Examples of sentences with non-conjunctive connections between parts. Complex non-union and allied coordinating connection

A complex sentence with different types of connection consists of three or more simple sentences connected by at least two types of connection out of three possible:

connecting;
subordinate;
non-union

Example:"Bye mom was sleeping, Vanya ran out from home and warm the drop touched child's cheek." This is a complex construction consisting of three simple sentences united by a subordinating clause (“ Bye Mom was sleeping") and connecting link (" And a warm drop touched the child’s cheek).

To choose the correct punctuation marks in such a situation, you need to determine how the parts of such a sentence are connected. Each type of communication has its own characteristics.

If there is a connection connection(parts are independent, equivalent)

Before connecting unions a comma is added:
“Nikolai glanced furtively at Marina, And my friend smiled affectionately.”
Exception. Before unions and, or, either the comma is omitted if there is a common element (introductory phrase, comparative phrase, secondary members, subordinate clause):
« Suddenly in the evening the sun hid And a cool wind blew."

If there is a subordinating connection(the construction looks like a main + subordinate clause)

The subordinate part of a complex sentence is highlighted commas:
« While mother was preparing dinner, the children went outside."

No comma needed:

there is a particle before the conjunction "Not":
- “The professor decided to ask Not who prepared the report, and why are the students scared”;
before phrases “at any cost”, “as if nothing had happened”:
- "The girl was sleeping as if nothing had happened»;
subordinate clause – one allied word:
- “Vera felt that Yuri would come, but did not know When»;
words are written before the conjunctions “that is”, “especially”, “in particular”, “namely”:
- “Grandma is happier especially when I heard about the arrival of my grandchildren.”

Attention!

There is no comma between the conjunctions “what although”, “what if”, if further conjunctions are written "that", "so":

“Aunt Anya explained, what if tomorrow it will snow That We won’t go for a walk.”

In the presence of a non-union connection

The peculiarity of such constructions is that simple sentences are connected intonationally. Depending on the meaning and intonation, the desired punctuation mark is selected. You can use a tricky trick - mentally put some kind of union (union word) between the parts. Let's try this method for specific punctuation marks.

Comma is put when parts of a non-union complex sentence have enumeration meanings, close meaning and are not very common by secondary members:

“The sun is shining brightly, the birds are singing loudly” (mentally substitute the conjunction And).

Semicolon put if simple sentences are distant from each other in meaning or are significantly widespread:

“The ringing stream runs quickly and stubbornly; majestic trees are reflected in the surface of the water, as if in a pure mirror.”

Colon is set if:

the second part reveals the meaning of the first:
- “Oleg felt uneasy: his head was spinning and his cheeks were on fire.”(after the colon you can verbally substitute the words "namely");
in the first part there are words so, such, such, one, etc., the specific content of which is disclosed below:
- “Olga decided to spend the day off So: first to visit my mother, then to go to the store, and then to finish my painting”;
in the first part through verbs see, look, hear, know, feel a warning is given that what follows will be a statement of some fact or a description:
- "Anton knew: sister wants to say something"(you can insert the word "What" after the colon);
included in the non-union complex sentence direct question:
- “Explain just one thing to the team: how did you overcome your fear?”;
the second part of the sentence contains the basis or reason for what is said in the first (causal conjunctions are inserted because, since, since):
- “It’s worth coming to the clinic early: there will be a line today”(checked by inserting words "because").

Dash is set if:

there is a sudden accession, a sharp change of events: “A year flew by, the second - suddenly Maria received a letter”;
simple sentences are contrasted with each other: “A true friend will help in trouble, but a false one will have an excuse”;
there is a consequence, result or conclusion from what is said in the first part: “The door slammed - climb through the window”;
The first part indicates the time of the action discussed in the second: “They love with their hearts - they do not betray a person”;
the first sentence states under what condition the action described in the second part will take place: “Doing good is being a responsive person”;
the second part is a comparison with what is said in the first: “If he looks sideways, he’ll throw water on him.”

Punctuation at the junction of conjunctions

There are situations when two conjunctions collide side by side: subordinating ( “what if”, “what when”, “what although”)or coordinating and subordinating ( “and when”, “and although”, “but when”). These collisions occur in two cases.

