Physics
BSP with the value of the listing. The comma and point with a comma in the BSP presentation to the lesson in the Russian language (grade 9) on the topic. Test. Non-union complex suggestions

BSP with the value of the listing. The comma and point with a comma in the BSP presentation to the lesson in the Russian language (grade 9) on the topic. Test. Non-union complex suggestions

§ 1 non-union compound offer with the value of the listing

In this lesson, we will expand our knowledge of the non-union complex suggestions, learn how to establish the semantic links between simple proposals in non-union designs, depending on the intonation in oral speech, systematize the knowledge of the semicolon and the comma point in the non-union complex proposal and simple homogeneous members.

It is known that

the non-union complex proposal is such a complex proposal in which its equal parts are interconnected only in meaning and by intonation, i.e. Without the help of unions and allied words.

For example, in a complex non-union sentence

simple sentences are combined with content ( common topic) and intonation with the value of the cause.

The relationship between simple proposals in the composition of the non-union complex is expressed with various semantic relationships based on different types intonation. In this regard, non-union complex sentences With the value of transfer, explanations, additions, causes, conditions, time, comparison and consequences.

Let us dwell in more detail on the non-union complex suggestions with the value of the listing.

In such proposals, simultaneity or sequence of facts, events, phenomena is expressed, and they are characterized by enumerable intonation.

§ 2 comma and comma dot in the non-union complex sentence

There is a comma between the parts of the non-union complex proposal with the value of the listing when writing, and in oral speech, it is clearly a pause.

For example:

As a rule, such proposals are expressed by the verbs of the same species and in the same time - they looked, gone, lied - the verbs of the perfect species are in the past time.

If parts of the non-union complex proposal are significantly common and have commas or other punctuation marks within themselves, then the point is made between them.

For example:

Sometimes a comma point is placed in the case when parts of the non-union complex proposal are less related in meaning, that is, more independent.

For example:

The pointing point with a comma requires a significant pause between proposals and explicit voices, almost like the point. In addition, such offers are read in slow motion, calm and somewhat reduced voice.

§ 3 Use of non-union complex suggestions with the intonation of transfer

The non-union complex offers with the enumeration intonation are often used by word masters to describe nature. We listen to the wonderful lines of the famous artist's words I.S. Turgenev.

Have fun to wade through a narrow path, between the two walls of high rye. Ears quietly beat you in the face, cornflowers cling to their feet, quail shouting around, the horse runs lazy trot. Here is the forest. Shadow and silence. State aspen will make high above you; Long, hanging branches bare barely move; Mighty oak stands like a fighter, beside a beautiful linden.

§ 4 non-union complex proposals with intonation of transfer and simple sentences with homogeneous members

It is necessary to distinguish between non-union challenging proposals with enumeration intonation and simple sentences with homogeneous members, also related to the intonation of transfer.

Compare:

Everything moved, woke up, Pozhew, Zarelo, spoke.

A simple proposal with homogeneous faugible has shought, woke up, squeezed, Zarelo, spoke.

A complicated non-union proposal consists of three simple.

§ 5 Brief lesson results

Thus, the ability to establish the semantic relationship between the parts of the non-union complex proposal and to determine the intonational features of these proposals is necessary for the correct choice of punctuation marks in the specified structures.

List of references:

Rosenthal D.E. Practical stylistics of the Russian language: Textbook for universities. - M.: high school, 1977.- 316С.
Egorova N.V. Pounding developments in the Russian language: Universal benefit. Grade 9. - M.: Vako, 2007. - 224c.
Bogdanova G.A. Russian lessons in grade 9: a book for a teacher. - M.: Enlightenment, 2007. - 171c.
Baranov M.T. Russian language: Reference materials: Handbook for students. - M.: Enlightenment, 2007. - 285С.

Unsoyous calls such complex proposals in which the parts are connected only with intonation. The main feature of such complex structures is the absence of unions. Instead, they use punctuation signs in BSP.

general characteristics

A semantic relationships are established between suggestions in the BSP, similar to the relations in the sentences of the Allied: complex and complex.

