Prepare for a message on the topic of a complex sentence. Lecture on the topic: “Complex sentence. The main types of complex sentences. Allied compound sentences. Complex sentences. What punctuation marks should be remembered in SSP

№______ Lesson plan

Group___ 1POVT-214,1D-214,1PPS-214,1EN-214 ___

The date________

Discipline "Russian language"

Lesson topic: « DIFFICULT SENTENCE. THE CONCEPT OF A COMPLEX PROPOSITION. MAIN TYPES OF COMPLEX OFFERS.

Goals: to teach to distinguish a simple sentence from a complex syntactic construction; deepen the concept of a complex sentence; to improve the ability to determine the ways and means of communication in complex sentences.

During the classes

I. Organizational moment.

II. Blackboard work.

Exercise. Write down sentences, determine which one is simple and which is complex, emphasize grammatical foundations.

Friendly whispering pines,

birches make noise by the road.

And we on a fertile land

we live without need or anxiety.

Ya Kupala

III. The topic of the lesson. Teacher's word.

A complex sentence is such a syntactic construction that has at least two grammatical bases (simple sentences) in its composition and represents a semantic and grammatical unity, formalized intonation.

Simple sentences in a complex one can be connected with the help of conjunctions (coordinating and subordinating), allied words (pronouns and pronominal adverbs) or in a non-union way, that is, only with the help of intonation. In this regard, complex sentences are divided into two groups: allied (compound and complex) and non-union.

Compound sentences, like all sentences, serve to communicate people, express a message, a question or a call to action and have the obligatory features of a sentence - the presence of a grammatical basis and intonation of the end. This brings complex sentences closer to simple ones, for example:

1. Sky everything again covered clouds, fell down rain.

(M. Gorky.)

2. blushed Rowan, turned blue water. (S. Yesenin.)

3. He [Pushkin] is to Russian art what Lomonosov is to Russian education in general.

4. The dusk grew thicker and the stars shone higher. (I. Bunin.)

5. We drove out into the barely green fields, over which in the sunlight, fluttering its wings, the lark sang hotly. (A. Tolstoy.)

Class assignment. Write down the sentences and answer orally the following questions:

What are complex sentences?

What groups are complex sentences divided into?

- What groups are complex union proposals divided into?

- What means of communication are typical for varieties of complex sentences?

What means of communication is common to all species?

IV. Independent work with a study guide.

– What was completely new for you in the material of the paragraphs?

What did you find difficult?

V. Summary of the lesson.

Homework.§ 7–10, ex. 46, 47.

Lecture on the topic: “Complex sentence. The main types of complex sentences. Allied compound sentences. Compound sentences."

(slide number 1)

The purpose of the lesson:

(slide number 2)

Repeat and deepen information about complex sentences known in the course of grades 5-8.

Lesson objectives:

(slide number 3)

To develop the ability to distinguish between simple sentences with homogeneous members connected by a connecting coordinating union "AND" and complex sentences where the parts are connected by the same union.

Determine semantic relationships between parts of complex sentences

Place punctuation marks in compound sentences with different conjunctions

Distinguish BSC with a common minor member from sentences without it and the ability to use / not use a comma in the CSP (with a common minor member)

Lesson equipment: notebook, board, slides, textbook.

^ PROGRESS OF THE LECTURE

Introductory speech (activation of students' attention).

- Hello guys. Today we have a lesson-lecture on the topic "Complex sentences". On it, we will remember everything that we already know about the SSP and replenish our knowledge with new information. (Message of the goals and objectives of the lesson). This material will help you prepare for a seminar on the same topic.

Today you need to be attentive, collected, we will write a lot. To make it easier for you, you can use abbreviations when recording a lecture (SP, PP, SSP, etc.), write down only the main thing, explaining the information with examples.

Open a notebook, write down the topic of the lecture and questions for a future seminar on the same topic.

