrin). |
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Alliances too, also used to express similarity, identity, assimilation. For example: And now I lived with my grandmother, she also told me fairy tales before going to bed. Alliances too and also always stand inside the second part of a compound sentence, and not between parts. Note . Union too , usually used in colloquial speech, union also – in the bookstore. |
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Compound sentences with dividing unions: - alliances or, or indicate on the possibility of one phenomenon out of two or several, mutual exclusion. For example: Either I don’t understand, or you don’t want to understand me (A. Chekhov); Either weave, or spin, or sing songs (talk). - union then ... then points to alternation of events... For example: Now it was like a fog, then suddenly a slanting heavy rain came down (L. Tolstoy). - proposals with unions not that ... not ... either ... or express the value of presumptiveness, uncertainty. For example: It was either early morning, or the evening of A. (Fadeev) was already approaching. |
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Compound sentences with adversarial unions: - alliances but, but, however, but express relationship of comparison and opposition. For example: Learning is light, and ignorance is darkness (last); The sun has set, but it is still light in the forest (I. Turgenev). - the union a synonymous with union the same, which is placed after the first word of the second part of a complex sentence and underlines this word. For example: Do business, drive idleness away. (Proverb) - by value union but alliances are close Yes and but, for example: The firefight has died down, but the cannonballs and bombs continue to fly (Sergeev-Tsensky). |
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Union but with the meaning of opposition has the value of the refund. For example: Not a penny of moneybut the glory is good. (Proverb) |
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Adversarial union Yes gives the expression a shade of colloquial speech, is also found in folklore works. For example: I woke up, but laziness overcame (I. Turgenev); The porridge is good, but the bowl is small (talk). |
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Some compositional conjunctions are used in a compound sentence to express connecting relations, in which the content of the second part of a complex sentence is additional message or additional remark, related to the content of the first part. The meaning of joining expresses union and combined with a demonstrative pronoun this is at the beginning of the second part of a compound sentence. For example: Both listened and talked too lively and naturally, and this did not please Anna Pavlovna (L. Tolstoy). |
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Connecting and connecting value, as mentioned above, have unions also and also . |
III ... Let's highlight the main thing
Continue the thesis:
1. In the BSC with connecting relations, unions are used: __________________
2. In the BSC with dividing relations, unions are used: __________________
3. In the SSP with adversarial relations, alliances are used: __________________
4. The alternation of phenomena, the possibility of one phenomenon out of two or more is indicated in the sentences: _________________________________________________
5. One phenomenon is opposed to another in the MTP: ____________________________
6. Phenomena that occur simultaneously or follow one after another in sentences are listed: ______________________________________________________
7. The meaning of accession expresses union and in combination with the demonstrative ____________ at the beginning of the second part of the compound sentence.
8. Union a synonymous with the union _________, which is placed after the first word of the second part of a complex sentence and emphasizes this word.
9. Proposals with unions not that ... not ... either ... or express the meaning of _____________
10. SSP with connecting unions and yes (in meaning and ) express temporary relationships simultaneity and _______________________________________________.