Between sentences connected by a connecting conjunction, a subordinate clause appears, which depends on the second base:
- "The children were screaming And How As soon as the teacher entered, there was silence.”
- From the second stem of a complex sentence (“there was silence”), a question is posed to the subordinate part (“when?” - “as soon as the teacher entered”).
- In such cases, the connecting conjunction is highlighted with commas on both sides.
Sequential subordination of subordinate clauses: the second subordinate clause depends on the first, but is located before it:
- “Pavel Georgievich was informed what if the team will not make a decision, staff reduction will have to be made.”
- Sequence of subordination: “Pavel Georgievich was informed” about what? “We’ll have to make staff reductions.” Under what conditions? “If the team doesn’t make a decision.”
- Union What refers to the second subordinate clause, which means it is separated by commas.

Thus, in complex sentences with different types of connection, the choice of punctuation marks depends directly on the type of connection. And if there is a junction between two conjunctions, then the first of them is separated by commas.

Solve the Unified State Exam in Russian.

How to find a complex sentence with a non-conjunctive and a conjunctive subordinating connection?

BRAVO! THEY ARE SO SMART, THEY COPYED THE SAME THING IN A ROW
oh fuck
For example:

For example:
non-conjunctive sentences are not connected by a conjunction in the presence of several grammatical stems. For example:
The teacher is sick, there will be no lesson.
The teacher is the subject, Sick and will not be - the predicate.
The first sentence is two-part (the grammatical basis is represented by two main members), the second is one-part (the grammatical basis is represented by only one predicate).
A complex sentence also consists of several simple ones, but they are interconnected by subordinating conjunctions (what, so that, when, etc.)
The main sign of sl sub. sentence:
- from one sentence You can ask a question to someone else. therefore, the one from which the question is asked will be the main one (as in a phrase, one word is the main word), and the other is dependent or subordinate (as in a phrase, the second word is dependent)
For example:
The teacher is sick, so there will be no lesson.
in contrast to complex sentence in complex compositions both parts are equal. It is difficult to ask a question from one sentence to another. just like in the non-union. only in a unionless one there are no unions between simple sentences. and in complex sentences. those included in the complex are connected by coordinating conjunctions.
For example:
The teacher is sick and there will be no lesson.
Now compare all three options.
the teacher is ill, there will be no lesson - a non-union proposal. the question cannot be asked.
the teacher is sick and there will be no lesson - compound. the question cannot be asked.
the teacher is ill, so there will be no lesson - complex. Can I ask you a question. For what reason will there be no lesson? - the teacher is sick.
non-conjunctive sentences are not connected by a conjunction in the presence of several grammatical stems. For example:
The teacher is sick, there will be no lesson.
The teacher is the subject, Sick and will not be - the predicate.
The first sentence is two-part (the grammatical basis is represented by two main members), the second is one-part (the grammatical basis is represented by only one predicate).
A complex sentence also consists of several simple ones, but they are interconnected by subordinating conjunctions (what, so that, when, etc.)
The main sign of sl sub. sentence:
- from one sentence You can ask a question to someone else. therefore, the one from which the question is asked will be the main one (as in a phrase, one word is the main word), and the other is dependent or subordinate (as in a phrase, the second word is dependent)
For example:
The teacher is sick, so there will be no lesson.
in contrast to complex sentence in complex compositions both parts are equal. It is difficult to ask a question from one sentence to another. just like in the non-union. only in a unionless one there are no unions between simple sentences. and in complex sentences. those included in the complex are connected by coordinating conjunctions.
For example:
The teacher is sick and there will be no lesson.
Now compare all three options.
the teacher is ill, there will be no lesson - a non-union proposal. the question cannot be asked.
the teacher is sick and there will be no lesson - compound. the question cannot be asked.
the teacher is ill, so there will be no lesson - complex. Can I ask you a question. For what reason will there be no lesson? - the teacher is sick.
non-conjunctive sentences are not connected by a conjunction in the presence of several grammatical stems. For example:
The teacher is sick, there will be no lesson.
The teacher is the subject, Sick and will not be - the predicate.
The first sentence is two-part (the grammatical basis is represented by two main members), the second is one-part (the grammatical basis is represented by only one predicate).
A complex sentence also consists of several simple ones, but they are interconnected by subordinating conjunctions (what, so that, when, etc.)
The main sign of sl sub. sentence:
- from one sentence You can ask a question to someone else. therefore, the one from which the question is asked will be the main one (as in a phrase, one word is the main word), and the other is dependent or subordinate (as in a phrase, the second word is dependent)
For example:
The teacher is sick, so there will be no lesson.
in contrast to complex sentence in complex compositions both parts are equal. It is difficult to ask a question from one sentence to another. just like in the non-union. only in a unionless one there are no unions between simple sentences. and in complex sentences. those included in the complex are connected by coordinating conjunctions.
For example:
The teacher is sick and there will be no lesson.
Now compare all three options.
the teacher is ill, there will be no lesson - a non-union proposal. the question cannot be asked.
the teacher is sick and there will be no lesson - compound. the question cannot be asked.
the teacher is ill, so there will be no lesson - complex. Can I ask you a question. For what reason will there be no lesson? - the teacher is sick.
non-conjunctive sentences are not connected by a conjunction in the presence of several grammatical stems. For example:
The teacher is sick, there will be no lesson.
The teacher is the subject, Sick and will not be - the predicate.
