The wind blew merrily. Simple and compound sentences
53. Read. Where are commas missing? Explain your answer.
The wind is blowing on the sea
And the boat is pushing.
(A. Pushkin)
Autumn winds blow
In a gloomy oak forest.
(N. Karamzin)
The wind blew merrily
All the trees shook.
(A. Leontiev)
The wind drives the clouds
The wind groans in the pipes.
(G. Ladonshchikov)
54. Read. Where are commas missing?
- Prokr..chala oriole clicked in the bushes with..l..vey.
- Large drops of rain z..knocked z..slapped and on the leaves..pits.
- With a sharp beak, a woodpecker hammers a tree..roar..I and extracts bugs and larvae from under the bark.
- The cook was cooking.
- An owl hunts not during the day, but at night..yu.
- The morning was frosty, but the puddles did not freeze.
- First write out simple sentences with homogeneous members, and then complex sentences. Put commas where necessary and insert missing letters into words.
- Explain the use of commas in sentences.
55. Read the beginning of the sentences. Come up with their continuation so that at first you get a simple sentence with homogeneous members, and then a complex sentence.
- I came to a friend...
- The cloud ran ....
- Dog Polkan... .
- Write down any pair of sentences. Explain the placement of punctuation marks in them.
56. Read. Title the text.
Cat Epifan and the old man often went fishing together. The old man was fishing, and Epifan was sitting next to him. The old man always gave the small fish to the cat.
One day the old man pulled a ruff out of the water and handed it to the cat. But there is no Epifan. Where did he go? The old man saw a cat far away on rafts.
The fisherman came up and was surprised. The cat lies on a log, lowered its paw into the water. Here, a flock of fishes are swimming, and the cat will pick up one fish with its claws and eat it.
Now the cat and the fisherman are fishing separately. The cat fishes with a paw with claws, and the fisherman with a fishing rod with a hook.
(E. Charushin)
- Determine the type of text, topic and main idea.
- Find in the text simple sentences with homogeneous members and complex sentences. How did you distinguish between them? Explain the placement of commas in them.
- Prepare to write a summary of this text (see Handout 2).
Letskikh L.A.
primary school teacher
MAOU secondary school №21, Kungur
Russian language lesson in grade 4 on the topic: “How to distinguish a complex sentence from a simple sentence with
homogeneous members? EMC "School of Russia"
Lesson type
Pedagogically
e tasks
Planned
subject
results
metasubject
th UUD
Mastering new material
Create conditions for familiarization with the role of the unions "and", "a", "but" in a complex sentence and in a simple sentence with
homogeneous members; improve the ability to put commas in a complex sentence with unions, make
schemes of simple and complex sentences; promote the development of students' speech, the formation of skills
develop their own opinion on the basis of comprehension of various experiences, ideas and ideas, the ability to
independent analytical and evaluation work with information of any complexity; promote education
interest
to the Russian language, the culture of educational work in the classroom
Get acquainted with the role of the unions "and", "a", "but" in a complex sentence and in a simple sentence with homogeneous
members; learn to recognize simple sentences with homogeneous members and complex sentences; use
complex sentences in oral and written speech; match sentence schemes and sentences corresponding to
these schemes; make complex sentences from given simple sentences
Cognitive: to analyze the studied facts of the language with the allocation of their distinctive features, to implement
synthesis as a compilation of a whole from parts (under the guidance of a teacher); draw conclusions as a result of joint work
class and teacher; to bring the linguistic fact under the concepts of different levels of generalization (the subject and the word denoting
item; words denoting natural phenomena, school supplies, etc.); regulatory: use when
performing tasks reference books and dictionaries; determine independently evaluation criteria, give self-assessment;
to express their assumptions about the ways of solving the educational problem; evaluate together with the teacher or
classmates the result of their actions, make appropriate adjustments; communicative: performing
different roles in the group, cooperate in the joint solution of the problem (task); defend your point of view
following the rules of speech etiquette; justify your point of view with the help of facts and additional
information; participate in the work of the group, distribute roles, negotiate with each other; foresee the consequences
collective decisions
Personal Consciously prepare for the lessons of the Russian language, complete assignments, formulate your questions and assignments for
results
classmates; use forms of self-assessment and mutual assessment in the lesson
O r g a n i z a t i o n n a n d struc ture of the lesson
Lesson stage
The content of the teacher's activity
The content of the student's activity
(actions taken)
1
II.
Updating
I am knowledge.