IV ... Separating erroneous information from correct
"Yes, no"(express your agreement / disagreement with these statements):
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Statement |
Yes |
No |
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Union and can express a relationship close to adversarial. |
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Union the same is placed at the beginning of the second part of a complex sentence and emphasizes the meaning of the second part. |
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Adversarial union Yes gives the statement a touch of colloquial speech. |
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Complicated sentences, which express a quick change of events or an unexpected result, are characterized by a special intonation and before the union and a dash is put. |
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Alliances too, also are used to express an enumeration. |
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Unions but, but, however, but express the relationship of comparison and opposition. |
V ... Let's establish a correspondence
Between examples of creative conjunctions and their semantic relationships in compound sentences:
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1. Comparison and contrast |
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2. Enumeration |
B) too, also |
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3. Compensation |
B) a, but, however, on the other hand |
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4. Simultaneity, sequence, rapid change of events, causal |
D) not that ... not that, or ... or |
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5. Presumption, uncertainty |
D) neither ... nor |
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6. Similarity, identity |
E) then ... then |
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7. Alternation |
Exercise
Write down the sentence numbers with the simultaneity value and the sequence value in two columns:
1. Our fortress stood on a high place, and the view from the rampart was beautiful. (M. Lermontov) 2. I began to read, and a desire for literature awoke in me. (A. Serafimovich) 3. Outside the window, dawn dawned and the roosters crowed. (A. Tolstoy) 4. The white sun sparkled in the flying forests, and in its cold light every leaf was clearly visible. (K. Paustovsky) 5. Heavy clouds descended lower and lower, and, foreshadowing a possible storm, a strong east wind rose. (K. Paustovsky) 6. She scooped up water, and we rushed into the bay, diving and jumping on the crests of the waves. (K. Paustovsky)
Exercise
In the SSP, determine the nature of the relationship between sentences, characterize the sentences, place punctuation marks.
Sample. Lights were on in the farm, and news was already buzzing in every kuren. (connecting union AND , connecting relationship)
Advise them to meet me with childish love and obedience, otherwise they cannot avoid a fierce execution. (A. Pushkin)
He never cried, but at times a wild stubbornness found him. (I. Turgenev)
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I felt somehow terribly sad at that moment, but something like laughter stirred in my soul. (F. Dostoevsky)
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And the air became sweeter and gave more affable and people are nicer and life is easier. (K. Fedin)
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I don’t want to think about anything or thoughts and memories are hazy, vague like a dream. (A. Serafimovich)
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There were still ten versts to the nearest village, and a large dark purple cloud, which came from God knows where, without the slightest wind, but quickly moved towards us. (I. Turgenev)
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VI ... We develop the ability to determine semantic relations in the SSP
Exercise
Rewrite the sentences, underline the grammatical foundations in the sentences. Indicate which union connects parts of a compound sentence (connecting, opposing, separating). Determine the meaning of a compound sentence (simultaneity, sequence, rapid change of events, causal, enumeration, similarity, etc.)
1. The wind did not decrease, and it started to snow. (I. Turgenev) 2. Two bonfires were burning on the shore, at the fishery, and there was no one in the sea. (Maxim Gorky) 3. The door creaks, then the gate quietly opens.(V.Korolenko) 4.I stayed at the gymnasium and began to dine without me. (M. Zoshchenko) 5. Everyone stopped, the boy in the blue T-shirt froze as well (E. Veltistov). 6. Beliefs are inspired by theory, behavior is shaped by example. (A. Herzen) 7. Neither she will touch anyone, nor nobody will touch her (M. Saltykov-Shchedrin) 8. Only the orioles shout, but the cuckoos are vying with each other to count the unlived years for someone. (M.Sholokhov)
Vii ... Improving the ability to construct complex sentences and determine semantic relationships in them
Exercise
Based on these simple sentences, compose and write down complex sentences with unions and, but, but... Underline the grammar in them. Designate the compositional conjunctions and name the semantic relations between the parts of a complex sentence.
1. The salt is over. There is nothing to add salt to the soup. 2. The rain has stopped. The game resumed. 3. I wanted to prepare a report. There is no time left. 4. He writes wonderful compositions. He does not succeed in tasks. 5. I called. Nobody answered me.
VIII ... We develop spelling and punctuation skills, design and creative abilities
Exercise
copy the text by placing punctuation marks, inserting missing letters and conjunctions that are appropriate in meaning;
determine the semantic relations between parts of complex sentences that are found in the text;
supplement the text with 5-6 sentences continuing the description of the spring taiga; use compound sentences or simple sentences with complicating constructions to describe them.