The first sentence is two-part (the grammatical basis is represented by two main members), the second is one-part (the grammatical basis is represented by only one predicate).
A complex sentence also consists of several simple ones, but they are interconnected by subordinating conjunctions (what, so that, when, etc.)
The main sign of sl sub. sentence:
- from one sentence You can ask a question to someone else. therefore, the one from which the question is asked will be the main one (as in a phrase, one word is the main word), and the other is dependent or subordinate (as in a phrase, the second word is dependent)
For example:
The teacher is sick, so there will be no lesson.
in contrast to complex sentence in complex compositions both parts are equal. It is difficult to ask a question from one sentence to another. just like in the non-union. only in a unionless one there are no unions between simple sentences. and in complex sentences. those included in the complex are connected by coordinating conjunctions.
For example:
The teacher is sick and there will be no lesson.
Now compare all three options.
the teacher is ill, there will be no lesson - a non-union proposal. the question cannot be asked.
the teacher is sick and there will be no lesson - compound. the question cannot be asked.
the teacher is ill, so there will be no lesson - complex. Can I ask you a question. For what reason will there be no lesson? - the teacher is sick.
why the same thing?
non-conjunctive sentences are not connected by a conjunction in the presence of several grammatical stems. For example:
The teacher is sick, there will be no lesson.
The teacher is the subject, Sick and will not be - the predicate.
The first sentence is two-part (the grammatical basis is represented by two main members), the second is one-part (the grammatical basis is represented by only one predicate).
A complex sentence also consists of several simple ones, but they are interconnected by subordinating conjunctions (what, so that, when, etc.)
The main sign of sl sub. sentence:
- from one sentence You can ask a question to someone else. therefore, the one from which the question is asked will be the main one (as in a phrase, one word is the main word), and the other is dependent or subordinate (as in a phrase, the second word is dependent)
For example:
The teacher is sick, so there will be no lesson.
in contrast to complex sentence in complex compositions both parts are equal. It is difficult to ask a question from one sentence to another. just like in the non-union. only in a unionless one there are no unions between simple sentences. and in complex sentences. those included in the complex are connected by coordinating conjunctions.
For example:
The teacher is sick and there will be no lesson.
Now compare all three options.
the teacher is ill, there will be no lesson - a non-union proposal. the question cannot be asked.
the teacher is sick and there will be no lesson - compound. the question cannot be asked.
the teacher is ill, so there will be no lesson - complex. Can I ask you a question. For what reason will there be no lesson? - the teacher is sick.
pi(d)rily
non-conjunctive sentences are not connected by a conjunction in the presence of several grammatical stems. For example:
The teacher is sick, there will be no lesson.
The teacher is the subject, Sick and will not be - the predicate.
The first sentence is two-part (the grammatical basis is represented by two main members), the second is one-part (the grammatical basis is represented by only one predicate).
A complex sentence also consists of several simple ones, but they are interconnected by subordinating conjunctions (what, so that, when, etc.)
The main sign of sl sub. sentence:
- from one sentence You can ask a question to someone else. therefore, the one from which the question is asked will be the main one (as in a phrase, one word is the main word), and the other is dependent or subordinate (as in a phrase, the second word is dependent)
For example:
The teacher is sick, so there will be no lesson.
in contrast to complex sentence in complex compositions both parts are equal. It is difficult to ask a question from one sentence to another. just like in the non-union. only in a unionless one there are no unions between simple sentences. and in complex sentences. those included in the complex are connected by coordinating conjunctions.
For example:
The teacher is sick and there will be no lesson.
Now compare all three options.
the teacher is ill, there will be no lesson - a non-union proposal. the question cannot be asked.
the teacher is sick and there will be no lesson - compound. the question cannot be asked.
the teacher is ill, so there will be no lesson - complex. Can I ask you a question. For what reason will there be no lesson? - the teacher is sick.
non-conjunctive sentences are not connected by a conjunction in the presence of several grammatical stems.
non-conjunctive sentences are not connected by a conjunction in the presence of several grammatical stems. For example:
The teacher is sick, there will be no lesson.
The teacher is the subject, Sick and will not be - the predicate.
The first sentence is two-part (the grammatical basis is represented by two main members), the second is one-part (the grammatical basis is represented by only one predicate).
A complex sentence also consists of several simple ones, but they are interconnected by subordinating conjunctions (what, so that, when, etc.)
The main sign of sl sub. sentence:
- from one sentence You can ask a question to someone else. therefore, the one from which the question is asked will be the main one (as in a phrase, one word is the main word), and the other is dependent or subordinate (as in a phrase, the second word is dependent)
For example:
The teacher is sick, so there will be no lesson.
in contrast to complex sentence in complex compositions both parts are equal. It is difficult to ask a question from one sentence to another. just like in the non-union. only in a unionless one there are no unions between simple sentences. and in complex sentences. those included in the complex are connected by coordinating conjunctions.
For example:
The teacher is sick and there will be no lesson.
Now compare all three options.
the teacher is ill, there will be no lesson - a non-union proposal. the question cannot be asked.
the teacher is sick and there will be no lesson - compound. the question cannot be asked.
the teacher is ill, so there will be no lesson - complex. Can I ask you a question. For what reason will there be no lesson? - the teacher is sick.
plus 2 points
Finally, we went nuts!
And aren't you ashamed? the person really doesn’t understand, but you….