^ Questions for the seminar

(on the slide for lesson number 4)

1. What is the difference between simple and complex sentences? Explain with examples.

2. What are the features of simple sentences that are part of complex ones (with examples)?

3. Tell us about the ways of connecting simple sentences as part of complex ones (with examples).

4. What types of complex sentences do you know. What do they have in common and what is the difference?

5. Tell us about the main BSC groups according to their meaning (by alliances).

6. Tell me about BSC with

a) connecting coordinating conjunctions,

b) dividing coordinating unions,

c) adversative coordinating conjunctions.

6. How to distinguish BSC with the union "I" from PP with homogeneous members, in which the union "I" is used.

7. What punctuation marks are put in the SSP? When is a comma not used? (all answers must be accompanied by examples)

^ Main body.

- So, in our speech, in addition to PP, SPs are used. With their help, more complex thoughts are expressed. SP is more informative than PP.

- Write down and compare example sentences

(slide number 5):

It was already ten o'clock in the evening, and the full moon shone over the garden.

It was already ten o'clock in the evening. The full moon shone over the garden.

^ Tasks and questions:

Highlight the grammatical foundations of the sentences and say what are the similarities and differences between these sentences? Pay attention to intonation in simple and complex sentences. What sign is put in the joint venture?

^ Write the output :

(slide number 6)

In the first (complex) sentence, the second part adds the meaning of the consequence to the content of the first. The joint ventures are not the sum of two simple sentences, as additional information arises. It is richer and more versatile. Thanks to the SP, our speech also becomes richer.

^ Question:

What is a SP?

Write down:

(slide number 7)

SP - these are sentences consisting of two or more simple ones, interconnected in meaning and grammatically, united intonationally. The sentence has an intonation of the end.

^ Features of simple sentences that are part of a complex one (slide No. 8):

- PP in the composition of the joint venture do not have intonation completeness

- united in meaning into a single whole

- united by a special intonation into a single whole

- words in a sentence are grammatically related (as well as in a common sentence, words are interconnected in a way of coordination, control and adjacency, as in phrases)

- varied in meaning and structure

Write down:

(slide number 9)

A sensitive ear caught light steps, and the dream instantly flew off.

Tasks:

Read the offer. Are simple sentences combined in it in meaning? Grammatically? Is there an end tone between them?

Find in the sentence phrases built on the basis of connection

Coordination(sensitive ear, light steps),

Control(caught steps)

adjoining(falls off immediately)

Question: What is the grammatical meaning of the sentence? (in the grammatical basis, in the predicate: inclination, tense)

^ Working with the textbook:

- Open the textbook, let's take a break from the notes and verbally familiarize ourselves with the information on how simple sentences can be connected in a complex one. (we read information on the topic from the paragraph of the textbook)

^ Question: How can simple sentences be combined into complex ones?

We draw up a diagram (in a notebook)

(slide number 10)

2 ways to link simple sentences in SP

^ Working with the textbook:

Let's look at a few examples of sentences from the textbook exercise: we read the sentences, highlight the grammatical foundations and determine their number; we find out the way of connecting simple sentences in the joint venture; draw up proposals.

Exercise 51

Everyone in the house had already gone to bed, but no one was sleeping. The summer was gray and cold, the trees were wet. The glass door to the balcony was closed to keep the heat out of the garden.

^ We continue the lecture (recording) :

So, in the joint venture, parts can be connected with the help of unions and without them. Those sentences in which the parts are connected without unions, only in meaning and with the help of intonation, are called union-free complex sentences (BSP). And those in which unions and allied words are used to connect parts in a joint venture are allied. Unions, as you already know from the course of grades 5-7, are composing and subordinating, therefore, depending on which unions are used, compound and complex sentences (SSP and SPP) are distinguished.

(slide number 11)

The main types of complex sentences

Continuation of the lecture:

Today we will focus more on the SSP group.

By their meaning, coordinating conjunctions are connecting, dividing and adversative. Consequently, the BSC, according to the unions used in them and according to their meaning, are divided into 3 groups

(slide number 12)

The main groups of the BSC by meaning and alliances.