Examination
homemade
tasks
(working
notebook).
minute
calligraphy.
2
3
Checks homework. Conducts a conversation
about the work done.
– Read task 51. Read the simple
sentence and compound sentence that you
made up.
- List the basics of complex sentences.
Answer the teacher's questions. Tell about
work done at home. Read compiled
offers. Name the basics of complex
offers. (See RM, Appendix 2.)
Perform cleansing.
ℓ ℓ ℓ
ℓ ℓ ℓ
u a n o a n o u
An elder bush grew nearby, and on it sat
young sparrows.
Spends a minute cleaning.
Can these letters be words?
How are these words called in grammar?
(Unions.)
When do we use conjunctions in our speech?
– Calligraphically and correctly write
offer.
- Analyze the proposal by composition. Compose
scheme. What can we say about this offer?
How are simple sentences connected?
yourself? (Conjunction "and".)
What is the punctuation mark before the conjunction "and"?
- When do we not put a comma before the union "and"?
Formed
ways
activities
student
4
nominate
hypothesis and
substantiate
her.
Realize
updating
personal
vital
experience. Be able to
listen in
According to
target
installation.
Accept and
keep
learning goal
and task.
To complement,
clarify
expressed
me
according to
merits
received
tasks
1
Work on
words with
unverifiable
m spelling
III.
Message
lesson topics.
Definition
lesson objectives
2
3
4
Continuation of the table.
Organize word work
unverifiable spelling.
- Guess the riddles:
Orange's younger brother
Because it's small.
(Mandarin.)
He looks like a red ball,
Only now it does not rush galloping.
It contains a useful vitamin.
This is a ripe ... (orange).
Growing under the scorching sun
Golden ... (apricot).
– Read the words according to the arrows and explain them
spelling.
- Make one sentence using all
four vocabulary words.
- Why is this proposal interesting?
- Put punctuation marks
Asking questions. Commenting on answers
proposes to formulate the purpose of the lesson
Draw up a complex sentence.
[ = - ], and [ = - ].
Dictionary words are read by the arrows: "orange",
"apricot", "harvest", "tangerine".
Compose and write proposals.
(See RM, Appendix 3.)
- This is a sentence with homogeneous members
Discuss the topic of the lesson. Answering questions
state the purpose of the lesson. Under the direction of
teachers determine the objectives of the lesson: do not confuse
compound sentences and simple sentences
homogeneous members, correctly write complex
sentences and punctuation
Accept
and save
learning goal
and task
Continuation of the table.
1
IV.
Explanation
new
material.
Observation
over linguistic
material.
Job
according to the textbook
(exercise
53)
V. Primary
consolidation
knowledge.
independent
naya work.
2
3
Organizes work on the topic of the lesson. Explains
new material, answers students' questions.
How can simple sentences be combined into
complex?
– Read. Where are commas missing? Explain
your answer. (Comma omitted from the sentence
"The wind drives the clouds, the wind howls in the pipes." This
complex proposal.
- What theme can unite everything
offers? (Theme "Wind".)
– Determine the type of each sentence: simple
or complex.
– Write down simple sentences with homogeneous
members. Put commas where necessary. underline
main members in sentences
Asking questions. Commenting and correcting
answers. Supervises student work.
Helps, checks if necessary
answers. Comment on the decision.
Organizes independent work.
- Choose 2-3 schemes and make them
sentences on the theme "Leaf fall". Do not forget,
that names make our speech beautiful
adjectives. What are the leaves in autumn? (gold,
multi-colored, carved.)
“Now get on with the task.”
Deduce linguistic patterns that lie in
the basis of the concept or rule being studied.
Analyze the wording of the rule (concept),
given in the textbook. Conducting observations on
related text material.
Write down simple sentences. They put
missing commas. Emphasize the main
sentence members.
The wind on the sea walks and the boat drives.
Autumn winds blow in the gloomy oak forest.
The wind rushed merrily, shook all the trees.
Perform didactic exercises
questions and express their opinion. Apply
new knowledge on new language material.
Do analytical exercises. Participate
in discussions on the topic.
Make proposals according to these schemes.
4
Realize
analysis
objects with
relying on
visualization
Consciously and
arbitrarily
build
speech
statement
in oral
form,
substantiate
your opinion.
agree
efforts to
decision
educational
Continuation of the table.
4
tasks.
Number of points
Negotiate with
I
and come
to the general
opinion at
working in pairs.
Consider
neighbor's opinion
by party.
Realize
control
by result
3
Scheme
].
