The lecture discusses the main features and classifications of unions.

Union

The lecture discusses the main features and classifications of unions.

Lecture outline

29.1. Conjunction as part of speech.

29.2. Classifications of unions.

29.3. Types of conjunctions by syntactic function.

29.4. Homonymy of conjunctions and words of other parts of speech.

29.1. Conjunction as part of speech

Unions- this is an auxiliary part of speech, with the help of which the connection between the members of a sentence is formed, between parts complex sentence, between sentences in the text. In the figurative expression of M.V. Lomonosov, unions are like “nails or glue, with which the parts of some colossus are united or glued together.”

Depending on the function performed unions:

Connect homogeneous members of a sentence ( The doctor took the child in his arms and quickly turned him towards the light And looked into the eyes.)

Connect parts of a complex sentence ( [First he did not pay attention on a blind child], But]then the strange similarity of the boy’s fate with his own interested Uncle Maxim].)

Connect parts of a complex sentence ( [He still has every chance to develop his remaining abilities to such an extent], ( to although partly to compensate for his blindness).)

Connect the members of a sentence within a simple ( Must be, Volga Same does it start from such a window?)

Connect two sentences in a text with each other ( The water in them seemed still. But if you look closely, you could see a quiet stream constantly rising from the depths of the window and dry lingonberry leaves and yellow pine needles swirling in it.)

Try to identify the conjunction in each sentence yourself. If you do this correctly, the word will be colored green color, if not, turn to red.

1) That's how I perceive it And I hear this word.

2) What is certain is that What most of these poetic words are related to our nature.

3) We stopped at one such window And drank some water.

4) A spring will give birth to a river, A the river flows, flows through our entire mother land, through our entire homeland, feeding the people.

5) Peculiar Not only development results, but also the very “laws of development”.

Flash: Find_souz.swf

To correctly define conjunctions, it is important to remember that union does not name the phenomena of reality, but only indicates the relationships between them.

Design function syntactic connections brings together conjunctions with prepositions. However conjunction is different from preposition greater freedom of compatibility and a wider range of expressed relationships:

The connecting function of unions is combined with a qualifying function: unions express the nature of the relationship between the elements being combined. It is the indication of one or another type of syntactic relationship that is the meaning of the conjunction. According to the definition of A.A. Shakhmatova, conjunctions are “words that connect or separate combined words, phrases or sentences and define these combinations from certain relationships, give meaning, reveal the meaning of these combinations. Consequently, the conjunction has meaning not in itself, but as an exponent of one or another combination, as a verbal manifestation of such a combination.” Therefore, conjunctions are studied not only in a course of morphology as one of the parts of speech, but also in a course of syntax, without which it would be impossible to characterize syntactic connections and syntactic units.

29.2. Classifications of unions

Types of unions by origin

In my own way origin of unions may be non-derivative (primordial) (and, a, but, or etc.) and derivatives (what, if, how, when and etc.).

The primitives are those conjunctions that are not formed from any other words: a, but, and, yes.

Derivative conjunctions are formed:

- connection of non-derivative conjunctions (as if);

- connecting a conjunction with a word with a generalized meaning (until, while);

- connecting the demonstrative word from the main part and simple union(in order to);

- from other parts of speech (for now, though, to).

Types of unions by structure

By structure of unions can be:

- simple (what, how, when and etc.);

- compound (because, since, in order to, despite the fact that and etc.).

Simple conjunctions consist of one word (for example, a, and, but, if, although).

Compound conjunctions consist of two or more words and are divided into:

One-place (components of one-place conjunctions are located in close proximity to each other, for example, thanks to);

Non-singular (non-singular conjunctions consist of positionally separated components, for example, not only but).

Types of conjunctions by use

By use of conjunctions are divided into:

Singles (but, ah, but, however, yes and etc.);

Repetitive (and... and then... then, or... or, either... either, not that... not that, neither... nor and etc.);

Double or paired (if... then, when... then, although... but, since... then, barely... how, only... how, than... how... so and, not only... but also, not so much... how much, if not... then, not that... ah, not that... but, not that ah, not that. .. But and etc.).

Find a conjunction in the sentence and characterize it according to three classifications.

A person who lives according to his heart, in accordance with his inner world, is always a creator, an enricher and (non-derivative2, simple1, single1) artist.

For such masters, How(derivative1, simple1, single1) Prishvin, one life is not enough.

I came home with this feeling as if(derivative1, compound2, singular1) had a good dream.

Not only passion, but also(derivative1, compound2, double3) life itself freezes quietly, imperceptibly...

The sounds are deposited with equal joy, or sadness or joy, or melancholy (non-derivative2, simple1, repeating2).

Flash: Souz_charac.swf

29.3. Types of conjunctions by syntactic function.

Unions just like prepositions, they have no independent meaning. Under the meaning union understand the grammatical relationships that arise between syntactic units, connected union. Depending on the nature of the relationship expressed and taking into account the role in the sentence unions are divided into:

- coordinating (and, a, but, or etc.) - formalize the connection of grammatically equal linguistic units;

- subordinates (what, how, so that, when, why, why, as soon as, because etc.) - express the dependence of one unit on another.