SSP with connecting unions and, yes(s), no-no, too, also. They list phenomena that occur simultaneously or following each other.	^ The transparent forest alone turns black, and the spruce turns green through the hoarfrost, and the river glistens under the ice. .
SSP with dividing unions or, il, either, something, not that - not that, either - or. They indicate the alternation of phenomena, the possibility of one phenomenon from several.	^ The sun was shining, then it was raining .
SSP with opposing alliances but, but, yes (but), however, but, the same. In them, one phenomenon is opposed to another.	^ The eye is waiting for a spark, but every turn of the river deceives our hopes.

It must be remembered that in the joint venture a punctuation mark is placed between its parts, most often it is a comma.

(slide number 13)

Simple sentences in compound sentences are separated from each other by commas.

^ It brightened in the window, and the hills appeared. Either the ship left, or the enemy used a submarine. You can’t see more than two steps, but you can hear the snorting of a horse in silence.

However, coordinating conjunctions are also used in simple sentences to connect homogeneous members of a sentence. In order not to confuse PP with SP, it is necessary to take into account the number of grammatical bases in the sentence.

(slide 14)

Distinguish SSP from PP with homogeneous members.

^ The sea is forever and incessantly noisy and splashing. (This is a simple sentence, since there is one grammatical basis here. We will not put a comma).

The sea seems to whisper something, and this whisper calms me. (this is a complex sentence, since there are two grammatical bases, Let's put a comma).

Question:

Let's remember in what cases a comma is placed in PP with homogeneous members? (Oral discussion: commas are placed with separating and connecting unions, if they are repeated, and always with adversatives).

There are times when a comma is also not placed between its parts in the SSP. This happens if the sentence has a common secondary term that equally applies to both sentences.

(slide 15)

Proposals with a common minor member.

(no comma between parts)

After the thunder the air becomes cleaner and people breathe easier. (Common secondary member: after thunder. We don’t put a comma).

Finally snow fell and winter came. (Common minor member: finally. Do not put a comma).

Immediately behind the hospital the city ended and the field began.

(Common minor term: immediately. Do not put a comma).

In some cases, a dash is placed between the parts of the SSP, in addition to the comma. This happens if one of the parts of the BSC has the value of effectiveness, a quick change of events.

^ For example (slide 16)

Sentences that talk about fast-paced events

(a dash is placed between the parts)

The bell rang and the kids ran out of the classroom with a roar.

^ He will give a sign - and everyone will laugh.

The cheese fell out - there was such a cheat with it.

Summing up the lesson

Question:

- What new did you learn at the lesson today?

- What is SP?

- How to distinguish it from PP?

What punctuation marks should be remembered in SSP?

Homework

(slide 17)

Prepare for the seminar session using the questions written at the beginning of the lesson.

Read the material 7 and 8 paragraphs of the textbook and learn the rules.

Pick up sample sentences for each question (for the seminar).