Complex sentences with different types of connections- This complex sentences , which consist of at least from three simple sentences , interconnected by coordinating, subordinating and non-union connections.

To understand the meaning of such complex constructions, it is important to understand how the simple sentences included in them are grouped together.

Often complex sentences with different types of connections are divided into two or several parts (blocks), connected using coordinating conjunctions or without unions; and each part in structure is either a complex sentence or a simple one.

For example:

1) [Sad I]: [there is no friend with me], (with whom I would drink the long separation), (whom I could shake hands from the heart and wish many happy years)(A. Pushkin).

This is a complex sentence with different types of connections: non-union and subordinating, consists of two parts (blocks) connected non-union; the second part reveals the reason for what is said in the first; Part I is a simple sentence in structure; Part II is a complex sentence with two attributive clauses, with homogeneous subordination.

2) [Lane was all in the gardens], and [grew at the fences linden trees, now casting, under the moon, a wide shadow], (so fences And gates on one side they were completely buried in darkness)(A. Chekhov).

This is a complex sentence with different types of connections: coordinating and subordinating, consists of two parts connected by a coordinating conjunction and, the relations between the parts are enumerative; Part I is a simple sentence in structure; Part II - a complex sentence with a subordinate clause; the subordinate clause depends on the main thing and is joined to it by the conjunction so.

A complex sentence can contain sentences with different types of conjunction and non-conjunction connections.

These include:

1) composition and submission.

For example: The sun set and night followed day without interval, as is usually the case in the south.(Lermontov).

(And is a coordinating conjunction, as is a subordinating conjunction.)

The outline of this proposal:

2) composition and non-union communication.

For example: The sun had long since set, but the forest had not yet died down: the turtle doves were murmuring nearby, the cuckoo was crowing in the distance.(Bunin).

(But - coordinating conjunction.)

The outline of this proposal:

3) subordination and non-union connection.

For example: When he woke up, the sun was already rising; the mound obscured him(Chekhov).

(When - subordinating conjunction.)

The outline of this proposal:

4) composition, subordination and non-union connection.

For example: The garden was spacious and there were only oak trees; they began to bloom only recently, so that now through the young foliage the entire garden with its stage, tables and swings was visible.

(And is a coordinating conjunction, so is a subordinating conjunction.)

The outline of this proposal:

In complex sentences with coordinating and subordinating conjunctions, coordinating and subordinating conjunctions may appear side by side.

For example: The weather was beautiful all day, but as we approached Odessa, it began to rain heavily.

(But - a coordinating conjunction, when - a subordinating conjunction.)

The outline of this proposal:

Punctuation marks in sentences with different types of communication

In order to correctly place punctuation marks in complex sentences with different types of connections, it is necessary to select simple sentences, determine the type of connection between them and select the appropriate punctuation mark.

As a rule, a comma is placed between simple sentences in complex sentences with different types of connections.

For example: [In the morning, in the sun, the trees were covered with luxurious frost] , and [this went on for two hours] , [then the frost disappeared] , [the sun has closed] , and [the day passed quietly, thoughtfully , with a drop in the middle of the day and anomalous lunar twilight in the evening].