Coordinating Conjunctions

Coordinating conjunctions connect homogeneous members of a sentence, as well as parts of complex sentences. According to their meaning, these unions are divided into several categories:

Connecting;

Nasty;

Separating;

Comparative;

Explanatory;

Connection.

Try filling out the table with examples yourself. Be careful: the conjunctions are mixed up. If you complete the task incorrectly, the conjunctions will again take their original position; if you make a mistake twice, the program will begin to help you (as soon as you make a mistake, the conjunction begins to blink).

connecting	adversative	dividing	comparative	explanatory	connecting
also, too, yes (meaning and), and...and, neither...nor	though, but, yes (meaning but),	then...that, not that... not that or or, or, either...or, or...or	not only but, both...and, not as much...as	that is, or (meaning that is), namely	yes and and

Connecting unions express enumeration relations. - AND flowers, And bumblebees, And grass, And ears of corn, And azure, And midday heat...

Dividing unions express mutual exclusion or alternation of phenomena. - Something familiar is heard in the long songs of the coachman: That reckless revelry, That heartache.

Opposing alliances express various shades of opposition. - The days of late autumn are usually scolded, But She is sweet to me, dear reader.

Double comparative conjunctions combine enumeration with comparison of combined components. - Columbus's idea to reach India Western way was Not only one of greatest misconceptions, but also greatest discovery.

Explanatory conjunctions connect different names for the same phenomenon. - Herodotus, Aristotle and Pliny more or less correctly described the hippopotamus, or hippopotamus

Affiliation unions add an addition to the basic information. - Who will let Styopa into which fighter without boots?<...> Yes and They won't let him into the fighter plane wearing boots!

Subordinating conjunctions

Subordinating conjunctions express relations of syntactic disparity between parts of a complex sentence. According to the nature of the relationships expressed, unions are divided into several groups:

1. Temporary alliances: when, while, barely, as soon as, before, after
before, while, before, until, as.

2. Conditional conjunctions: if, if, if... then, once, if, if only(unions
if And if only are outdated).

3. Causal conjunctions: because, since, for, since, therefore
that, due to the fact that, due to the fact that, in connection with the fact that, especially since, due to the fact that.

4. Concessive alliances: although (at least), despite the fact that, despite
for what, for nothing, let, let(words let And let him combine the properties of conjunctions and particles).

5. Target alliances: so that, in order to, in order to, then in order to.

6. Investigation unions: so, as a result of which.

7. Comparative unions: as, as if, exactly, as if, as if, likewise, with what, rather than.

8. Explanatory conjunctions: what, to, as if.

2 9 .6. Homonymy of conjunctions and words of other parts of speech

Subordinating conjunctions, by their origin, are associated in most cases with significant words or with combinations of significant and functional words. Yes, union Although historically associated with the gerundial participle of the verb want, unions let And let him- with imperative forms of verbs let in And let in; union If arose by fusion of the verb form There is(3 l., units from be) and particles whether.

The historical relationship of many subordinating conjunctions with significant words is manifested in frequent cases of homonymy of conjunctions and words of other parts of speech: for example, once - conjunction and noun, let - conjunction and imperative form of the verb, exactly - conjunction and adverb.

It is especially important to take into account the homonymy of conjunctions and so-called allied words, that is, pronouns and adverbs that act as a means of communication between the subordinate and main clauses.

Pronouns are used as allied words who, what, which, which, whose, which, which, how many, adverbs where, where, from when, how, how much, why, why, why.

The homonymy of conjunctions and allied words is manifested in the words what, when And How. How to distinguish, for example, the conjunction “what” from the pronoun “what”, which acts as a connective word? The following points must be taken into account.

1. Analysis by sentence members.
2. Skip parsed word: such omission is often possible for conjunctions, but omission is impossible for allied words. So, in the previous example the first What you can skip, the second one cannot
3. Setting logical stress. Logical stress can fall on a conjunctive word, but cannot fall on a conjunction.
4. Transformation of a subordinate clause with a conjunctive word into an interrogative sentence.
5. Replacing a word: a conjunction can only be replaced by a synonymous conjunction, and a conjunction word can be replaced by another conjunction word, pronoun or noun.”

Let's consider all these ways of distinguishing between a conjunction and an allied word using specific examples.

Union word	Union
I know what you brought me. 1) Is a member of the sentence, you can ask a question to him. 2) The word “what” cannot be omitted. 3) Logical stress falls on the word “what”. 4) What did you bring me? 5) I know: you brought me something. I know who you brought me. So the word What play in subordinate clause the role of a complement and is a pronoun acting as an allied word.	I know that you brought me a gift. 1) Not a member of the sentence. You can't ask him a question. 2) The word “what” can be omitted: I know: you brought me a gift. 3) Logical stress does not fall on the word “what”. 4) Transformation of the sentence is impossible. 5) The conjunction “what” cannot be replaced by anything in this context. So the word What is a union.