To imagine Vera's life, / 1 he had to be transported a quarter of a century ago, while, / 2 when he was a student, thin, mobile / 3 . ( to- p.) 1 , [ noun + uk. sl.] 2 , (when- with. sl.) 3 - SPP with parallel subordination.
If a he [Paustovsky] will write, / 1 what from a distant glacier vaguely pulled violets, / 2 then it's still does not mean, / 3 what the smell of violets was indeed audible at a distance of several kilometers / 4 . ( if- with. ch.) 1 , (what- p.) 2 , [ then Ch.] 3 , (what- p.) 4 - SPP with parallel and serial subordination.
When everyone went out for dinner / 1 and she was left alone with Ulyasha, / 2 Zhenya remembered, / 3 as then everyone in the kitchen laughed at her stupid question / 4 . NGN proposal, consists of 4 simple sentences; the third is the main thing, the rest are subordinate; subordinate clauses are connected with the main uniformly and in parallel.
I and II clauses (sentences 1 and 2) are clauses of time; they refer to the entire main clause (sentence 3); means of communication - union when(in the II subordinate union is omitted, but can be restored); subordinate clauses come before the main clause. The adverbs of time are connected to each other by a single connecting union and so there is no comma between them.
III clause (sentence 4) is an additional clause; it refers to the predicate in the main clause remembered, expressed by the verb; means of communication - union as; the subordinate clause comes after the main clause.
(when- p.) 1 and (-) 2 , [ch.] 3 , (as- p.) 4 - SPP with homogeneous and parallel subordination.
They were sitting at one of windows, / 1 which were so dusty, prim and huge, / 2 what seemed some institutions bottle glass, / 3 where can't stay in a hat. [ noun] 1 , (which- with. sl. cr. adj. + uk. sl.) 2 , (what- with. noun + uk. sl.) 3 , (where
And in the morning she began to ask questions about, / 1 what is Motovilikha / 2 and what they did it at night, / 3 and found out, / 1 what Motovilikha - state-owned plant / 4 and what they make cast iron there / 5 . [ noun + uk. sl., 1 (what- with. next) 2 and (what- with. sl.) 3 , ch.] 1 , (what- p.) 4 and (what- p.) 5 - SPP with parallel and homogeneous subordination.
Before talk about your journey to the “land of fearless birds”, / 1 to me I want to explain , / 2 why I took it into my head to go from the center of the mental life of our country in such wilds, / 3 where people are engaged in hunting, fishing, believe in sorcerers - in a word, they live almost a primitive life / 4 . ( before- p.) 1 , [ ch.] 2 , (why- with. sl. noun + uk. sl.) 3 , (where
When Zhenya later remembered that day on the Osinskaya street, / 1 where they then lived, / 2 he always seemed to her so, / 3 what she saw him that second long day, at the end of / 4 . ( when- with. noun) 1 , (where- with. next) 2 , [ places.-skaz.] 3 , (what- with. cl.) 4 - SPP with parallel and serial subordination.
In case spoke, / 1 what the general himself would be even more angry, / 2 what his irresistible ferocity was tamed as quiet as an angel, general's wife, / 3 which none of the cadets saw /4 because she was constantly ill, / 5 but which everyone considered him a good genius who guarded the Cadets from the general's ultimate ferocity. [ ch.] 1 , (what- p.) 2 , ( what- with. noun) 3 , (which- with. sl.) 4 , ( because- p.) 5, but (which- with. sl.) 6 - SPP with consistent and homogeneous subordination.
Pierre, / 1 to which looked condescendingly, / 2 when is he was the illegitimate son, / 3 whom caressed and glorified, / 4 when is he was the best groom Russian Empire, / 5 after his marriage, / 1 when brides and mothers nothing to expect from him, / 6 strongly lost in mind society / 1 . [ noun 1 , (to which- with. sl.) 2 , ( when- p.) 3 , ( whom- with. sl.) 4 , ( when- p.) 5 , 1 , ( when- p.) 6 , ] 1 - SPP with homogeneous, parallel and sequential subordination.