For example:

The night fell, the forest moved closer to the fire. INthe proposal is detected by the semantic relationship of the listing of simultaneously performing events.
One day, pickets, knocking off from the legs, bring the news: the fortress is surrendered. In this proposal, the semantic relationships are similar to relationships in an exemplary.
He told the truth - he did not believe.The proposal combines the relationship temporary, gradual and constitutive.

Depending on how the parts are related to each other in meaning, there are a BSP with different examplesThe data is higher, serve as evidence. Depending on this, non-union complex proposals are divided into three groups.

BSP with comma and semicolon

There are several punctuation features associated with non-union proposals. In particular, there are two rules governing the decimal point and a semicolon in the proposal.

In bsp. Table with examples

The comma in the BSP is set, if there is a listing of certain facts, you can use the Union and. In this case, the intonation when reading will be listed, and before each comma, it is necessary to withstand a small pause.	My head was spinning, the stars were dumped in my eyes. My head was spinning, and In the eyes weave the stars.
If the proposal is common and has inside its commas (homogeneous members, separate members, introductory words and circulation), then it is separated from another part with a comma.	Green frogs jump on the stones near the stream; On the biggest stone lies, basking in the sun, golden too.

Command or point with a comma need to choose?

If the rule is well understood and assimilated, then you can easily cope with the following exercises:

1. Find out the searcher point:

1) Sun, the sun, from the cold cheerful and radiant; The window is golden.

2) All morning, clean and bright, sparkled paints; Half date silverly on the window frosty chrysanthemum.

2. What are the punctuation marks in BSP in brackets missing?

Happy irrevocable time - childhood! How not to love memories about her? They refresh so much and tower my soul.

You're challenge (...) You're sitting at the table on my stool (...) It's too late (...) long ago drinking a cup of milk (...) sleep covers eyes (...) But you do not move from the place (...) Everyone is sitting and listening. Mom talks with someone (...) The voice of her so sweet (...) so friendly. The sound of mother's voice says so much to my heart, so speaks in my soul!

With the reacted eyes, I look closely in her cute face (...) Suddenly she is doing the whole little - her face becomes no more button (...) But I see him everything is also clear. I like to see her so tiny. I squinten my eyes even stronger (...) She is now no more than those boys (...) What are you in pupils (...) When you look close in your eyes (...) But I moved it - and the miracle disappeared (...) I squeeze my eyes again (... ) I try to resume vision in every way (...) but in vain.

BSP with dash

The punctuation marks in the BSP directly depend on the semantic relationships of its parts. To set a dash in non-union proposals, it is necessary to have one of the conditions given in the table.

Signs of punctuation in BSP. Table setting a dash with examples
Conditions for using dash
	Understand you I am glad - understand and you. (I'm happy to understand you, but you understand me).
One sentence concludes an indication of the time or condition that it is said in another sentence. You can put a comma and unions if and when.	It will rain - cancel the campaign. (If it is raining, cancel the campaign. When it is raining, cancel the campaign).
In the second sentence, a conclusion was concluded or a consequence of what was said in the first sentence. You can put a comma and alliances so or so.	Tomorrow there will be a lot to do - you need to get up early. (Tomorrow there will be a lot to do, so you need to get up early).
If the offer is drawn a quick change of events. You can put a comma and union I.	There was a loud topot - everything was smaller. (There was a loud topot, and everything is smalcot).

Dash or not dash?

1. What signs of punctuation are put in the BSP shown below?

1) Teacher ordered a diary diary (...) I did not have a diary.

2) There is a terrible stuff (...) By night there will be a thunderstorm.

3) She sat down into a kibitua near the hussar (...) The yamper sused (...) The horses rushed.

4) Skipped (...) he rushed to run.

5) Behind the big one (...) Loss little.

2. There is a BSP in the text with different punctuation marks. With which?

The song (...) I was heard at once, the voices (...) sniffed (...) and all the traffic was moving further in silence (...) Only crossed the wheels and charknya dirt under the horse hooves could be heard at these moments (...) when the words of the sad song sounded.

3. In which of the proposals is the dash?

1) The sun is already the village, but in the forest still light (...) the air is so clean and transparent (...) birds are twitched and overwhelmed (...) Young grass glitters like an emerald.