Sometimes two, three or more simple offers most closely related to each other in meaning and can be separated from other parts of a complex sentence semicolon . Most often, a semicolon occurs in place of a non-union connection.

For example: (When he woke up), [the sun had already risen] ; [the mound obscured it].(The sentence is complex, with different types of connections: with non-union and union connections.)

At the site of the non-union connection between simple sentences within a complex possible Also comma , dash And colon , which are placed according to the rules for placing punctuation marks in a non-union complex sentence.

For example: [The sun has long since set] , But[the forest has not yet died down] : [doves gurgled nearby] , [the cuckoo crowed in the distance]. (The sentence is complex, with different types of connections: with non-union and union connections.)

[Leo Tolstoy saw a broken burdock] – and [lightning flashes] : [the idea of an amazing story about Hadji Murad appeared](Paust.). (The sentence is complex, with different types of connections: coordinating and non-conjunctive.)

In complex syntactic constructions that break up into large logical-syntactic blocks, which themselves are complex sentences or in which one of the blocks turns out to be a complex sentence, punctuation marks are placed at the junction of the blocks, indicating the relationship of the blocks, while maintaining the internal signs placed on their own syntactic basis.

For example: [The bushes, trees, even stumps are so familiar to me here] (that wild felling has become like a garden to me) : [I caressed every bush, every pine tree, every Christmas tree], and [they all became mine], and [it’s the same as if I planted them], [this is my own garden](Priv.) – there is a colon at the junction of blocks; [Yesterday a woodcock stuck his nose into this foliage] (to get a worm from under it) ; [at this time we approached], and [he was forced to take off without throwing off the layer of old aspen foliage from his beak](Priv.) – there is a semicolon at the junction of blocks.

Particular difficulties arise placement of punctuation marks at the junction of the composing And subordinating conjunctions (or coordinating conjunction and allied word). Their punctuation is subject to the laws of the design of sentences with coordinating, subordinating and non-conjunctive connections. However, at the same time, sentences in which several conjunctions appear nearby stand out and require special attention.

In such cases, a comma is placed between conjunctions if the second part of the double conjunction does not follow. then, yes, but(in this case the subordinate clause may be omitted). In other cases, a comma is not placed between two conjunctions.

For example: Winter was coming and , When the first frosts hit, living in the forest became difficult. - Winter was approaching, and when the first frosts hit, it became difficult to live in the forest.

You can call me, but , If you don't call today, we'll leave tomorrow. – You can call me, but if you don’t call today, then we’ll leave tomorrow.

I think that , if you try, you will succeed. – I think that if you try, you will succeed.

Syntactic analysis of a complex sentence with different types of connection

Scheme for parsing a complex sentence with different types of connection

1. Determine the type of sentence according to the purpose of the statement (narrative, interrogative, incentive).

2. Indicate the type of sentence based on emotional coloring (exclamatory or non-exclamatory).

3. Determine (based on grammatical basics) the number of simple sentences and find their boundaries.

4. Determine the semantic parts (blocks) and the type of connection between them (non-union or coordinating).

5. Give a description of each part (block) by structure (simple or complex sentence).

6. Create a proposal outline.

SAMPLE EXAMPLE OF A COMPLEX SENTENCE WITH DIFFERENT TYPES OF CONNECTION

[Suddenly a thick fog], [as if separated by a wall He me from the rest of the world], and, (so as not to get lost), [ I decided

This is the second lesson on the topic "Complex sentences with different types of connections." The lesson deepened understanding of the structure of complex sentences with various types of connections, developed the ability to determine the types of conjunction and non-conjunction connections in a complex sentence, the skill of placing punctuation marks in such sentences, and all this work was carried out in combination with repetition for the exam (OGE).

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Summary of an open Russian language lesson in 9th grade

Date: 04/08/2017

Teacher: Polkina I.A.

Subject: The use of conjunction (coordinating and subordinating) and non-conjunctive connections in complex sentences.

Target

Tasks:

Educational:

Lesson type: consolidation of the studied material, preparation for the OGE.

Equipment: handouts, test tasks.

During the classes

I. Communicating the goals and objectives of the lesson.

Today in the lesson we will deepen your understanding of the structure of complex sentences with various types of connections, i.e. We will practice the ability to determine the types of conjunction and non-conjunction connections in a complex sentence, the skill of placing punctuation marks in such sentences, and carry out all this work in combination with repetition for the exam.