Kutuzov ordered to prepare for a new battle, / 1 to finish off the enemy, / 2 not because, / 1 to he wanted to deceive someone, / 3 but because, / 1 what did you know, / 4 what enemy defeated / 5 . [, one ( to- p.), 2 uk. sl., 1 (to- p.), 3 uk. sl.] 1 , (what - s. ch.) 4 , (what- p.) 5 . - NGN with parallel, homogeneous and sequential subordination.
On a quiet August afternoon, / 1 when everything in nature sparkled and shone, / 2 but according to some still imperceptible signs, the quiet sadness of withering was already felt in the hot air, several pilots / 1 . [ , 1 (when- p.) 2, but (-), 3] 1 - SPP with uniform subordination.
1
time ↓
(when- s.) 2 but (-) 3
And dad read a note about, / 1 what last night, the seismic station of the observatory noted small tremors in our city - a consequence of a distant earthquakes,/ 2 epicenter whom located on the Asia Minor coast of the Black Sea, in Turkey, / 3 where destroyed several villages / 4 . [noun + uk. sl.] 1 , (what- with. noun) 2 , (whom- with. sl. noun) 3 , (where- with. sl.) 4 - SPP with sequential subordination.
Zuev liked Stepan Bukov with a feeling inner dignity , / 1 which inherent in people who have never given up anything for that, / 2 to it was easier for them, / 3 when others find it difficult / 4 . [ noun] 1 , (which- with. sl. uk. sl.) 2 , (to- p.) 3 , ( when
But that's why Litvinov is so calm and simple, that's why so self-confidently looks around, / 1 what his life clearly, clearly lies before him, / 2 what his fate was determined / 3 and what he is proud of this fate and rejoices in it / 4 . [ cr. etc., ch. + uk. sl.] 1 , (what- p.) 2 , ( what- p.) 3 and ( what- p.) 4 - SPP with uniform subordination.
Hunters repeatedly noticed, / 1 what / 2 once red deer will visit salt licks, / 3 then roe deer leave them for a more or less long time / 2 .
NGN proposal, consists of 3 simple sentences; the first is the main thing, the rest are subordinate; subordinate clauses are connected with the main one sequentially.
I clause (sentence 2) is an additional clause; it refers to the verb noticed expressed by the verb in the main clause; means of communication - union what; The subordinate clause comes after the main clause.
II clause (sentence 3) is a clause of time; it refers to the entire main clause (sentence 2); means of communication - double union as soon as... then; subordinate clause in the middle of a main clause. Two unions that as soon as at the junction of different clauses they will not be separated by a comma, since the second part of the double union follows - then.
What would neither waiting ahead, / 1 what would neither was tomorrow, / 2 he glad, / 3 what returned / 4 and what will meet this day with comrades / 5 . ( whatever- with. sl.) 1 , ( whatever- with. next) 2 , [ cr. adj.] 3 , (what- p.) 4 and ( what- p.) 5 - SPP with homogeneous and parallel subordination.
Accompanied by a telephonist with a reel of cable and two messengers, they were at the top, / 1 when the sun was already approaching the horizon / 2 and its first rays tried to break through cloudy and veiled sky / 3 . one , ( when- p.) 2 and (-) 3 - SPP with homogeneous subordination.
He [Zvyagintsev] painfully tried recall, / 1 as these places looked like before, / 2 to get your bearings and define, / 3 where plant is located / 4 . [ ch.] 1 , (as- with. sl.) 2 , ( to- with. ch.) 3 , (where- with. sl.) 4 - SPP with uniform subordination.
He was happy to meet Ivan Maksimovich not only because, / 1 what since the battles on Luga, I had not seen Korolev and knew nothing about his fate, / 2 but also because, / 1 what with the unexpected appearance of Korolev, Zvyagintsev disappeared, the feeling of some alienation that owned him disappeared without a trace, uncertainty about, / 3 what he will be able to quickly find his place in this non-military team / 4 . [ uk. sl., 1 (what- p.) 2, uk. sl.] 1 , (what- with. noun + uk. sl.), 3 (what- p.) 4 - SPP with homogeneous and consistent subordination.