2) In my soul, I have fun and festive (...) on the courtyard of spring (...) and the air is so clean and transparent (...) The birds are twitched and joyfully (...) Young leaning makes way.

BSP with a colon

Huge importance in the definition of communication between parties in the BSP is played by intonation. If at the end of the first part it is necessary to increase the tone of the voice, then it is certainly necessary to put a colon. So it turns out that the punctuation marks in the BSP depend on intonation. But the semantic relationships are of the most important meaning. Consider the conditions for the formulation of the colon.

Signs of punctuation in BSP. Table with examples of colon
Conditions of colon setting
The second sentence speaks of the reason why it is said in the first sentence. You can put the comma and the union because.	I disliked rainy weather: she drove me in longing. (I disliked rainy weather, because she drove me in longing).
One sentence is used to explain the other, reveals its content. You can put a comma and introductory word namely, then the colon will stand after this word.	In the field reigns of paints: among the bright green grass whites flames with fragrances of daisy bushes, alleged small stars of carnations, occasionally break the shy eyes of cornflower. (The rhusiness of the paints reigns in the field, namely: among the bright green grass whites fragrant coasty romashes, shallow stars of carnations, occasionally overlook the shy eyes of cornflower).
The second offer serves to add the first. In this case, you can put a comma and an alliance between proposals like that or saw that.	I feel: carefully, as if fearing something, my fingers slowly move up to the shoulder. (I feel as carefully, as if fearing something, my fingers slowly move up to the shoulder).

Colon or not colon?

IN this case There is also your own rules.

1. What are missing in the sentence?

Somehow it happened (...) What was the deadline left the faith (...) But now it was not scarecrowed by Sergey (...) He knew (...) that his father and everyone else would return to the evening.

2. Put the punctuation marks in the BSP. Examples of proposals are given below.

1) The picture has changed (...) Already on the white tablecloths of the fields in some places, black spots and strips of outlined Earth were visible.

2) I really liked to listen to the girl (...) She painted me about the world, I unknow me.

3) Another little (...) will revive her eyes, flourishing on the face smile.

4) I looked in the window (...) On the clearing sky, the stars flared brightly.

5) How many years serve (...) the likely to me was not yet.

Summarizing learned

BSP are complex systemwhich includes four types of suggestions, depending on the punctuation marks between the pieces of a complex sentence - a comma, a point with a comma, colon, dash.

Signs of punctuation in BSP. Table with examples
	semicolon		colon
Slapped shot, then shook the machine gun.	Near the doors, I saw a boy, from the cold of all the missed; On it was wet, adhering to the body; He was barefoot, and his little legs were in the mud, as in socks; The shiver passed me down to the head at the sight of it.	In summer, the trees merged into one green mass - in the fall, each one stands apart, in itself. Began to break the dawn - we woke up and went outside. Life without joy - day without a sun. You will give - I will not take.	That's what I will do: I will come at night with a detachment, the wait is explosive and raise the house, then you mean a research station, on the air. He thought about himself: doctors need to call. The bird could not fly: she had a broken wing.
BSP with punctuation signs. Rule
The comma puts if sentences with connecting relationships.	There is a point with a comma if sentences with connecting relations have their commas within themselves.	There is a dash if sentences with opposite, temporary, comparative, seeding, investigative relations.	Put the colon if sentences with explanatory, additional, causal relationships.

What distinguishes the signs of punctuation in SSP, SPP, BSP

Between the BSP parts establishes relationships similar to the relationships found in the Union proposals: complex and complex.

Nessuzny
In one corner, the floor was crushed, the door creaked.	In one corner, the floor was crushed, and the door was scrupted (SSP).
Already in the evening, the sun was fond of a pine grove, which was behind the garden; Shadow from her ran without end through the fields.	Already in the evening, the sun hidden for a pine grove, which was behind the garden, and the shadow of her ran without end through the fields.
He became ashamed to kill unarmed - he thought and lowered the gun.	He was ashamed to kill unarmed, so he thought and lowered the gun.
I entered the hut: two shops on the walls and a large chest near the stove constituted the entire situation.	I entered the hut and saw that two shops on the walls and a large chest near the stove constituted the entire setting.