Record the date and topic of the lesson.The use of conjunction (coordinating and subordinating) and non-conjunctive connections in complex sentences

II. Repetition of what has been learned.

A) Let's repeat the spelling.

Write down the phrases in the column, insert the missing letters, highlight the spelling. What spelling are the words chosen for?

And..to root evil, without..a biased look, without..taste in clothes, to..behave differently, to..climb a mountain, to get seriously ill, without..a pitiful act.

Spelling of prefixes in Z/S. Rule: Z is written before voiced consonants, S - before voiceless consonants). What is this task in the OGE? How can it be formulated?

B) Let's repeat the vocabulary.

Let's define LZ wordsCandid- not partial to anyone, fair (Ozhegov)

Let's select synonyms by the way. Impartial - objective, impartial (dictionary of synonyms).

Replace the colloquial word "get sick" with a stylistically neutral synonym. Write this synonym.

Find among the written phrases phraseological unit - “In earnest”, define its meaning (thoroughly, seriously).

C) Replace the phrase “ruthless act”, built on the basis of agreement, with a synonymous phrase with the connection management. Write the resulting phrase(an act without pity).

Now let’s complete task 4 of the OGE.Write down your answers in your notebook(independently, check).

Task 4 OGE

1. From sentences 16-19, write down a word in which the spelling of the prefix is determined by the rule: “In prefixes ending in -З and -С, Z is written before voiced consonants, and S before voiceless consonants.”

(16) He ties a rope to one of the posts supporting the crossbar and climbs into the well. (17) He realizes only one thing: not a second of time can be lost.

(18) For a moment fear creeps into my soul, as if I might suffocate, but he remembers that the Bug has been sitting there for the whole day. (19) This calms him down, and he descends further.

2. From sentences 25-29, write down a word in which the spelling of the prefix depends on the deafness - the voicedness of the subsequent consonant.

(25) He was silent and looked past me. (26) What does he care about Elena Frantsevna, he forgot to even think about her. (27) He was betrayed by a friend. (28) Calmly, casually and publicly, in broad daylight, for the sake of a penny gain, he betrayed the person for whom he did not thinking , would go into fire and water.

(29) He kept me alienated for almost a year.

3. From sentences 40-43, write down a word in which the spelling of the prefix is determined by the rule: “In prefixes ending in Z and S, Z is written before voiced consonants, and S before voiceless consonants.”

(40) Lisapeta suddenly clearly saw Zheka’s thick envelopes, covered with stamps, moving in a chain to the north, towards the city of Norilsk. (41) They fly like a flock of geese. (42) They are knocked down by the wind, and they get lost somewhere in the snow, disappear without a trace . (43) And for some reason she felt very sorry that these letters would not reach their addressee...

4. From sentences 29-33, write down a word in which the spelling of the prefix is determined by its meaning - “incompleteness of action.”

- (29) Not much before! (30) Then there were no people at all, but now there is no end to them. (31) I’ll tell you what: because of a stranger you are missing out on a good price, if you don’t put him up, then you will bitterly regret it! (32) Well, should we negotiate with the new guest?

(33) The old woman sadly and worriedly looked to the side, squinting eyes, then in a changed voice she hurriedly said...

5. From sentences 28-30, write down a word in which the spelling of the prefix is determined by its meaning - “approximation”.

- (28) And here comes the groom came ! (29) Hello, young groom!

(30) The guys laughed.

We check completed tasks.

I II. Let's move on to the topic of our lesson.

Let's repeat the theory:What combinations of syntactic connections between simple sentences are typical for a polynomial complex sentence with different types of connections?

(These are sentences with the following types of communication: A) coordinating and subordinating;

B) composing and non-union;

B) subordinate and non-union;

D) coordinating, subordinating and non-union.)

Recording under dictation (sentences taken from the text of the FIPI presentations) on the board, syntactic analysis with explanation.

1 (To appreciate kindness and understand its meaning), 2 [need certainly myself experience it]: 3 [must be perceived a ray of someone else's kindness and live in it], 4 [ need to feel], 5 (like a ray of this kindness takes over the heart, in word and deeds throughout life).

Someone else's kindness is a premonition something more which is not even immediately believed; this is the warmth from which heart warms and comes in response movement.

(JV with subordinate and non-union connection).

What are the written sentences about?(about kindness)

IV. Checking homework

Read essay 15.3 based on the text about the squirrel (Text No. 3 FIPI)

What is kindness?