If a at first he thought, / 1 what he loses precious time, / 2 what he must dispose of something, command something, / 3 then now he made sure that, / 4 what air defense is well organized / 5 and it is very useful for him to become more familiar with the formulation of the case / 6 . ( if- with. ch.) 1 , (what- p.) 2 , ( what- p.) 3 , [ then Ch. + uk. sl.] 4 , (what- p.) 5 and(-) 6 - NGN with serial, parallel and homogeneous subordination.
They [old people] spoke, / 1 what, / 2 when the tunnel will be finished, / 3 it is necessary to transfer the wagons to Bek-Tash, / 2 because“a man with a wooden nargil” (as they called Khorobrykh, who did not let his pipe out of his mouth) wants to build a railway from the northern fields to Bek-Tash / 4. [ ch.] 1 , (what- p., 2 ( when- p.), 3), 2 ( because- p.) 4 - SPP by sequential and parallel subordination. The sentence is complicated by a plug-in construction - a sentence so they called Khorobrykh, who did not let his pipe out of his mouth, which is highlighted in brackets and is not included in the general scheme of the sentence.
I think, / 1 what / 2 if I would get to the North Pole or, say, to the magnetic pole, / 3 then a boy with a fishing rod would definitely sit there and sniffle, watch for cod at the hole, and at the magnetic pole would pick out a piece of magnet / 2 from the ground with a broken knife. [ ch.] 1 , (what- with. 2 ( if
Many have been barely dragging their feet for a long time, but went with their last strength, knowing, / 1 what / 2 if they will not go out onto the highway until evening and will not cross it at night, / 3 then all their previous efforts are meaningless / 2 . [ dep.] 1 , (what- with. 2 ( if- p.), 3 then) 2 - SPP with sequential subordination.
Artemiev confirmed, / 1 what leading surgeon of the medical battalion that same, / 2 what was under Serpilin / 3 . [ ch.] 1 , (what- with. places.-skaz.), 2 (what- with. cl.) 3 - SPP with sequential subordination.
Sintsov explained him, / 1 what, / 2 before to go to the army, / 3 wants to visit the Dnieper together with a correspondent tomorrow, in that regiment, / 2 where many German tanks were knocked out today / 4 . [ ch.] 1 , (what- p., 2 ( before- p.), 3 noun + uk. sl.), 2 (where- with. cl.) 4 - SPP with serial and parallel subordination.
Reporting general all , / 1 what it was necessary, / 2 he passed in my room, / 1 wherein, having returned a long time ago and waiting for him, Prince Galtsin sat, reading novel, / 3 which I found on Kalugin's desk / 4 . [ dep. + uk. sl., 1 (what- with. next), 2 noun] 1 , (wherein- with. sl. noun), 3 (which- with. cl.) 4 - SPP with parallel and serial subordination.
We calculated, / 1 what / 2 if let's go along the path, / 3 then let's go to the river Naina to the Koreans, / 2 a /if let's go straight / 4 then we will come to the seashore / 5 . [ ch.] 1 , (what- with. 2 ( if- p.), 3 then), 2 a (if- p.) 4, (- then) 5 - SPP with sequential, homogeneous and parallel subordination.
He instantly judged, / 1 what, / 2 Bye only three Germans see him, / 3 he has no reason to be the first to get into a fight, / 2 a, reaching nearest groves , / 4 where Germans, perhaps, no, / 5 he has a chance to escape even in that case, / 4 if these three will raise a belated alarm / 6 . [ ch.] 1 , (what- p., 2 ( Bye- p.) 3 ,) 2 , a (- noun, 4 (where- with. sl.) 5 , uk. sl.) 4 , (if- p.) 6 - SPP with parallel, sequential and homogeneous subordination.
And of course they did not notice, / 1 what on one of the pages of this newspaper is printed the same poem, / 2 which mentally recited Byron, / 3 when in the carriage that was taking him to London, he was preparing for a speech, which, alas, did not change anything / 4. [ ch.] 1 , (what- with. noun + uk. sl.) 2 , (which- with. sl.) 3 , ( when- p.) 4 - SPP with sequential subordination.