1 point
2 points
2 points
2 points
3 points
3 points
3 points
During the test, the responding student calls
number of the scheme and read out the proposal, and
rest
check and show with signal cards,
whether the proposal matches the scheme.
They work in pairs.
Prepare an oral story on the topic “What do I know about
complex sentence" according to the plan.
1
2
Conducts self-assessment.
- How many points did you manage to score?
- Say the number of the scheme and read out the most
and ].
interesting offer.
And
- Pay attention to schemes 2-5. Why in the scheme
And
5 before the union "and" is a comma, and in the rest
no cases? (A comma is placed if
the sentence is complex, as she shares
write two simple sentences.)
[ – =], and [ = – ].
[ – =], and [ = – ].
[ – =], but [ = – ].
]
Work in
steam.
Organize work in pairs.
- Prepare in pairs a coherent story on the topic
"What I Know About Compound Sentence". Build
your story will help you plan. Don't forget that
every thought must be confirmed
example.
Plan of oral communication:
1. What sentence is called complex? How
to distinguish it from a simple one?
2. How the parts can be related
complex sentence?
3. What do the unions “and”, “a”, “but”, and how do they
differ?
1
2
3
4
Continuation of the table.
4. Statement and role of a comma in a complex
offer.
5. What you need to remember in order not to make a mistake in
placing a comma in a complex sentence with
unions "and", "a", "but" and in a sentence with
homogeneous members?
– Read. Where are commas missing?
- First write simple sentences with
homogeneous members, and then complex
offers.
- Put commas where necessary and define
what letters are missing in the words.
- Explain the placement of commas in sentences
Organize work in a workbook.
- Read an excerpt from the poem.
Fedorovskaya. Insert the missing letters and
commas.
- Which of the given schemes is suitable for the first
offer and why? Circle the number of this
scheme
in a circle. (See RM, Appendix 5, 6.)
Job
according to the textbook
(exercise
nie 54)
VI.
Further
Job
By
consolidation
and generalization
purchased
knowledge and
skills.
Work in tet
for the sake of
nie 52)
They write out simple ones, and then complex ones.
offers. Insert missing letters and
commas.
Perform a sound-letter analysis of the word "lunch".
(See RM, Appendix 4.)
Complete the task in the workbook: insert
missing letters and commas.
(See RM, Appendix 7.)
Realize
analysis for the purpose
finding
compliance
given
standard.
formulated
your opinion
and position
2
3
1
VII. Outcome
lesson.
Reflection
homemade
exercise
Organizes evaluation of performance results
assignments in the lesson. Encourages children to evaluate
work in the classroom by filling out a self-assessment table.
Conducts discussions on:
What was the most interesting thing for you during the lesson?
- What did you learn at the lesson?
What is a complex sentence? Like him
distinguish from simple
How do parts of a complex fit together?
offers?
- Does the setting of a comma depend on which
it is the union that connects the parts of the complex
offers?
- Did you enjoy the lesson? Rate
myself
Speaks and explains homework.
Formulates the tasks of the exercise,
gives related comments.
- Complete task 53 in the workbook,
exercise 55 in the textbook
The end of the table.
4
Realize
self-control
educational
activities
They answer questions. Define their
emotional state in the classroom. Spend
self-esteem, reflection. Speak out the goal
lesson, determine whether the result is achieved or not,
talk about the difficulties that
encountered in class.
The statements continue:
I managed…
I learned…
Today in class I was able to...
Lesson taught me for life...
For the lesson I...
Listen carefully, ask clarifying questions
questions
be aware
accept,
keep
educational
tasks
Annex 1
Check readiness for the lesson. General setting for the lesson. Greeting students.
Let's check the readiness for the lesson.
Organization of the beginning of the lesson
A text is a statement consisting of two or more sentences. The sentences in the text are united by a common theme and are related to each other in meaning. The text can be titled.
The topic of a text is who or what the text is about.
The main idea of the text is the main thing that the author wanted to tell the writer.
The text has a beginning, main part, ending.
A text is a statement consisting of two or more sentences. The sentences in the text are united by a common theme and are related to each other in meaning. The text can be titled.
The topic of a text is who or what the text is about.
The main idea of the text is the main thing that the author wanted to tell the writer.
The text has a beginning, main part, ending.
A text is a statement consisting of two or more sentences. The sentences in the text are united by a common theme and are related to each other in meaning. The text can be titled.
The topic of a text is who or what the text is about.