As can be seen from the table, the formulation of punctuation marks in BSP is significantly richer than in the Allied proposals that use only commas. But in the allied structures, the semantic relationships of parts are clear and clear due to the union:

simultaneity, sequence - union and;
the reason is the union because;
corollary - Union therefore;
comparison - Union as;
time - union when;
conditions - Union if;
supplement - Union that;
explanation - the Union that is;
contrastration - Union A.

The setting of punctuation marks in the BSP is needed to express the semantic relationship between proposals, they fulfill the role of unions.

Examples of bsp.

Examples illustrate BSP options:

with conventional relationships: you will have a day here - then you know.
with temporary relations: we will cope - I will transfer to managers.
with the meaning of the investigation: the rain is over - you can continue to move.
with conventions: the sun shines - we work, the rain goes - rest.
with seeding relationships: I would not have such a dog - the cows.
with interpreting relationships: beautiful urban is a rustic mile.

with connecting relationships: a man sitting at the table, spoke on the phone; The child still slept on the sofa.
with Issuctive Relationships: I advise you: Do not lift other wallets.
with relations with consequences: the land was needed under the crop: I had to overpass the gardens.
with explanatory relationships: the occasionally heard voices: raised pedestrians returned home.
with reality relationships: We must give him due - he was very hot, dare and persistent.
with comparison relationships: That is not the wind noise on the square, not the sea rages in the storm - my heart holshes my homeland, there is no rest and happiness in it.

An example of the task of OGE.

Among the proposals you need to find complex with the non-union bond between parts:

1) The Holy Sea is so called Baikal for a long time. 2) We will not assure that it is better not Baikal anything in the world: everyone is free to love his own, and for the Eskim, his tundra is a crown of creation. 3) We love pictures from young nails native landThey define our essence itself. 4) And it is not enough to consider that they are the roads, they are our part. 5) It is impossible to compare Ice Greenland with the Sugar Skhara Running Sands, Taiga Siberia with the steppes of the Central Russian strip, Caspian with Baikal, but you can convey your impressions of them.

6) But still there is nature from their favorites, which it creates with special care and gives a special attractiveness. 7) Such creation is undoubtedly Baikal.

8) Accordingly, not even talk about his wealth, Sladen Baikal to another - his wonderful force, not by the conserved power to be protected.

9) I remember me how we went far along the coast of our sea. 10) was the beginning of August, the graceful time, when Water was heated, the hill are blunting, when the sun makes shine felling on the distant mountains of Sayan when Baikal, stacking with water from monstering glaciers, is satisfied and calmly, gaining strength for the autumn storms when the fun falls under the cries of the fish.

To enjoy previewing presentations, create yourself an account (account) Google and log in to it: https://accounts.google.com

Signatures for slides:

BSP with the value of the listing. Comma and point with comma in BSP

Repeat What proposals are non-union? The non-union called a complex proposal, parts of which are interconnected only with the help of intonation, without the help of union words and unions. The semantic relationship between parts in the BSP is expressed less clearly than in the Allied proposals. What values \u200b\u200bcan express non-union sentences? Transfers, comparison, causal, explanation, conditional, with equivalent, etc.

Determine what values \u200b\u200bare expressed in these proposals. 1) The sun has been burning in yesterday, the air was stationary and dug. Translucent; With Ouz and 2) Do not move away from me: I'm so gratifying with you. Causal; Union Since 3) Summer Slipping - Winter eats. Comparable; with ozu a.

Determine what values \u200b\u200bare expressed in these proposals. 4) somewhere behind the river sadly creaked Arba, Susliki missed. Translucent; With Ouz and 5) I like to draw - draw health. Conditionality; Union If 6) I looked around: the night solemnly and regally stood. Explanatory; with ouz what + saw

They went raining, fiercely married. , Punctuation signs in BSP. The parish is set: between the parts of the non-union complex proposal, if its parts are associated with the thought and the list of facts is being transferred. There may be an insertion of the Union I.

The sun was just beginning to rise due to clouds; There was fresh and Rosisto in the air. ; Signs of punctuation in BSP. The point with the comma is set: if parts of the BSP are less closely related in meaning. If its parts are significantly common and have commas inside.