Exercise 51

1. From the heat, a dried-up wheel suddenly splits up to the very hub, the spokes stick out with a bunch of bitten pegs, the cart falls on its side with a thud, piles of newspapers fall out (SBP; enumeration relations). 2. We are waiting for a nested doll for an hour, another - it is not (SBP; opposition relations, a union can be inserted between the parts a). 3. Shmakhin looked at his watch: it was only ten minutes to seven (SBP; additional relations, you can insert “and saw that” between the parts). 4. You do not want to answer / 1 - I will tell/ 2 (SBP; consists of two parts; conditional relations; a union can be inserted before the first part if; so put a dash). 5. You can't understand Russia with your mind, you can't measure it with a common yardstick / 1 : she has a special become/ 2 - you can only believe in Russia/ 3 (SBP; consists of three parts. Between sentences 1 and 2 - causal relationships; a union can be inserted between the parts because; so put a colon. Between sentences 2 and 3 - the relationship of the investigation; adverbs can be inserted between parts That's why; so put a dash). 6. Rye is ripening - you care: no matter how it beats with hail, it doesn’t dry out in the heat without rain, it doesn’t rely on rain (SBS; 1 and 2 - the relationship is temporary, you can insert a union before the first part when; 2 and 3 - explanation relations, before the third part you can insert namely). 7. I wanted to get up / 1 - everything in front of me was spinning with speed / 2 ; wanted to scream / 3 - the tongue is silent and motionless/ 4 (SBP; consists of four parts. Between sentences 1 and 2; 3 and 4 - adversarial relations; union can be inserted between parts but; so put a dash. Between the first group of sentences (1 and 2) and the second group of sentences (3 and 4) - enumeration relations; since there are other characters within each group, a semicolon is placed at the boundary of these groups, between sentences 2 and 3). 8. You will become too smart / 1 - perhaps don't want to live / 2 ; get richer all people / 3 - will envy/ 4: I'd rather pick and eat the third (magic, shriveled apple) / 5 (SBP; 1 and 2, 3 and 4 - conditional relations; a union can be inserted before the first and third parts if; between group 1 and 2 and group 3 and 4 - enumeration relations; sentence 5 contains a conclusion; can be inserted That's why). 9. He blushed: he was ashamed to kill an unarmed man (SBP; relations of reason, a union can be inserted between the parts because). 10. I crawled along the thick grass along the ravine, I look / 1: the forest is over / 2, several Cossacks leave it to a clearing / 3 (SBP; 1 and 2 - additional relations, you can insert "and I see that"; 2 and 3 - enumeration relations). 11. A white blanket is thrown to the floor, the house is empty, Vera Nikandrovna one (SBP; enumeration relationship). 12. Emerald frogs jump underfoot; between the roots, raising his golden head, lies already and guards them (SPB; enumeration relations; since the sentences are distant from each other in meaning and the second sentence is common, has its own commas, a semicolon is placed between the parts). 13. He noticed some special dilapidation on all village buildings / 1: the log on the huts was dark and old / 2; many roofs blew through like a sieve / 3 ; on others, there was only a ridge at the top and poles on the sides in the form of ribs / 4 (SBP; 1 and 2 - explanation relationships, words can be inserted between parts namely; 2, 3 and 4 - enumeration relations; since the sentences are distant from each other in meaning, and the third and fourth sentences are common and have their own commas, a semicolon is placed between the parts). 14. Here are my conditions for you: today you will publicly renounce slander and will ask me for forgiveness (SBP; clarification relations, words can be inserted between parts namely). 15. Silence was gradually broken in the house / 1: a door creaked somewhere / 2; someone's steps were heard / 3; someone sneezed in the hayloft / 4 (SBP; 1 and 2 - explanation relationships, words can be inserted between parts namely; 2, 3 and 4 - enumeration relations; since the sentences are distant from each other in meaning, a semicolon is placed between the parts). 16. Everyone regarded Nagulnov’s behavior differently / 1: some approved / 2, others condemned / 3, some were reservedly silent / 4 (SBP; 1 and 2 - explanation relations, words can be inserted namely; 2, 3 and 4 - enumeration relations). 17. After a few moments, I rise and see: my Karagez flies, waving his mane (SBP; additional relations, a union can be inserted between the parts what). 18. I say: I won’t give up (SBP; additional relations, you can insert a union between the parts what). 