Semantic relations between sentences of the text

I. Text and its structure

III. Expressive means text.

II. Functional styles and text types.

I. Text and its structure.

1.1. Text(from lat. textus – fabric, connection, connection) is a speech work in which sentences are connected into a whole by a theme and are connected in meaning and grammatically*.

All sentences in the text are connected common theme, which can be stated already in the first sentence. The unity of the theme is manifested in the regular repetition of keywords. For example:

A few days lil without ceasing cold rain. There was noise in the garden wet wind. At four o'clock in the afternoon we were already lighting kerosene lamps, and it involuntarily seemed that summer was over forever and the earth was going further and further into the wilderness. fogs, into an uncomfortable dark and cold.

It was the end of November- the saddest time in the village. The cat slept all day, curled up on an old chair, and shuddered in his sleep when it was dark rainwater lashed at the windows.

Roads washed out. The river was carrying a yellowish foam, similar to a whipped protein. Last birds we hid under the eaves, and for more than a week now, no one has visited us - neither grandfather Mitriy, nor the forester.(K. Paustovsky).

The text develops the theme of cold autumn rain and the sensations it evokes (key words that ensure the semantic unity of the text are highlighted).

Sentences in the text are interconnected by various semantic relationships: connective, explanatory, adversative, temporal, conditional, causal, target, concessional, comparative, explanatory, etc. (these types are in many ways similar to the relationships between parts of a complex sentence). For example:

Most often gifts were sent to them[Chekhov] in the form of surprises by mail, and almost every surprise reflected his keen attention to tastes and needs different people. He sent a painting from Moscow to Taganrog doctor David Gordon for his “hydrotherapy” reception; to the Lintvarevs, village residents, the latest patented plow; Irkutsk schoolboy Nika Nikitin - a map of Transbaikalia; Maxim Gorky - pocket watch(K. Chukovsky) – the first and second sentences of the text are connected by explanatory relationships (you can insert between them namely ).

The following means of communication between sentences of the text are distinguished:

1. Lexical: repetition of a word, synonymous replacement, use of antonyms, polysemantic words, words with the same root, as well as words of the same thematic group(For example: stadium, stands, fans, referee, goalkeeper etc.).

2. Morphological: replacing nouns and other parts of speech with pronouns, using verbs in a single form (type and tense), adverbs of place and time, introductory words and sentences, conjunctions, particles, etc.

3. Syntactic: the presence of a question-answer form, syntactic parallelism, a certain word order in a sentence, incomplete sentences etc.

4. Stylistic: the use of words belonging to the same style (for example, terms in textbooks), tropes and stylistic figures, etc.

5. Intonation: phrase length, speech rate, intonation, etc.

6. Graphic: punctuation marks, red line, fonts and font highlighting.

A separate task is devoted to finding means of communication, for example: Among the sentences... find one that connects to the previous one using a particle and a personal pronoun.

Students should pay attention to the fact that in the category of personal pronouns, the connecting function is usually performed by third-person pronouns (he, she, it, they). A personal pronoun replaces any noun (or phrase) from the previous sentence: AND two boys standing in front of the huge solid glass window of a grocery store, they began to laugh uncontrollably, pushing each other in the side with their elbows, but involuntarily dancing from the cruel cold. They for more than five minutes they had been stuck in front of this magnificent exhibition, which excited their minds and stomachs in equal measure.(A. Kuprin)

At the same time, a personal pronoun can be associated with a noun from this (and not the previous) sentence: Everything has already been learned during this time, everything has been discussed, everything has been discussed with almost everyone. And I try not to look only at my own home and walk around his side(V. Belov) – personal pronoun his is not a means of connection with the previous sentence.

Pronoun This can replace not one word, but the entire previous sentence: No one will dare to say to themselves: I am independent, I am my own complete master, I can do whatever I want. Least of all had the right to This reigning persons...(V. Tendryakov)

Among the adversative conjunctions connecting sentences in the text, the greatest difficulty is the conjunction same, since it is not at the beginning, but in the middle of the sentence: The rebellious soul of the future poet was struck by Pugachev in this book. Me same, As I remember now, what amazed and delighted me most in this book was Savelich(F. Iskander), cf.: And I was amazed......

Each of us encounters the concept of “text” regularly. However, not everyone can give a clear definition to this seemingly simple concept.
In Russian language lessons, we have heard more than once that a text is several sentences connected by semantic and grammatical connections.

In this article we will find the answer to the question “What are the types and in the text?” Let's refresh our theoretical knowledge and look at some illustrative examples.

What kinds of sentences are there in the text?

Let's turn to the grammatical rules of the Russian language. IN modern science The following types of connection of sentences are found in the text: chain, parallel.

The most common way to connect phrases is the first. Chain (other names: sequential, linear) connection is widely used in texts of any type of speech. This is explained by the fact that the linear type does not conflict with in the usual way human thinking. With the help of chain communication, the speaker has the opportunity to express himself sequentially, gradually developing the idea.