The main idea of the text is the main thing that the author wanted to tell the writer.
The text has a beginning, main part, ending.
TYPES OF TEXT
Text narration
Text Description
(what? what? what? what?)
Text reasoning
TYPES OF TEXT
Text narration
tells about something.
(what? where? how? when did it happen?)
Text Description
describes the appearance of someone or something.
(what? what? what? what?)
Text reasoning
explains, proves something; talks about the causes of phenomena, events.
_____________________________________________
TYPES OF TEXT
Text narration
tells about something.
(what? where? how? when did it happen?)
Text Description
describes the appearance of someone or something.
(what? what? what? what?)
Text reasoning
explains, proves something; talks about the causes of phenomena, events.
_____________________________________________
TYPES OF TEXT
Text narration
tells about something.
(what? where? how? when did it happen?)
Text Description
describes the appearance of someone or something.
(what? what? what? what?)
Text reasoning
explains, proves something; talks about the causes of phenomena, events.
_____________________________________________
OFFER.
Incentives: Go quickly!
2. By intonation:
OFFER.
A sentence is a word or several words that express a complete thought.
The words in a sentence are related in meaning.
Each sentence has a main word that expresses the main idea of the sentence.
1. According to the purpose of making sentences, there are:
Narrative: The weather is beautiful outside.
Interrogative: Why don't you walk?
Incentives: Go quickly!
2. By intonation:
Exclamatory: They gave me a puppy!
Non-exclamatory: They gave me a puppy.
3. By the presence of secondary members:
Uncommon: Spring has come.
Common: The long-awaited spring has come.
4. Simple and complex sentences:
The narrow path led far into the woods. - simple (has one grammatical basis)
In the morning the sun warmed up, and in the evening frost hit. - complex
(has two or more grammatical stems)
5. With homogeneous members and without homogeneous members.
MEMBERS OF THE OFFER.
to whom? what?
whom? What?
about whom? about what?
and underlined with a dotted line -------- . Complement is most commonly expressed with a noun or .5. 5. Circumstance is a minor member of the sentence that answers the questions: where? Where? where? How? When? and is underlined by a broken line and a dot. The circumstance is most often expressed by a noun or an adverb.
MEMBERS OF THE OFFER.
1. The subject is the main member of the sentence, which denotes who or what the sentence is talking about, and answers the question who? or what? The subject is most often expressed by a noun. Highlighted with one line.
2. The predicate is the main member of the sentence, which means that the sentence refers to the subject, and answers the question what does it do? what do they do? What did you do? what did you do? Most often expressed as a verb. Emphasized by two lines.
3. Definition - this is a minor member of the proposal, which answers the questions what? which? which? which? and emphasized
wavy line. The definition is expressed by an adjective.
4. Addition is a minor member of the proposal, which answers the questions: whom? what?
to whom? what?
whom? What?
about whom? about what?
and underlined with a dotted line -------- . Complement is most often expressed by a noun or a pronoun.5. 5. Circumstance is a minor member of the sentence that answers the questions: where? Where? where? How? When? and is underlined by a broken line and a dot. The circumstance is most often expressed by a noun or an adverb.
For example: In a green grove, travelers were greeted by cheerful voices of birds.
LEXICAL MEANING OF WORDS
What a word stands for is its lexical
value.
Words can name: people, animals, plants, things, natural phenomena, feelings, actions, signs, numbers, etc.
If words have several meanings, then they are called polysemantic.
The main difference between a two-part sentence and a one-part sentence is the presence of a subject and a predicate. That is, it has both main members.
Roman didn't do his homework today.
Autumn has come.
Having warmed up, the ladybug crawled out onto the stone.
One-part sentences
They have only one of the main members of the proposal. They have a complete thought and are understandable outside the text.
Lake Shore.
It was evening.
In winter I will go to the mountains.
Types of one-part sentences diagram and table with examples
One-part sentences are divided into two groups depending on which of the main members is present. If it is a subject, then it will be denominative, if it is a predicate, then it can be one of 4 types: definitely personal, indefinitely personal, impersonal and generalized personal (the latter type is not distinguished by all linguists, sometimes they talk about the meaning of generalization in definite-personal and indefinitely-personal sentences).
So there are five types:
- , they are also called nominative;
- generalized personal;
In our general table, we will combine all types.
In speech, one-part and two-part sentences enter into synonymous relations: we can convey the same idea with different syntactic constructions, that is, syntactic synonyms.
For example:
Evening came. (two-part).