Coordinating conjunctions, unlike subordinating conjunctions, have homonyms not from the number of significant words, but from the number of particles and interjections.

So, homonyms of the union And are:

1) reinforcing particle: “They forgot about the sheep!”(I. Krylov); “Here's your bed! I don’t even want to wish you good night!” (N. Gogol);

2) interjection used at the beginning of an exclamatory sentence: “And, come on, what are the bills!” (I. Krylov).

Homonyms of the union A are:

1) a particle expressing a question or response to someone’s words: “-Huh? What? What's happened? - said Sipyagin, as if waking up” (I. Turgenev). The particle “a” is also used when repeating the address: “- Young lady, and young lady? - the policeman began again” (F. Dostoevsky);

2) interjection, used “to express surprise, gloating and other feelings”: “- Ah, Chatsky! You love to dress everyone up in fur coats, would you like to try them on?” (A. Griboyedov); "A! You can't do that, you scoundrel! When you saw that it wasn’t yours, you couldn’t! Beat him!” (N. Gogol).

Indicate only those sentences that contain conjunctions, and not homonymous parts of speech (click on the numbers of these sentences). If there is an error, the sentence will flash and a comment will appear, be sure to read it.

1. 1. Having learned from my daughter that I might be coming to Shelkovka, she hastily recalled two or three of my landscapes
2. 2. But my Pyotr Petrovich, who from his student days still had the habit of turning every conversation into an argument, spoke boringly, sluggishly and at length. (The word “which” is never a conjunction; it is always a pronoun acting as a connecting word.)
3. 3. I can correctly guess even what I don’t know. (The word “what” is an addition, it can be replaced by the pronoun “something”, the logical emphasis falls on it, the subordinate part can be converted into an interrogative sentence: “What do I not know?” Therefore, this pronoun is in the role of a connective word.)
4. 4. While the rain was falling, we talked about Lida.
5. 5. Zhenya stood at the gate with the lions, waiting to see me off.

Date: 2010-05-22 00:58:40

Views: 4628

Union

too = also = and

Pronoun or adverb with particle

same same thing

Our class Same will go to the museum.

He suddenly stopped, comrades Same frozen in place.

Same we've already seen the most (What?).

Same what happened yesterday happened again today (What?).

People are very tired, horses Also needed rest.

We Also decided to study persistently and diligently.

We found in the mountains Same the lake that geologists (which?).

I did it Also , How are you (How?).

Matching value.

Unions can be replaced by other unions that are synonymous in meaning.

You can also omit it.

Most, what, how - ?

Union

to

Pronoun with particle

to

Everybody wants, to there was no war.

To To avoid getting sick, you need to toughen up.

The meaning of the goal.

I thought, to should I tell my father (What?).

Union to connects simple sentences as part of a complex

I thought, What to me would tell your father (What?).

The conjunction can be replaced by another synonymous conjunction (in order to).

The value of the object.

You can ask a question about the pronoun.

Would can be omitted or rearranged.

Union

Pronoun with preposition

But = but, however

For that

Everyone is tired but We were pleased with the trip.

Small spool but deleted

I hid for that tree (for what?).

The winter was snowy, warm, but the summer turned out to be cold.

He ran away for that building (for what?).

The meaning of opposition.

I'm grateful to him for that that he helped me (for what?).

I love spring for that that it's warming up (for what?).

Union but can be replaced by another adversative conjunction.

Meaning of indication.

A conjunction connects homogeneous members of a sentence.

You can ask a question about the pronoun.

You cannot ask a question to the union.

A pronoun cannot be replaced by a conjunction.

Union

Pronoun with preposition

That's why = so

That's why

The storm was in earnest, That's why the ships did not go to sea.

It was cold, That's why we stayed at home.

Let's go through That's why bridge (on what?)

The meaning of the consequence.

I like to walk That's why park (on what?).

That's why don't bother me anymore (on what?).

Meaning of indication.

Conjunctions link simple sentences within a complex sentence.

You can't ask a question about unions.

You can ask a question about the pronoun.

Union

Pronoun with preposition

Just because

Just because

The trip was postponed That's why What a typhoon was expected.

She didn't call because they quarreled.

People need to be judged That's why , What they did something useful in life (Why?)

We were walking That's why shore (on what?).

It was pouring rain That's why We stayed at home all day.

The meaning of the reason.

Because they could not agree on the issue (on what?)

Meaning of indication.

You can ask a question about the pronoun.

Union

Pronoun with preposition

Because - because

From what - from that

Everyone was upset because of lost the competition.

It was cloudy in the morning that's why and the mood was not good.

I'm upset from that , What have fun with you (from what?).

The meaning of the reason.

From that at home you can walk through the yard and shorten the road (from which one?).

The conjunction can be replaced by another synonymous conjunction.

Meaning of indication.

A conjunction connects simple sentences within a complex sentence.

You can ask a question about the pronoun.

Union

Pronoun with preposition

Moreover - and

besides - what does it have to do with it

He started doing business besides successfully.

He completed task quickly, and Right.

Son plays sports while club where his father worked. (at what time?).

He didn't understand what does it have to do with he, what is his fault.