Punctuation signs in BSP [- \u003d], [- \u003d] [- \u003d]; [- \u003d] Parts are closely connected, the enumeration intonation. The substitution of the Union I. Part of the proposal is linked less closely common, they have comma inside.

Fastening: Explain the formulation of punctuation marks 1) Streets have expanded wide highways collapsed the ancient walls. 2) Palo Sun dazzlingly reflecting in the dark water of the rustle reed blue velvet dragonflies silently flew from one pine to another.

Fastening: Explain the formulation of punctuation marks 3) The bats have already worn over the falling apartments of the Osinnik mysteriously circling and trembling on the troubled sky rugged and straight flew in the embroidery hurry rush to his nest. 4) In a dry and clean air, it smells a broken rye buckwheat, even an hour before the night you do not feel damp.

Fastening: Explain the formulation of punctuation marks 5) The sun was not shown four days a hurricane wind stirred salted water dust with heavy rain streams. 6) The language must be simple and accurate this gives it the power relief colorfulness.

Test tasks: 1) Specify the non-union complex suggestion a) this is a trip, I hope you enjoy it. B) the night was quiet and light, although the moon was not. C) now it's hot, steer, warm in the yard. D) day hot, fun, in blue sky Round white clouds.

Test tasks: 2) Specify the BSP in which the commas should be put between parts. A) Zarya says goodbye to the ground there is a couple at the bottom of the valleys. B) Only a song needs beauty beauty and songs do not need. C) nightingale sings himself toshit. D) It was so from the darkness of a deep, fiery tissue blade, a beam of the spotlight of a protuch movement.

Test tasks: 3) Specify the BSP, in which between parts you should put a point with a comma. A) Merry thunderstorms preassess the spring water. B) She looked up with effort and immediately took them. C) the river is walked at ten dull blue through the fog behind it watery-green meadows. D) And when I saw my picture again, I did not believe my eyes instead of a lush carpet of herbs and flowers in the picture there was only a naked land.

Homework: Paragraph 33 pp 128-129. Exercise number 191

Lesson 46. The non-union complex proposals with the value of the listing. Comma and point with a comma in the non-union complex sentence (§ 33)

Objectives lesson: 1) introduce students with the terms of the semicolon and the point with a comma between the parts of the non-union complex proposal with the value of transfer; 2) to teach to determine the semantic relationship between the parts of the non-union complex proposal depending on the intonation, distinguish between simple sentences with homogeneous members associated with only translucent intonation, and non-union complex proposals with the value of the listing, correctly set the necessary punctuation signs (comma, point with comma) between parts The non-union complicated proposal, justify the conditions for choosing the punctuation mark between its parts, draw up non-union complex proposals, between whose parts it is necessary to put a comma and a comma point.

I.. Check your homework.

The first student reads non-union complex proposals with the value of transfer, causing, conditional (Ex. 189), pronounces these proposals with the necessary intonation. The class evaluates the answer.

The second student reads the aphorisms of Kozma Prutkov, expressing the semantic relationship with the help of intonation. The class reviews reading.

Students are read by houses of non-union complex suggestions on the topic "First snow", the teacher monitors the pronunciation of proposals, makes comments, draws attention to the features of the intonation of non-union complex proposals with the value of transfer, comparison, reasons, explanations.

II. Actualization of the supporting knowledge of students.

1. Offers with missed letters and punctuation marks are projected onto the board.

1) People are glad to fly and bee - color.

2) If the IF ... in the morning playing a clear day.

3) If from the Ran .. Over the morning IF .. there are sent for the extraction means there will be a good day.

4) On every flower of the bee Sadi .. But not (CO) every flower in diarrhea b..rot.

5) When summer birds .. Ul .. the summer (c) leaves the summer.

Tasks:

1. Record the proposals, exposing the punctuation marks and missed letters.

2. Make a diagram of each sentence.

III. Explanation of the new material.

Offers recorded on the board.