Evening. (One-part denominative).
It's evening. (One-part impersonal).
One-part video sentences
Lesson summary grade 8
Note:
The synopsis was compiled according to the textbook by L. M. Rybchenkova.
Two-part and one-part sentences (of different types) as syntactic synonyms.
Lesson Objectives:
- generalization of the studied material on one-component sentences;
- developing the ability to determine the types of one-part sentences, use two-part and one-part sentences in speech, of different types as synonymous constructions;
- developing the ability to work in pairs.
Lesson type:
Lesson of generalization and systematization of knowledge.
- Checking homework.
The student at the blackboard fills in the table “Types of one-part sentences”, gives examples.
At this time - checking written homework: selectively several works are checked by the teacher; one student reads aloud, everyone checks.
The student's answer is according to the table (the class is participating: they give examples from homework, come up with their own).
Creating a problem situation:
Why are one-part sentences used in speech?
Is it possible to replace two-part with one-part (and vice versa)? Will this change the value?
This is the topic of our today's lesson.
(Announcement of the topic, pay attention to the organization of work in the lesson: work in pairs).
- Observations on the methods of creating expressiveness in a literary text (excerpts were previously recorded on the closed part of the board).
A chill blew
From the rising cloud.
And her blackness
Everything in nature is eclipsed.
Suddenly lightning spear,
Flashing, it broke.
The forest crumbles across the river.
The swamp turned yellow behind the forest.
And in the autumn azure of the sky
Crane thread twists.
Look and listen my friend
How these wise birds cry
Flying to the sunny south
To return to the north.
What are these verses about? What artistic technique do they use? (Metaphor). What offers are being used? ( One-part and two-part, in the first passage - impersonal, in the second - impersonal as part of a complex).
Lesson summary:
the use of one-component sentences makes speech brighter and more expressive, helps to avoid repetition, so we find them in literary texts; when using synonymous sentences, you need to be careful, as the shades of meanings change.
Tasks (printed by the number of pairs):
(Click on the plus sign to read the text.)
Card answers:
Option 1: I want to learn how to skate. Petya was unwell yesterday. The kids don't want to come home from camp.
Option 2: In the camp, due to the threat of an epidemic, it is forbidden to visit children. It was ordered to declare a quarantine. It is recommended that everyone use gauze bandages.
Option 3: Snow covered winter crops. - Winter crops were covered with snow. - Snow covered the winter crops. The sand put out the fire. - The fire was put out with sand. - Sand put out the fire. The explosion destroyed the building. - The explosion destroyed the building. The explosion destroyed the building.
Option 4: The window is blowing. Howls in the pipe. Somewhere it rumbles.
Option 5: You're having fun. Can you see the inscription? Can I call?
Option 6: You can't convince me. You are the first to speak at the meeting. We would like to talk to you before the lesson.
You have 3-5 minutes to complete the tasks. 4th and 5th assignments can be given to weaker students, 3rd - to strong ones. When checking, one student from a pair writes one example on the board, the second one reads all the sentences, answers the question about their meanings. The class writes an example from the board.
Students conclude that there are synonymous constructions in the language - one-part and two-part sentences, they have differences in shades of meanings, and this must be taken into account.
"Constructor": from two simple sentences we build one complex one (continuation of work in pairs).
Two students go to the blackboard and write down one sentence each, which the teacher dictates. They emphasize the main members, determine the type (two-part or one-part, if one-part, then which one). We are building a complex one: one student writes down (and the whole class with him), explaining the spellings encountered, the second builds a diagram and writes down his characteristics.
Mid January. - one-part, denominative. The entire offer is subject to.
There is almost no snow on the fields. - one-piece, impersonal. The predicate consists of two words: no snow.
Mid-January, and there is almost no snow in the fields. , A .
Complex, consists of two simple ones, 1st - one-component, denominative, 2nd - one-component, impersonal.
Here is the new kindergarten building. A stadium is being built next to it.
The moon was covered by a huge shaggy cloud. It started pouring rain.
You will go to the city in the morning. Be sure to buy a collection of scanwords.
Late fall. Evening and pulling cool.
We bring students to the solution of the problem situation, to the conclusion: what role do single-component sentences play in speech, what are they used for?
(Create a variety of forms of expression of thought; there is no repetition of similar designs; speech becomes clear and expressive).
The results of the lesson, assessment, reflection.
Homework: ex. 141 (preparation for a speech development lesson). Read the text. Why is it called that? Complete the tasks: 