Unions besides And and easy to mutually replace.

Meaning of indication.

The value of the object.

You can ask a question about the pronoun.

Union

Pronoun with preposition

because the

because the

Because the Half the class was sick, the teacher had to postpone explaining the new topic.

The meaning of the reason.

« Because the since I have to repeat the same thing? - the mother was angry.

Can be replaced by the conjunction because.

Quantity value.

Prepared the presentation

teacher of Russian language and literature

Yakovenko Valentina Vasilievna.

Khabarovsk

MAOU gymnasium No. 6.

Voronenko Inna Ivanovna, teacher of Russian language and literature,

Klintsovsky cadet school "Young Rescuer" named after Hero Soviet Union S.I. Postevoy.

Subject: Russian language

Class: 7

Lesson type: lesson in discovering new knowledge

Routing lesson

Subject

Conjunctions and homonymous forms

Goals

– teach how to correctly write derivative conjunctions, distinguish derivative conjunctions from homonymous forms;

– practice the skill of identifying the part of speech of externally similar words;

– develop the ability to correctly write homonymous words different parts speech.

– develop the ability to work with text: highlight new information, establish cause-and-effect relationships, form new ideas based on the data received;

– cultivate communication skills, independence, foster a desire to learn and make discoveries;

(personal UUD)

– the ability to detect and formulate an educational problem together with the teacher; determine and formulate the goal in the lesson with the help of the teacher; find and correct errors yourself; in dialogue with the teacher, learn to develop evaluation criteria and determine the degree of success in performing one’s own work and the work of everyone, based on existing criteria; correlate the result of one’s activities with the goal and evaluate it; ( regulatory UUD);

– the ability to express one’s thoughts orally; listen and understand the speech of others; ability to use in accordance with communicative situations speech means for monologue and dialogic statements ; the ability to work in pairs with a partner, to take into account different opinions, the ability to determine goals and methods of one’s own activities under the guidance of a teacher. ( communicative UUD);

Basic Concepts

Union, homonym,

Metasubject connections

Biology, literature

Resources:

– basic

– additional

M.T. Baranov, T.A. Ladyzhenskaya, L.A. Trostentsova. Russian language, 7th grade. Moscow "Enlightenment" 2013

Russian language. Spelling. Workbook. 2006

Russian language in tables. Visual theoretical material. Moscow. "Publishing school" 1997

N.M. Gribova. Russian language tests. Didactic materials 7th grade. Moscow "Iris-press" 2007

KIM Russian language 7th grade. Moscow "Waco" 2012

Organization of space

Forms of work: frontal, individual, pair.

Lesson steps

Tasks, the completion of which by students will lead to the achievement of planned results

Activity

teachers

Activity

students

Planned results

subject

personal, meta-subject

I . Motivation for learning activities

(1 min.).

Goals:

– creating psychological comfort

– create conditions for students to develop an internal need for inclusion in educational activities;

Goals:

Activation of familiar vocabulary

Determining what will be discussed in the lesson

Greeting children.

Message about an unusual lesson

Epigraph for the lesson

“Conjunction is a function word in grammar,

connecting sentences and words

within a sentence."

S.I. Ozhegov

What will we talk about in today's lesson?

Frontal survey.

Insert words instead of ellipses

TEST

1. The Russian language has independent and ………… parts of speech.

2. Functional parts of speech are………

3. Union is……………………..

4. Conjunctions consisting of one word are called…………

5. Unions are not………………………

6. Alliances bind………………………………….

7. Conjunctions connecting homogeneous members of a sentence and simple sentences of equal meaning within a complex sentence are called……………….

8. Conjunctions that connect unequal simple sentences in a complex sentence, one of which depends on the other, are called........

Answer a greeting

Insert words

1. official

2. Prepositions, conjunctions, particles.

3. conjunction is a service part of speech that serves to connect words and sentences.

4. ...simple

5….are not members of the sentence.

6. ...homogeneous members and simple sentences.

7. ... composing.

8. subordinates

Conscious entry of the student into the space of educational activity.

At this stage, motivation for educational activities is organized, namely:

a) the requirements for it from educational activities are updated (“must”)

b) conditions are created for the emergence of an internal need for inclusion in educational activities (“I want”)

Development of motives for educational activities and the formation of personal meaning of learning.

(personal UUD)

Discover and formulate educational topic together with the teacher;

(regulatory control systems ).

Update vocabulary on the topic “Union”

2.Updating and recording difficulties in a trial educational action

Goal: preparing and motivating students to properly independently complete the test educational action

Technique “Delayed guessing”

CONSIDERATION STAGE

1.Who is shown in the illustration?

(if you find it difficult to answer 1 question)

2.What is the name of an animal that changes its color depending on external environment?

– Could there be something in common between a chameleon and some linguistic phenomena?

Read the sentences, determine whether there are chameleon words in it.

1. To study well, you need to study a lot.

3. Olya solved the problem in the same way as everyone else.

4. His comrades study well, he also keeps up with them.

5. I read this too.

6. Seryozha completed the same task as me.

7. It’s not easy, but it’s interesting.

8. I hid behind (that) tree.

Guess the animal shown in the illustration.