1) The sun was not shown four days, the hurricane wind stirred salted water dust with torrential rain flows. (I. A. Efremov)

2) Suddenly, all the physiognomy of the wolf changed; He shuddered, having seen even, probably, who had never seen human eyes, fixed on him. (L. N. Tolstoy)

Students expressly read suggestions, observing the features of intonation, determine the semantic relationship between the parts of the non-union complex proposal, explain the formulation of punctuation marks. Nine-graders conclude that in the first sentence of a part of a complex proposal indicate the transfer of simultaneous phenomena. The comma requires reading with short pauses between suggestions.

The intonation of the second offer differs from the preceding: point with a comma suggests a significant pause and a decrease in the voice between its parts. The offer is read in slow motion, calm and somewhat reduced voice.

Recommendations to the teacher: Note that the main sign that determines the semicolography or point point is the semantic relationship between parts of a complex proposal and the degree of their prevalence that sometimes a point with a comma is placed in the case when there are no punctuation marks inside parts of the non-union complex sentence - A weak connection of parts by meaning, more independent in relation to each other.

Nine-graders read theoretical material on with. 126-127.

I.V.. Fastening the material.

1. Selective dictation according to UPR. 191.

Students are discharged from UPR. 191 First, simple sentences with homogeneous members, and then non-union complex proposals, arrange missed punctuation marks.

2. Designing.

In UPR. 193 The following types are designed:

a) a simple sentence with homogeneous members (without unions);

b) the non-union complex proposal, between whose parts it is necessary to put commas;

c) a non-union complex proposal, between whose parts it is necessary to put a point with a comma.

3. Linguistic experiment.

Complicated non-union proposals are projected onto the board from the work of M. Yu. Lermontov.

1) Once, in the fall, transport came with the provincial; In transport was an officer, a young man about twenty five years old.

2) on both sides of the road sticking out naked, black stones; Koy-where shrubs peered from under the snow.

3) Sakla was stripped with one side to the rock; Three slippery, wet steps led to her door.

4) Meanwhile, the moon began to dress with clouds and the fog rose to the sea, the lantern was glowing on the stern of the near ship; The shore sparkled the foam of Valunov, every minute to sink him.

1. Find out the semantic relationship between parts of complex non-union proposals, justify the point of point with a comma.

2. Insert the unions in the sentences, determine which changes were manifested in suggestions.

Nine-graders conclude that after inserting unions, proposals lose their initial expressiveness.

Test tasks

1. Specify the non-union complex offer.

a) This is a trip, I hope you enjoy it.

b) the night was quiet and light, although the moon was not.

c) now it's hot, steer, warm in the yard.

d) Day is hot, fun, white clouds round in the blue sky.

Answer: B, G.

2. Specify the non-union complex proposal, in which the comma should be put between simple sentences.

a) dawn says goodbye to earth

Locals couples at the bottom of the valley

I look at the forest covered with a little

And on the lights of his vertices.

b) just a song needs beauty

The beauty and songs are not necessary.

c) nightingale sings himself toshit.

d) was so of the darkness of the deep,

Fireproof blade,

Beam searchlight Protoku.

Relocation.

Answer: A, b.

3. Specify the non-union complicated proposal, in which there should be a point with a comma between simple sentences.

a) Nursing the spring water

Merry thunderstorms trembled

In the robes of the resurrection

Flaw hyacinths and roses.

b) She [Nastya] with an effort raised her eyes and immediately took them to Gogol looked at her, smiling.

c) the river is walked on ten, dim blue through the fog behind her water-green meadows.

d) And when I saw my picture again, I did not believe my eyes instead of a lush carpet of herbs and flowers in the picture there was only a naked land.

V.. Homework: § 33, UPR. 194.

Lesson 47. Detailed presentation "Village Manilovka and her owner" (with an additional task - Ex. 192)

I.. Work on the content of text.

1. Determine the style and type of text. What is his main idea and how is it expressed?

2. What kind of proposal uses a writer to draw a picture of the Manilovka village?

3. What are the items of this common picture described in each of the non-union complex proposals?

II. Punctuation text analysis: Students explain punctuation marks (comma or semicolon) in non-union complex suggestions.

III. Oral answers to an additional question:

What the features of the manilov landowner says the description of his estate?

I.V.. Written presentation "Village Manilovka and her owner."