It was spring. Somewhere ... where in the deep ravines of the eternal taiga the snow of smallpox was white ... covered with yellowed needles .... (union) on the slopes of ravines between the green grass in some places ... where bluish snowdrops jumped out of ... under the gray brushwood. The tops of small pines have sprouted new light green sprouts with gray bumps at the ends…. (union)lost ... steelbrie… pine tears on the trunks of spruce pine and cedar. A young birch tree turned green the ends of its brown buds and was covered with emerald headdress, separating in relief from the dark wall of old spruce and pine trees and still blackened foliage ... itz.
In the morning ... the edge of the taigacame to life ...
(According to V. Gilyarovsky)
IX ... Learning to write a presentation
Write a detailed narrative with a face change to the narrator
Will
Our feelings are a horse that suddenly, sometimes due to unknown reasons, gets out of the control of the rider, rears up and rushes at full speed, headlong. Probably, every person has experienced humiliating moments for him in his life, when your own feelings get out of control and make you commit ridiculous acts. How embarrassing and embarrassing it can be!
How do you learn to control your senses?
As a child, I was a nervous, hot-tempered and rather shrill child. When I became a young man, fits of rage and intemperance disappeared, although I perceived resentments, perhaps even more acutely. I have learned to cope with impulses of intemperance. From whom I learned, I cannot answer for sure. Apparently, from books, from parents, from friends. An important role in self-education is played by ordinary training, like in a stadium. First you have to restrain yourself once, then the second, third ...
Will is the main component in the apparatus of self-control. What feelings should be cultivated in oneself and what should be suppressed? Of course, you cannot fight, even if you are very offended. What if you were attacked? Shouldn't we be on the defensive? And the right to defend your love? But this protection cannot be brought to the destruction of the one who loves you.
The thought of people close to me, of the shock and suffering that I could bring them, always stopped me from rash actions. I had to suffer myself, but not pass my suffering onto others. Much later, I realized that my suffering is also the happiness of life, its fullness, strength, beauty. Without such suffering, there is much I would not have understood.
It seems to me that there are no abstract good feelings and abstract bad ones. They are all specific. Everyone should determine the necessity of their action as a manifestation of their feelings. The yardstick, in my opinion, should be: if this makes the other (others) feel good, then it’s good; if this makes me feel good, but others feel bad, then it’s bad. A person develops in an endless internal struggle with himself, in the struggle of nature with the character being created. When a character is developed and a person controls his feelings, they will talk about him: he is strong-willed, tactful, well-mannered.
(According to V. Rozov. 335 words)
X . Let's summarize
Exercise
Repeat the material "The main groups of SSP by alliances and meaning" using the table:
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CCC groups |
Means of communication (unions) |
Meaning |
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SSP with connecting unions |
And, yes (= and), also, also, neither - nor, and yes |
enumeration (simultaneity, succession) |
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SSP with adjectives |
but, but, yes (= but), however, but |
juxtaposition, contrast |
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SSP with dividing unions |
Or, either, then - that, not that - not that, or - or |
alternation, mutual exclusion |
Having completed the proposed tasks, I now
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I KNOW |
I WANT TO KNOW |
LEARNED (A) |
Personal self-realization programs (a collection of complex tasks for secondary schools with training in Russian and Ukrainian languages). Russian language. Grade 9. Compiled by: Pryadko A.G., Romenskaya S.V. / General ed.Melnikova L.V. ... - Donetsk, 2011.
Parts of a compound sentence are in different semantic relationships. So, with connecting unions, the meanings of the simultaneity of actions, phenomena, events are expressed: Sleep did not go, and scraps of some distant, distant memories flashed in my head (Mark.); and sequences: The boats creaked their bottoms on the sand, the oars rattled, and from somewhere out of the fog came a drawn-out voice (Mark.).
With adversarial alliances, the values of comparison are expressed: Ivan suggested returning back to his homeland. Fortunately, there were huts, and the fields and vegetable gardens had not yet had time to overgrow with weeds and thistles (Mark); oppositions: No one was waiting, but she was still waiting (Cossack.); or inconsistency: The sun has set, but it is still light in the forest (T.)