Chameleon.

Read the sentences

(slide 7)

Navigate your knowledge system

To develop the ability to carry out classification according to given criteria, under the guidance of a teacher;

(cognitive UUD ).

3.Identification of the location and cause of the difficulty

Goal: identifying the location and cause of the difficulty

So, back to the question. Do you remember the question asked? 1.Were you able to find the chameleon words?

Choose a name for chameleon words from the suggested ones linguistic terms: synonyms, homonyms, antonyms.

2.So how are chameleons and homonyms similar?

Yes, homonyms change their meaning depending on their belonging to one or another part of speech, just like chameleons change their color depending on their environment.

– Try to formulate the topic of our lesson: what will we talk about?

– What tasks can we set for ourselves?

– So, the topic of our lesson is “Conjunctions and homonymous forms.”

So, what needs to be done to avoid mistakes in writing conjunctions and homonymous parts of speech?

Define a theme

The tasks are set: to distinguish derivative conjunctions from homonymous forms; practice the skill of identifying the part of speech of externally similar words; correctly write derivative conjunctions and homonymous parts of speech

(Define part of speech...)

Determine and formulate the goal of the lesson with the help of the teacher

(regulatory control systems ).

4. Construction of a project for getting out of a difficulty

Goal: eliminate the problem that has arisen

Learn to distinguish conjunctions from homonymous forms.

How to overcome this difficulty?

If we can together determine the part of speech of outwardly similar words, then we will be able to write them correctly.

I suggest working through the textbook yourself.

Work in pairs and in rows to determine the part of speech.

Independent work from paragraph 65 pp. 159-161 (work in pairs)

Extract information, build logical chains

cognitive UUD ).

Ability to work in tandem with a partner, take into account different opinions,

the ability to determine goals and methods of one’s own activities under the guidance of a teacher.

(communicative UUD ).

5. Implementation of the completed project

Goals: solving the original problem that caused difficulty

– activate the skill of monologue speech

Implementation of the constructed project.

Drawing up an algorithm for determining the spelling of homonymous words.

– Does the spelling of a word depend on its belonging to one or another part of speech?

– How to determine the part of speech of externally similar words?(According to context.) Let's get back to the proposals.

Continuous writing of conjunctions

Separate writing of homonymous parts of speech

In order to = in order to

Whatever = local + particle

Also, too) = and

Also = adv. + same – particle

Same = local + same - particle

But=but

For that = for - preposition, then - places.

Union - together

Would be, for - separately

In pairs, search for the necessary information, arrange it in a logical sequence

Algorithm:

I determine whether it is possible to find a synonym for a word ifYes- then this is a union - I write together ifNo – these are homonymous forms – I write separately

Ability to formulate own opinion and express it orally.

(communicative UUD ).

6. Primary consolidation with pronunciation

Goal: solving typical tasks for new way actions

Recording sentences with pronouncing the algorithm

Write a sentence with chameleon words. Identify them as parts of speech. Graphically explain the spelling - contact and spelling - space.

Solve standard tasks on a new method of action by speaking the algorithm out loud.

Write down sentences and explain spelling

1. What (would) shorten the path, we went straight to the river.

2. To) no matter what happens, I'll be there.

3. The wind blew at nightAlso) strong, just like during the day.

4.He Same) I was ready to go look for the lost guys.

5. I hid behind (that) tree that grew by the road.

6. It was freezing more, but it was quiet.

Ability, in collaboration with the teacher, to carry out final and step-by-step control based on the result of the action.

(regulatory control systems ).

7. Independent

work according to the standard with self-test

goal: independently perform tasks of a new type and carry out self-testing, comparing them with the standard

Make sentences

Independent creative work

Each row consists of 2 sentences:

1st row: So that - Whatever

2nd row: Also - the same; Same too

3rd row: But - For that

Carry out conscious construction of speech utterances

Express your thoughts orally (communicative UUD ).

Navigate your knowledge system

(regulatory control systems ).

8. Physical exercise.

Target:

– relieve tension and fatigue

Doing exercises

The ability, under the guidance of a teacher, to begin and perform actions and finish them at the required time point, the ability to inhibit reactions that are not related to the goal.

(regulatory control systems ).

9. Inclusion in the knowledge system and repetition

Target: self-execution students of standard tasks for a new way of acting

Express test.

Self-diagnosis

Place numbers from 1-10 horizontally. Place plus signs under the numbers - continuous writing, minus separate writing.

(+) - continuous spelling, conjunction

(-) separate spelling, not a conjunction

Evaluation criteria

5 or more "2"

Check how you completed the task?

Key (slide 12)

1

Solve the test (slide)

1. I like to do what my brother does.

2.My brother also studies at a music school.

3. Half an hour later the wind died down as suddenly as it appeared.

4. The root of the teaching is bitter, but the fruit is sweet.

5. What else can you come up with?

6. Silence is the same answer.

7The spool is small, it’s expensive.