Lesson 48. Unsoyous complex proposals with the value of the cause, explanations, additions. Colon in the non-union complex sentence (§ 34)

Objectives lesson: 1) introduce students with the terms of the colon setting in non-union complex suggestions; Calculate the text-forming role of non-union complex suggestions with explanatory, extremely causal relations; 2) to teach the specified sentences with preventive intonation, determine the semantic relationship between its parts (the reason, the explanation, addition), to correctly set the necessary signs of punctuation, justify the conditions for their choice, to draw up non-union complex suggestions, between parts of which you need to put a colon, understand the text-forming role non-union complex suggestions.

I.. Analysis of presentations, work on errors made in the presentation.

II. Announcement of the theme and lesson goals.

1. Students analyze the material on with. 129-130 and answer questions:

In which non-union complex suggestions, the second part explains, reveals, specifies the content of the first part?

What divided sign is used in these non-union proposals?

How is this sign in the text? Why?

2. Students analyze theoretical information on with. 130-131 textbooks, get acquainted with the terms of the colon in the non-union complex suggestions.

Table 18.

Colon in the non-union complex sentence
Conditions setting	Examples
1. The second part indicates the reason why it is said in the first part (between both parts you can put an alliance because)	1. Not a single bird was heard: everyone was sheltered and sang. (I. S. Turgenev)
2. The second part clarifies, reveals the content of the entire first part or of its members (between both parts you can put the Union namely)	2. Most converged on one thing: old laws are not suitable. (A. A. Fadeev)
3. The second part explains the first part of the first part (there can be an union between both parts what or verbs i saw, heard, felt With Soyuz what)	3. a) Suddenly I feel: someone takes me by the shoulder and pushes. (I. S. Turgenev) b) The cereal looked around: the fire covered the school more and more. (A. A. Fadeev)

III. Fastening the material.

1. UPR. 195 Students perform orally: read expressively non-union challenging proposals with warning intonation (the first part is pronounced with a restless decrease in voice, after it has a significant pause, the second part ends with a decrease in voice), explain the formulation of the colon.

2. UPR. 196 Pupils perform independently: written off, arranging the missing punctuation signs, make up the BSP schemes.

3. Selective dictation (Ex. 197).

Students discharge the BSP, in which:

a) the second part clarifies the content of the first;

b) The second part explains the first part of the first part.

4. Designing.

Simple sentences are recorded on the board.

1) formed to flow. The boat began to dive into the water.

2) The dog was lying at the wicket itself. I was afraid to move on.

3) We gathered in the forest. Firewood was on the outcome.

4) I began to listen. Near the house went.

5) The clock struck eleven. It's time to go to bed.

6) The legs are bogged down in the mud. We turned off the road.

The task: Of the two simple suggestions, make a non-union complex offer with a colon.

5. Explanatory dictation. Students are recorded under the dictation complex non-union proposals, explain the punctuation marks before recording.

1) It is difficult to notice the hare beddowed in the snow: he first notices a person and runs away quickly. (I. S. Sokolov-Mikitov)

2) Everything was clear: they confused the direction and walked completely in the opposite direction. (A. F. Ivanov)

3) Look: Furiously flow river waters. (E. A. Baratsky)

4) Here they write: the existence of a snow man can be considered documented. (V. S. Pelevin)

5) Tomorrow I will not see: I go to dawn. (N. V. Gogol)

6) The kony possessed one feature: he was constantly happening to him. (V. M. Shukshin)

7) Amant one thing in Crimea: all the most beautiful and majestic created in the nineteenth century. (F. N. Abramov)

8) The upcoming business in the conversation did not touch: everything was a coordinated in advance. (S. A. Maitors)

Test tasks

1. Specify the non-union complex suggestions, between parts of which you need to put a colon (punctuation marks are not set).

a) the train went to his lights disappeared.

b) The sun was still empty over the roofs of the houses.

c) The trouble happened to the village stream blurred the railway path.

d) Do not be afraid to force you.

Answer: B, G.