19. I also remember: she loved to dress and squirt spirits (SBP; relations are additional, a union can be inserted between the parts what). 20. I'll definitely tell you: you have a talent (SBP; additional relations, you can insert a union between the parts what). 21. Fedor understood: it was about communication (SBP; additional relations, a union can be inserted between the parts what). 22. Aleksey decided: enough to pull (SBP; relations are additional, a union can be inserted between the parts what). 23. Magpie raised his head: above, through the thin steam of frost, the golden Bear shone (SBP; additional relations, the words “and saw that” can be inserted between the parts). 24. I raised my head: in front of the fire, on an overturned tub, a miller's wife was sitting and talking to my hunter (SBP; additional relations, the words “and saw that” can be inserted between the parts). 25. I woke up: the dawn was already engaged (SBP; additional relations, you can insert the words “and saw that” between the parts). 26. The moon was not in the sky: at that time she rose late (SBP; relations of cause, a union can be inserted between the parts because). 27. He was even scared: it was so dark, cramped and unclean (SBP; cause relations, a union can be inserted between the parts because). 28. The windows in the barracks either lit up or went out: someone struck matches (SBP; cause relations, a union can be inserted between the parts because). 29. A week has passed, another - suddenly a stroller enters my yard (SBP; the second sentence contains an unexpected addition; a union can be inserted between the parts and; have a word all of a sudden). 30. Give him only a knife and let him go on the big road - he will kill him, he will kill him for a penny (SBP; the second sentence contains an unexpected attachment, an unexpected result; you can insert the words “and then” between the parts). 31. The sun did not have time to warm up - the whole sky buzzed (SBP; the second sentence contains an indication of a quick change of events; the words “and immediately” can be inserted between the parts). 32. I began to call the owner / 1 - silent / 2; I knock / 3 - they are silent / 4 (SBP; 1 and 2, 3 and 4 - relations are adversarial, an alliance can be inserted between parts 1 and 2, 3 and 4 a; between the first group of sentences (1 and 2) and the second group of sentences (3 and 4) - enumeration relations; since there are other punctuation marks within each group, a semicolon is placed at the boundary of these groups, between sentences 2 and 3). 33. The brave win - the cowardly die (SBP; relations are opposite, a union can be inserted between the parts a). 34. There was no way to leave unnoticed / 1 - he went out openly 2, as if he was going into the yard / 3, and darted into the garden / 2 (1 and 2 - SBP; the second sentence contains a consequence, result, conclusion; an adverb can be inserted between the parts That's why. Inside the second sentence there is a subordinate clause with a conjunction as if, which is separated by commas on both sides). 35. We win - you build a stone house (relationships are conditional, you can insert a union before the first sentence if). 36. A good fellow will pass / 1 - pose / 2, a girl will pass / 3 - mourn / 4, and the harpmen will pass / 5 - they will sing a song / 6 (1 and 2, 3 and 4, 5 and 6 - SBP, conditional relations, before parts 1, 3, 5 you can insert a union if; groups 1 and 2, 3 and 4 are interconnected by enumeration relations; group 5 and 6 are connected with group 3 and 4 by the adversative union a - SSP). 37. Get lost completely - we won’t cry about you (SBP, conditional relations, you can insert a union before the first sentence if). 38. He will look - he will give a ruble (SBP; the relationship is comparative, a union can be inserted between the parts like). 39. He always liked to chat - I knew this very well (SBP; the second sentence has the meaning of attachment, contains the pronoun This). 40. They will part / 1, they have already parted / 2 - this thought stunned both (SBP; 1 and 2 - enumeration relations; sentence 3 has the meaning of attachment and contains a pronoun this).

Prepare for a message on the topic "Complex Sentence". Make a preliminary plan in the form of interrogative sentences. Give examples for each item in the plan.

Answers:

(open theory p. 35) 1) What are the names of sentences consisting of several sentences? 2) What are sentences without conjunctions called? 3) What proposals are called allied? 4) What are the main means for linking simple sentences? 5) Depending on what complex sentences are divided into non-union and allied? 6) What else are allied proposals divided into? 7) What sentences are combined into complex non-union with the help of intonation? EXAMPLES I DON'T KNOW sorry:-(((