8. The same word, but I shouldn’t say it that way.

9. In order to write competently, you need to know the theory.

10. Everyone was very tired, but they achieved their goals.

Checking their answers

Perform self-checks and correct errors.

The ability to correct your mistakes.

(regulatory control systems ).

To navigate your knowledge system and realize the need for new knowledge ( cognitive UUD ).

10. Reflection on learning activities in the lesson

Target::

– organize reflection of your own educational activities.

1 1.What discovery did you make in class today?

2.What difficulties were there?

3.What did you do better in class today?

5. Will the knowledge gained be useful in life?

(subject to time availability)

Correlate the result of your activities with the goal and evaluate it ( regulatory UUD).

11. Homework

Target:

– organize the execution of tasks.

Paragraph 65 (teach), exercise 391. or exercise 392.

Write down the task in your diary

In a complex sentence, the main part is associated with subordinate clause using the following communications:

• subordinating conjunctions,
• allied words,
• index words.

Union- this is a auxiliary part of speech that serves to connect parts of a complex sentence, homogeneous members sentences and whole sentences.

Conjunctive words- these are pronominal words that combine the properties of an independent (significant) and auxiliary part of speech. Only pronominal words of the interrogative type can be used as allied words:

• noun pronouns (who, what);
• pronominal adjectives (which, which, which, what, which, whose);
• pronominal adverbs (where, where, from where, when, how, how much, why, why, why);
• pronominal numeral (how many).

Demonstrative words are in the main clause (they are not always there!). These are demonstrative pronouns and adverbs that, such, so much, there, there, then and others, who indicate that it has a subordinate clause and highlight its content: That a heart that is tired of hating will not learn to love (Nekrasov); There Where roses grow, thorns also grow (proverb).

The main problem when analyzing a complex sentence is the difficulty in distinguishing between conjunctions and allied words.

To distinguish a conjunction from an allied word, you need to check the means of connecting parts of a complex sentence according to the following criteria.

Unions	Conjunctive words
1. They are not members of a sentence; the question cannot be asked of them: He said, What sister won't be back for dinner (What- conjunction, is not a member of the sentence).	1. They are members of a subordinate clause, you can ask them a question: What leads through the grove(union word What- subject).
2. Often (but not always!) the conjunction can be removed from the subordinate clause, cf.: He said, What my sister won't be back for dinner. “He said: my sister won’t be back for dinner.”	2. Since the conjunctive word is a member of a subordinate clause, it cannot be removed without changing the meaning: She didn't take her eyes off the road What leads through the grove; impossible: She didn't take her eyes off the road, leading through the grove.
3. Logical stress cannot fall on the conjunction.	3. Logical stress may fall on a conjunctive word: I know, What he will do tomorrow.
4. You cannot put particles after the union same, exactly.	4. After the conjunction word you can put particles same, exactly, cf.: I know, What What exactly he will do tomorrow.
5. The union cannot be replaced. demonstrative pronoun or a pronominal adverb.	5. The conjunctive word can be replaced by a demonstrative pronoun or a pronominal adverb, cf.: I know, What he will do tomorrow. - I know: This he will do tomorrow; I know, Where he was yesterday. - I know: there he was yesterday.
6. You cannot form an independent interrogative sentence with a conjunction: You know, I read What souls are immortal(That souls are immortal? - makes no sense).	6. With a conjunctive word you can form an independent interrogative sentence: Tell me, magician, favorite of the gods, What will come true in life with me(What will happen to me in life? - so you can ask).
7. The conjunction cannot be used with a preposition.	A conjunctive word can be used with a preposition: I know, who You can ask for the address.

It must be remembered that not each of these techniques individually can help recognize the conjunction and the allied word. None of the signs is universal, because relies only on the external expression of significant internal differences. Using the above criteria in aggregate or in various combinations, you can learn to determine whether a conjunction or an allied word joins subordinate clause to the main one.

In addition to the above methods of distinguishing between conjunctions and allied words, the following should be taken into account:

1) What, how, when can be both conjunctions and allied words. This homonyms, so when parsing complex sentences You need to be especially careful with these words.

• When is union

- in subordinate tense ( My father died when I was sixteen years old. Leskov);

- in the subordinate clause ( When you need the devil, go to hell! Gogol).

• When is union word

- in subordinate tense, if there is a demonstrative word in the main part Then (My father passed away Then, when I was sixteen years old);

- in a subordinate explanatory clause ( I know when he will return);

- in the subordinate clause ( The day we met for the first time I will never forget; When in a attributive clause, you can replace the main conjunctive word for this clause which, cf.: I will never forget the day we met for the first time.).

• How is union in all adverbial clauses, except for clauses of manner of action and degree (cf.: Serve me as you served him(Pushkin) - comparative clause ( How - union). Just as the soul is black, you can’t wash it off with soap.(proverb) - subordinate clause, can be replaced: if the soul is black(How - union). Do as you were taught- subordinate clause of manner of action and degree ( How - conjunction word).

• You should especially carefully analyze the explanatory clauses: in them How And What can be both conjunctions and allied words. Wed: He said he'd be back for dinner (What- union). — I know what he will do tomorrow (What- allied word); I heard a child crying behind the wall (How- union). — I know how much she loves her son (How- conjunction word).