2. Specify the non-union complex proposals in which the second sentence indicates the reason for what is said in the first.

a) If you ever someday on a hot day, accidentally touch the trunk of the birch, you will notice a strange phenomenon: even the sun barrel remains cool.

b) shelled her eyes wider and immediately snugged himself: in front of him, a large, skinned bear was sitting in the hind legs.

c) Senior Politrak was silent: no need to interfere with the commander to make a decision.

d) I entered the hut: two benches and a table and a huge chest near the furnace was all its furniture.

Answer: B, c.

3. Specify the non-union challenging proposals in which the second (or a few sentences) clarifies the first, that is, reveals its content (punctuation marks are not arranged).

a) the evening came on the rain from the north of the impetus to the wind.

b) By the first day of the holiday, everything was ready paintings hung, pillars for flags are bleached, the area is plenty of politics from long green barrels.

c) The train went quickly his lights soon disappeared after a minute no longer heard noise.

d) in the evenings near the log house, the entire population was gathered who sigrously crushes, who sinks his squeezes.

Answer: B, G.

I.V.. The outcome of the lesson.

V.. Homework Differential Character:

a) learn the rules on p. 130-131, § 34;

b) prepare an oral message on the theme of "colon in ordinary and complex offers";

c) execute Ex. 198;

d) make up eight - ten non-union challenging proposals on the topic "Do I think myself with a cultural person."

Lesson 49. Unsoyous complex proposals with the meaning of opposition, time, conditions and investigations. Tire in the non-union complex sentence (§ 35)

Objectives lesson: 1) introduce students with the terms of formulation of a dash in non-union complex suggestions; To understand that in some cases the value of the first part can be determined both both conditional and as temporary; 2) to teach the specified non-union complex proposals with comparative or explanatory intonation, to determine the semantic relationship between parts (counter-suspension, time, condition, consequence), to draw up intonation schemes of these proposals, to properly set the necessary signs of punctuation, justifying the conditions for choosing a punctuation mark between the unionage complicated parts offers.

I.. Check your homework.

The first student makes the oral message "The colon in ordinary and complex offers class reviews the answer.

The second student is written on the board compiled by non-union proposals (Ex. 198), emphasizes the main members. Students read non-union challenging proposals on the topic "Do I think my own cultural person." The class reviews their answers.

II. Repeating material.

1. The board is projected the task: Make two suggestions with these words in which they would perform in the role:

a) noun with a pretext; b) derived pretext: (c) Corollary, (c) continued, (c) current, (in) the form, (c) the score, (c) genus;

a) adveria; b) adjective, pronouns, numeral with a pretext: (c) empty, (software) spring, (by) yours, (c) third, (c) manual, (by) still, (software);

a) adveria; b) noun with pretext: (for) Meeting, (for) Top, (c) Deposit, (for) House, (for) Good luck, (for) side, (c) early.

III. Explanation of the new material.

1. Reading § 35 on with. 133-134, analysis of the examples of the paragraph.

2. Observation on the intonation of the non-union complex proposal with a dash.

Recommendations to the teacher: The attention of students should be paid to the fact that the dash in the non-union complex proposal requires an increase in the vote in the first part and a long pause. Students must learn: To properly arrange the punctuation marks in the non-union complex proposal, it is necessary to know the conditions for the dash, to determine the semantic relationship between the parts of the non-union complex proposal. In a weak class, you can offer a table.

Table 19.

Dash in the non-union complex sentence
Conditions of setting Tire	Examples
1. The first part indicates the time of what is said in the second part (you can insert the union before the first part. when)	1. The evening will come - the stars will light up in the sky.
2. The first part indicates the condition of what is said in the second part (you can insert the union before the first part if a)
3. The first part indicates the reason why it is said in the second part (you can insert the union before the first part as), and the second part indicates a consequence of what is said in the second part (between parts of a complex sentence can be inserted so)	3. Swallows fly low above the earth - wait for the rain.
4. The first part of the content is sharply opposed to the content of the second (between parts of a complex sentence you can insert the union butor but)	4. Everyone expected to see him on the ball - he threw everything and went to the far village.
5. The second part contains a comparison, comparison with what is said in the first part (there can be an offer between parts of a complex sentence that the proposal union can be inserted, to explain the formulation of punctuation marks in sophisticated offers. Exercise in recognition of simple and sophisticated proposals, apply them ...