Kindness is the expression of sincere, good feelings towards someone. Kind people are compassionate and able to give care and love to others without demanding honor or reward. At the sight of misfortune, a good heart becomes upset and a need arises to provide help with advice, action, and sympathy. And if in order to help someone out of trouble, you need to show your fists and physically come to the defense of the weak, then a kind person, even if he is weaker than the offender, will do it.

The hero of Albert Likhanov’s story desperately rushed to defend the squirrel, which was being bullied by ten high school students. The boy was deeply outraged by the fact that each of them had both a head and a heart, but none of them understood what they were doing. Shouts and demands to stop had no effect on the boys, their leader openly gloated, and the squirrel had already fallen down... Good must be done with fists. And the main character rushed towards the crowd of offenders, desperately resisting, not feeling pain and wanting only one thing: “to ram someone else.” This act was appreciated by the grandfather who came to the rescue.

More than once I have seen teenagers behave disgracefully towards animals. Stopping them and asking why they were doing this, why they didn’t think that the kitten or puppy was in pain or scared, I was always amazed at their answer: “Just think, cat. This is not a person!” I really want to answer with the words of Leo Tolstoy: “To understand whether an animal has a soul, you need to have a soul yourself.” Callousness towards weak and defenseless animals, if left unpunished and unnoticed, will certainly lead to such aggression manifesting itself towards people. And vice versa: a person who has a soul for animals will also be treated with kindness.

Take a look around. If you see that someone needs your help, if you feel that you cannot help but pass by, it means that kindness lives in your heart. Do good deeds and remember - to be a kind person means to be a real person.

V. Consolidation

We write down the following sentences and analyze them (the sentences are taken from the text of the FIPI presentation):

[Costs just thoughtfully read some classical piece] and [you will notice], (how it has become easier to express using speech own thoughts, pick up the right words). (SP with composing and subordinate connection).

[After reading serious works You you'll figure it out faster], [your mind will become sharper], and [you will understand], (that reading is useful and beneficial).

(SP with composing, subordinating and non-union connection).

Now, as a test of knowledge, let’s complete the exam tasks

Task 14 OGE (work in pairs)

1. Among sentences 32–37, find a complex sentence with a conjunctional coordinating and subordinating connection between the parts. Write the number of this offer.

(32) During the big break, the director and I, in an empty classroom, began to make our way to Golubkin’s conscience. (33) It was then, in the midst of our conversation, that Vanya Belov appeared and said:

- (34) I came to bring myself into the hands of justice!

(35) I didn’t believe that he pulled out the dictations, but the director agreed with Vanya’s version.(36) After lessons, six students whose work had disappeared rewrote the dictation. (37) Senya Golubkin received a C, because he had already discovered his mistakes during the break, and moved to the seventh grade.

2. Among sentences 12–23, find a complex sentence with non-union and allied coordinating and subordinating connections between the parts. Write the number of this offer.

(12) Sergeeva is a theater artist, a young and beautiful woman. (13) And Alice asked the guy an “adult” question:

- (14) Do you love her?

“(15) No,” the guy smiled. - (16) I once saved her. (17) In our city, the theater was then on tour. (18) It was in the spring, at the end of March. (19) The guys were sledding by the river. (20) Sergeeva also wanted to go for a ride. (21) The guys gave her a sled.(22) She sat down and drove off, the sled accidentally drove onto the ice, which was thin and fragile, and a minute later Sergeeva found herself in icy water.(23) The guys screamed, but I was not far away and heard it.

3. Among sentences 6–10, find a complex sentence with non-conjunctive and conjunctive coordinating and subordinating connections between the parts. Write the number of this offer.

(6) These remarks were enough for the hectic, sparkling thought of escaping from class to flash like lightning.(7) Our class was considered exemplary, there were eight excellent students in it, and there was something funny and piquant in the fact that it was we, respectable, exemplary children, who would amaze all the teachers with a strange, unusual trick, decorating the dull monotony of school everyday life with a bright flash of sensation.(8) My heart skipped a beat with delight and anxiety, and although no one knew what our adventure would lead to, there was no turning back.

- (9) Only, people, so that the whole team! - Vitek Noskov warned us.

(10) Since I got a controversial B in chemistry for the first half of the year, to be honest, there was no reason for me to run away from class, but the will of the team is higher than personal interests.

4. Among sentences 1–5, find a complex sentence with a non-union and allied subordinating connection between the parts. Write the number of this offer.

(1) Avalbek did not remember his father, who died at the front. (2) The first time he saw him in a movie was when the boy was about five years old.