In complex sentences with dividing alliances, it is indicated the alternation of actions, phenomena, events or their incompatibility: Either he was going to enter the zoological garden to study as a lion tamer, then he was drawn to firefighting (Cover.).
The main meanings (connecting, adversive and separating) can be complicated by additional shades. For example, an adversarial union but - with a concessive shade of meaning: She [Nadyusha] was a little scared, but a stronger feeling - a keen interest in people who once lived here, pushed her forward and forward! (Mark.); The opposing alliance, however, has an intensifying connotation of meaning: From our battery, only Solyony will go on a barge, while we are with a combat unit (Ch.).
A connecting union and with a causal connotation of meaning: Then it became quiet, and people moved on (Cossack).
On the other hand, an opposing alliance - with an additional shade of compensation: Autumn was approaching. The days were getting shorter, but the nights were longer and cooler (Mark).
In addition, in some cases, some conjunctions can be used with different meanings, for example, a connecting union and in the meaning of an adversary: She disappeared through a dark door, and instead of her an old, hunched-over Armenian woman with a red face and in green trousers appeared on the threshold (Ch.) ...
Exercise 623. Read the text expressively. Determine the semantic relationship of parts of complex sentences with the union and rewrite the sentences in the following order:
a) sentences with the expression of simultaneity of actions; b) sentences with the expression of a sequence of actions; c) sentences with a causal meaning; d) sentences with the meaning of opposition (in this case, it is possible to replace the union with the union a).
1. Soon the cauldron gurgled, puffed, and the scent of tar spread all over the bank (Mark). 2. His work was challenging, and he went the farthest (Mark.). 3. Alyoshka threw a short fur coat over his shoulders, presented his head to Eremeich, and he pulled his hat up to his ears (Mark). 4. Leaving, he lit a piece of forest with a flashlight, and Travkin, having risen, managed to choose a path among the trees, where there seemed to be fewer Germans (Kazak.). 5. The division, advancing, went deep into endless forests, and they swallowed it up (Cossack.). 6. Indeed, the gun opened fire, and Travkin telephoned Gurevich (Kazak). 7. The whole group, silently hiding in the impenetrable darkness, disappeared, disappeared, and the rain washed away its traces (Cossack). 8. Slowly dawn came, and movement along the road stopped (Cossack). 9. It was raining that morning, and Travkin decided to give the scouts a rest (Cossack). 10. They knew about the impending task of Travkin, and he, not without annoyance, read some kind of apologetic expression in their eyes (Kazak.). I. War has become a way of life for them, and this platoon is a family (Cossack.). 12. Oak trees, covered with young foliage, hummed in the wind, and thousands of streams ran underfoot, like flocks of mice (Kazak.). 13. Newspapers were born nearby, almost under your hands, and from this they were especially dear and significant (S. Bar.). 14. A hot cloud, as if from a locomotive pipe, bounced upward, and steam enveloped the ship (B. Pol.).
Exercise 624. Read the text expressively. Determine the semantic relationship of parts of complex sentences with the union a (opposition, inconsistency). Rewrite, in parentheses after each sentence, indicate these semantic relationships.
Sample. Mamochkin did not know her, but he knew every woman here in every respect (Cossack.) (Inconsistency).
- That was in summer, but now the earth lay under the snow, bound by frost, and the sky sparkled with glare of star paths (Mark).
- Porfiry Ignatievich stomped on the sand, creaked with it, but still did not leave the place (Mark). 3. While in the summer I swim along the taiga rivers - nothing, bearable, and in winter even a wolf howl (Mark.). 4. But a day passed and another day, and Porfiry Ignatievich did not return (Mark). 5. He said goodbye to her and went in the direction of his hut, and the girl remained standing under the tree (Cossack). 6. All take "language", but I do not come across everything (Cossack.). 7. Brazhnikov guiltily kept silent, and Mamochkin, upon learning of this conversation, threw up his hands (Cossack). 8. The sky was torn and flared, and the lighter kept hissing and sparkling (S. Bar.).