• In the subordinate explanatory union How can be replaced by a conjunction What, cf.: I heard a child crying behind the wall. “I heard a child crying behind the wall.”

2) How is union in two cases:

• as part of a double union than... the :The further into the forest, the more firewood; The closer autumn is, the sadder your soul;

• in subordinate clauses of complex sentences that have an adjective, comparative adverb or words in the main part different, different, otherwise: He turned out to be tougher than we thought; Rather than consider the godmother to work, isn’t it better to turn to yourself, godfather?(Krylov).

3)Where, where, from, who, why, why, how much, which, which, whose — allied words cannot be conjunctions.

4) When parsing a subordinate clause, very often a gross mistake is allowed: the type of subordinate clause is determined by the conjunction or allied word. This is unacceptable, because the same union (conjunctive word) can introduce different types subordinate clauses.

• In order not to make a mistake, you need to put the question from the main clause to the subordinate clause: I know(What?), when will he return; I know(What?), where he was- explanatory clauses; He's back in town(to which city?), where he spent his youth; That day(what day?), when we met, I will never forget- subordinate clauses.

• Besides, in attributive clause allied words where, where, from, when can be replaced with a conjunction word which. Wed: He returned to the city where he spent his youth. — He returned to the city in which he spent his youth; I will not forget the day we met. “I won’t forget the day we met.”

5) Another difficulty is determining what part of the sentence is the conjunctive word.

When determining the syntactic role of a conjunctive word, the question is posed in the subordinate clause itself, directly from the word (or phrase) to which the conjunctive word refers:

This is the house where(= in the house) we lived before- conjunction word in which(pronoun) in role circumstances of the place: lived (where?), and the type of subordinate clause is subordinate clause definitive.

This is the house that(= house) built last year- conjunction word which in the role direct object: built (who?/what?), and the type of subordinate clause is subordinate clause definitive.

Here's the house appearance whom(= at home) I love- conjunction word whom in the role inconsistent definition: appearance (whose?), and type of subordinate clause - subordinate clause definitive.

This is the house that(= house) was built in the 19th century- conjunction word which in the role subject: (who?/what?) house, and the type of subordinate clause is subordinate clause definitive.

Sources:

• licey.net - table “Differentiation of conjunctions and allied words”;
• traktat.com - article “Subordinating conjunctions and allied words.”

“Those who have something to eat sometimes cannot eat, while others can eat, but sit without bread. But here we have what we have, and at the same time we have something to eat, so we only have heaven to thank!” In the comic poem “A Happy Toast” English poet Robert Burns there is a real clash of the words “to eat”, which in one case mean “to be, to be”, and in the other - “to eat”. What kind of battle is this: between whom and what? Meet homonymous parts of speech. Examples ahead.

Homonyms

Between words in any language, as well as between people in society, certain relationships are found, the nature of which develops depending on the meanings expressed by these lexical units and on their phonetic design. From here there are three main types: synonymous, antonymous, homonymous. It's the latter that we have to deal with. So, what are homonyms in Russian?

The essence of such a phenomenon as homonymy is the identity, the coincidence of sound - the sound appearance of two or more words with a complete difference in meaning. Here there is a further division into the following groups:

• Lexical homonyms, otherwise - complete (light - light energy; light - earth, universe, world);
• Incomplete, which, in turn, are divided into types. Among the latter, there are: homophones or phonetic homonyms - different in meaning and spelling, but similar in sound (point - assessment and ball - dance evening); homographs - different meaning, sound, but the same spelling (lock - building and lock - locking device); homoforms or morphological homonyms - different in meaning, sometimes also in belonging to parts of speech, but similar in sound only in certain morphological forms.

Here, let’s put an end to the question of what homonyms are in the Russian language, and dwell in more detail on morphological homonyms.

Actually grammatical homonyms

This is a fairly large and diverse group of homonyms, which is also divided into types. Actually, grammatical homonyms are lexical units that are identical both in sound and spelling, but belong to various parts speech, and accordingly, differing in lexical meaning, morphological, role in the sentence. For example, the word “what” can be: an interrogative or a relative pronoun (“What was he looking for in the back room?”); adverb meaning “why”, “what for”, “why”, “for what reason” (“Why don’t you read such interesting book?); union (“I told you I was going to Africa, but you didn’t believe”); particle (usually used at the beginning of poems).

Other types

This group of homonyms - homoforms - is intensively replenished with word pairs that require both lexical and grammatical analysis. These are homonymous parts of speech. As they say, what is it and what is it eaten with? Here it is necessary to deal with each specific case.

Adverbs

Homonyms need to be distinguished from each other, and for this there are certain techniques. For example, there are many adverbs that must be distinguished from homonymous nouns, adjectives, gerunds, and pronouns. For what? For correct use in speech and not to assume that these pairs are pronounced the same, but differ in semantics and spelling.