(3) The film was about the war, Avalbök sat with his mother and felt how she flinched when they shot on the screen.(4) He was not very scared, and sometimes even, on the contrary, had fun when the Nazis fell. (5) And when ours fell, it seemed to him that they would get up later.

5. Among sentences 15–22, find a complex sentence with non-union and allied coordinating and subordinating connections between the parts. Write the number of this offer.

(15) After the lesson, Lisapeta ran up to Vera:

- (16) Verka, I’ll tell you something, and you’ll just die of surprise! (17) I saw at the post office how Zheka sent thick envelopes!

– (18) Who did you send it to?

(19) Lisapeta, of course, was not a bad girl, but when she appeared, you immediately wanted to shrink - she fussed and spun so much.(20) It seemed as if Lisapeta was in several places at once.

- (21) Do you remember that Liza Rakitina, who went to the north, studied in our class? (22) It was to this Lizka that he sent letters!

VI. Generalization

– What types of conjunctions in complex sentences do you know?

– If there is no union, what kind of connection is this?

– What punctuation marks are used in non-union sentences?

Homework.For the OGE - repeat everything about synonyms, complete a selection of tasks on cards, and also complete options 2 and 3; according to the textbook: paragraph 37, exercise 211

Self-analysis of the lesson

Lesson topic “The use of conjunction (coordinating and subordinating) and non-conjunctive connections in complex sentences.” This is the second lesson on this topic.

Target : deepen students’ understanding of the structure of complex sentences with various types of connections.

Tasks:

Educational:to develop the ability to determine the types of allied and non-union connections in a complex sentence with different types of connections; practice the skill of placing punctuation marks in a complex sentence with different types of connections; All this work is done in conjunction with revision for the exam.

Educational: develop analytical skills: compare, contrast, draw conclusions;

Educational:cultivate kind feelings towards animals.

Lesson type: consolidation of the studied material.

Equipment: use of handouts.

The stages of the lesson are as follows: repetition of what has been learned (preparation for the OGE), learning new material, checking homework, consolidating and testing knowledge.

All didactic tasks at the lesson stages were completed.

Teaching methods used in the lesson: visualization, problem-solving, differentiated learning, student-centered approach. The methods correspond to the material being studied and the results obtained can be considered positive.

A widely used means of knowledge control today is testing. After repeating the material, students are given a test as reinforcement. By answering the test questions, students determine the types of conjunction and non-conjunctive connections in complex sentences, learn to find complex sentences with various types of connections in the text. In this way, you can check how students navigate new concepts and how they have mastered a new topic.

The lesson went at an optimal pace, the parts were logically connected with each other. A variety of types of educational work ensures the stability of the educational and cognitive atmosphere.

The activity of students is adequate to the demands of the educational process, students are ready for problematic situations. A variety of assignments ensures that all students are kept busy, taking into account their abilities.

Non-union proposal- this is a type of complex sentence in which the connection between the predicative parts is expressed without the participation of conjunctions or allied words. Communication in a non-union sentence is carried out using punctuation marks, intonation and meaning, which depends on the context.

The teacher fell ill, the lecture was postponed until tomorrow.

This sentence has the meaning of a sequence of actions.

The lecture was postponed until tomorrow: the teacher was ill.

Explanation.

The teacher fell ill - the lecture was postponed until tomorrow.

Cause-and-effect relationship between sentences.

To make it easier to use, it is customary to use the abbreviation SBP.

Types of complex non-union sentences.

The most widespread classification of types of non-union sentences is based on lexical meaning. In accordance with this, the following SBP are distinguished:

- explanatory SBP:

Something incomprehensible was happening on the street: suddenly an incredible noise was heard.

- SBP with sequence value:

The spring sun peeked out from behind the clouds and it quickly became warmer.

- additional SBP:

He decided to go to work: he needed to go in place of his sick partner.

- SBP with condition value:

When I return home, I’ll kick everyone out.

- SBP with reason value:

There was the sound of the door opening: Vika had returned from school.

- SBP with time value:

The sun rose and the birds chirped happily.

- SBP with mapping value:

Time for business is time for fun.

- SBP with the meaning of the consequence:

The TV is broken: there was a power surge.

Scheme for parsing a complex non-union sentence.

1. Type of sentence (Complex non-union sentence).

2. The number of predicative parts in the SBP (Two, three or more. Highlight the grammatical bases).

3. Type of semantic connection between the parts of a complex non-union sentence.

4. Explain the placement of the selected sign in the sentence.

5. Draw a diagram of the UPS.