Sample. The light of the lantern was directed almost into the very face of Travkin, but the sleepy German did not notice anything (Cossack.) - Although the light of the lantern was directed almost into the very face of Travkin, the sleepy German did not notice anything.
1. Through the haze everything is visible, but it is difficult to make out the color and outlines of objects (Ch.). 2. Winter did not yield, but one warm day overpowered, at last, and streams began to flow, birds began to sing (Ch.). 3. Alyosha said this indistinctly, quietly, under his breath, but he was nevertheless heard not only by those sitting at the table, but also on the back desks (Mark). 4. Recently she passed these exams, but she did not have time to think much about school tests (N. Ant.). 5. She listened to him attentively, but thought about her own (Mark.). 6. Probably, Nadyushka should have refused the invitation, but she was interested and good with this person (Mark). 7. Nadyushka tried to put on carelessness, but her heart was beating anxiously (Mark). 8. True, the troops were well disguised, but the very fact of the intensified reconnaissance by the Russians of these places (Cossack) caused concern.
- Travkin also decided to wait for the train, but the train still did not show (Kazak.). 10. He could admire Mamochkin's exaggerated daring as much as he wanted, but this reserved, young and slightly incomprehensible lieutenant (Kazak.) Was the only model for him. 11. The night before last, Marchenko was supposed to return, but Travkin, struggling with a heavy half-nap, waited in vain for him in the trench (Kazak.).
Sample. After tea, grandfather went to bed, and I left the house and sat on the porch (Ch.). The union a is used here in a comparative sense; possible replacement: "After tea, grandfather went to bed, but I left the house and sat on the porch."
1. Will I fall by an arrow pierced, or will it fly by (P.).
- He must leave, or I am lost (T.). 3. The sun was burning in my head, and in my chest, and in my back, but I did not notice this (Ch.). 4. The station was no longer blocking the west, the field was open, but the sun had already set, and the smoke was spreading in black clouds over the green velvet winter crops (Ch.).
- ... The wires on the poles howled strangely, and the signs rumbled (A.N.T.). 6. Several people entered the barn, there was no one for the notes (Cossack). 7. I had to say something, but no words (Hump.).
- The sun went down behind the birches, and the birches rose to the white, spring clouds, taking the form of cumulus (Prishv.). 9. The steamer was sailing on the right bank, and the left, rocky, overgrown with sparse bare spruce trees, could be seen with amazing clarity (B. Pol.). 10. He shouted several times, but either the siren's voice drowned him out, or the cabin was empty, no one answered (B. Paul). I. People were indistinguishable from a distance, but the machines could be seen (B. Pol.). 12. People in our country are the most important thing, the most important thing, but his stoves in Zeleny Gorodok smoke, they blow in the seams of the tents (B. Pol.).
Sample. He sees an eye, but the tooth doesn’t. (Cr.) - He sees an eye, but (but) the tooth doesn’t. Conversational coloration has the union yes.
- There will be a roll for you, but look, do not chat, otherwise I will beat you (P.). 2. Or the plague will pick me up, or the frost will ossify (P.).
- They even wanted to make me a collegiate assessor, yes, I think, why (G.). 4. The porridge is good, but the bowl is small (ate). 5. The coachman slept on a box, a hungry wolf moaned piercingly in the wilderness, and the wind beat and roared, playing on the river, and a foreigner somewhere sang in a strange language (N.). 6. The bones have decayed, yes, they say, the soul of a kind person is incorruptible (Mark). 7. Stars fell, and the needles rang (Pinch.). 8. Tanya got behind the wheel, but whether the battery was weak, or whether Tanya was worried, the car would not start in any way (Cossack).