In sentences, an adverb differs from a noun by the presence or absence of a dependent word. The noun has it, the second does not. For example, the word “(to) meet”: “He rose to meet with difficulty” is an adverb meaning “forward”; “My expectations for a meeting with an old friend were not met” - for a (long-awaited) meeting with the dependent word “friend”, a noun with a preposition. Using the same principle, we distinguish between an adverb and an adjective. For example, “(in) autumn”: “The sun was already shining like autumn” - adverb, correct writing hyphenated; “Lead clouds rushed across the autumn sky” - the adjective depends on the noun “sky” and agrees with it in gender, number and case, the preposition is written separately.

But when distinguishing between adverbs and such, you just need to ask a question about the word of interest and choose a synonym. As an example, let’s take the word “past”: “The children ran merrily past the stairs” - a preposition, the question is not asked, it is possible to replace “before, behind”; “Running past, he shouted loudly” - an adverb meaning “near, close, not far.”

Unions

We continue to consider such a phenomenon as morphological homonymy. It contains many difficult, rather confusing cases, including the spelling of homonymous parts of speech. Examples will allow you to see and understand the differences between them.

Particular attention should be paid to such conjunctions as “so that, therefore, also, also, therefore, but.” The conjunction “so that” has its own homonymous brother - the interrogative relative pronoun “what” and the particle “would”. How to distinguish them? After all, you can't make a spelling mistake. Firstly, if the particle “would” can be omitted or moved to another part of the sentence, and a noun can be added to the word “what”, then we have a pronoun. For example: “What should he draw? - What should I draw for him? - What should I draw for him? “Should I draw him a picture?” And, secondly, in place of one union you can always put another. We read: “I came to you to talk about the problems that have accumulated. “I came to you to talk about the problems that have accumulated.”

Also, too

It is no coincidence that the “also, too” conjunctions were included in this series. They, like the previous “heroes,” have their own homonymous parts of speech - an adverb with the particle “the same” and a pronoun with the particle “the same.” To understand that we are dealing with unions, we need to replace them with each other or with the union “and” (“We love fiction, he also loves = he also loves = and he loves"). This is the first way.

In an adverb and pronoun, the particle “zhe” can be omitted or replaced, but in a conjunction it cannot be (“She wanted what we wanted = She wanted what we wanted”). In addition, the conjunction is not questioned, but the adverb and pronoun are questioned. (“She wanted the same (what exactly?) as we did; She swam the same way (how? how exactly?) as we did”). This is the second way.

But, because, because

Let's continue the topic and turn to new ones, no less interesting points: combined and separate writing of homonymous parts of speech “but, because, because.” It is correct to write them together if they are conjunctions, and separately if they are pronouns with prepositions. How to recognize them? The techniques are the same as in the examples described above.

You can always choose another union for the union: “but - but, because - because, because - because” (“He is a bad artist, but (but) a good decorator”). In the combinations “for that, from that, according to that”, the pronouns “that, that, that” can easily be replaced with a noun or adjective and put corresponding questions to them (“I want to express gratitude to you for what (for what?) that you came come to us for a holiday")

Prepositions

Spelling homonymous parts of speech (look for exercises in Russian language textbooks) is a rather complex topic. Therefore, we continue to study the issue in detail.

So, prepositions and other homonymous parts of speech. Here it should be remembered that the task of prepositions is to connect two words that form a phrase. They are derivative and non-derivative. The first ones need to be separated from the parts of speech that are homonymous to them. We offer several examples:

• “The apartment was put in order within one month. “Suddenly there was a sharp turn in the river’s flow.”
• “We traveled all over Italy for a month. “In the continuation of the novel, unexpected storylines appeared.”
• “Due to lack of time, I did not finish the work. “I asked what he meant.”
• “Thanks to his new ideas, we completed this task. “The guests gradually dispersed, thanking the hostess for the wonderful dinner.”

What is what

In the first sentence, the combination “during” has the ending -e, as it is used in the meaning of time and answers the questions “how long?” When?" He is deprived of independence lexical meaning, is inextricably linked with the noun. In the second case, the homonym “in the flow” is a noun with a preposition, because an adjective can be placed between them, for example, “in a fast flow.” We write the ending - and according to general rules Declension of nouns.

In the third sentence we are dealing with the preposition “in continuation” at the end with the letter -e. As in the first example, it has the meaning of time, depending on the noun. In the fourth sentence, “in continuation” is a noun with a preposition, since an adjective can be used between them. We have before us a typical homonymy of words from different parts of speech.

In the fifth option, the word “due to” is written together, since it indicates the reason and, therefore, is a preposition. In the sixth sentence we are dealing with a noun with the preposition “in mind” and we write separately. "View" is initial form, which stands in singular, in the prepositional case.

In the seventh case, we are faced with the use of the preposition “thanks”, because it is impossible to ask a question and do without it. And in the eighth, we encounter the homonymous gerundial participle “thanks”, since it denotes an additional action to the main one, the expressed predicate “diverged”, and forms an adverbial phrase.

We hope that the article on the topic “Homonymous parts of speech: definition, spelling, examples” will help you cope with all the difficulties in learning the Russian language.