Features of the chain type connection

For chain type connections are typical:

• replacing adjectives, nouns, numerals used in the first sentence with pronouns in the next;
• use of synonymous words and phrases;
• lexical and syntactic repetitions;
• pronominal adverbs;
• conjunctions and allied words.

In order to easily determine the types of connections between sentences in the text, it is necessary to look at several examples:

1. One day I became seriously ill. The fever tormented me for several days. Completely exhausted by illness, I called a doctor. He arrived in the evening, examined me and prescribed treatment.
2. In a kingdom far, far away, there lived a beautiful princess. Her hair was golden like the sun. And his face is white, like fresh milk. The girl was more beautiful than the first spring flower.

Both texts are a clear example of a linear relationship. Each sentence is connected to the next one using synonyms, pronouns, and lexical repetitions.

Parallel communication

As we know, there are two common ways to connect sentences in a text. Let's move on to getting to know the second one.

With a parallel (centralized) method of communication, sentences in the text do not depend on each other. Each phrase is considered independent in its content. But it can also be part of an enumeration, comparison or contrast.

Parallel communication is most often used in texts of a descriptive and narrative nature. This is due to the fact that the centralized type is perfect for a simultaneous story about several phenomena, objects, events.

Sentences using a parallel type of communication are characterized by:

• the same structure of construction (the same order of words);
• using verbs of the same form in each phrase.

Let's look at a few examples of sentences with a parallel type of connection. This kind of practice will help you cope with tasks from the category: “Identify the types of connections between sentences in the text.”

1. It was a beautiful summer day. The sun illuminated the dusty road with warm rays. Bright reflections ran merrily across the green foliage. Somewhere in the distance, birds sang subtly.
2. Varvara was riding on an old bus to work. The weather was gloomy. It had been raining non-stop for several hours now. And the girl began to feel as if it would never end. But suddenly the clouds cleared and a modest ray of sun appeared.

The examples presented are of two and a narrative. The sentences in both are independent. They are not direct continuations of each other.

Phrases are similar in their construction model: the subject comes first, then the predicate. In addition to the characteristic parallel structure, each example used verbs in the singular or plural past tense.

Are there other types of connections between sentences in a text?

Some Internet sources highlight a third type of combination of independent phrases in the text - accession. With this type of communication, part of the utterance becomes independent, specifying and supplementing the basic information.

This type can be recognized by the use of its characteristic coordinating and connecting conjunctions: even, mainly, moreover, first of all, in particular, for example, first of all.

Let's consider a few proposals:

1. All the objects in the room, especially clothes and books, were scattered messily.
2. Everyone in the house was extremely embarrassed, especially my uncle.

Using these phrases as an example, it is clear that the part of the statement responsible for detailing the main idea becomes separate and independent. However, it does not turn into an independent proposal.

From the works of famous Russian linguists L.V. Shcherba, V.V. Vinogradov, one can learn that addition works only within a phrase and does not apply to types of connections between sentences in the text.

Combining communication types

It should be remembered that parallel and chain types of connections can occur not only individually. Quite often one comes across voluminous texts with various types communications.

Depending on what the author wants to say, he uses a certain type of connection of sentences in the text. For example, to describe nature he will choose a parallel method. And for a story about how the day went, it’s a chain one.

Communications. What are they?

We learned what types of connections exist between sentences in the text. Revealed them characteristic features and learned to recognize. Now let's move on to the second part of our plan.

They are divided into three large groups: lexical, morphological, syntactic. We will get acquainted with each of them and look at examples for a better understanding of the topic.

Lexical means of communication

This group in modern Russian includes:

1. Lexical repetitions of words or phrases. This technique is used quite often, as it gives the text special expressiveness. Example: “The boy took a book from the library to read at home. The book turned out to be very exciting."
2. in neighboring sentences. For example: “The spring day was so beautiful! It’s not for nothing that spring is called the most wonderful time of the year.”
3. Synonyms. Often found in literary and journalistic texts. They make speech more expressive and colorful. For example: “His novel was well received by critics. The work was also appreciated by loyal readers.”
4. Antonyms (including contextual ones). Let's give an example: “He had many friends. There are an order of magnitude fewer enemies.”
5. Descriptive phrases replacing one of the words of the previous sentence: “He looked at the sky. The blue dome amazed the young man with its immensity.”

Morphological means of communication

Let's consider what morphological means of connecting sentences in the text we may encounter:

1. Personal pronouns in the third person form: “I was waiting for my best friend It's already an hour. She was late, as always.”
2. Demonstrative pronouns. For example: “I really like the red dress. It seems that in such an outfit it is impossible to go unnoticed.”
3. Pronominal adverbs. Let's give an example: “Alexander simply had to pretend that he had great mood. That’s how he behaved.”
4. Particles, unions. Consider an example: “Everyone really liked my mother’s soup. Only my brother, as always, refused to eat the first course.”
5. Maintaining the unity of the aspect and tense of verbs. For example: “We decided to have a romantic dinner. Prepared delicious dessert. The table was set. The candles were lit."
6. Adjectives and adverbs used in the form comparative degree: “The day was simply wonderful. It seemed like it couldn’t get better.”
7. Adverbs with the meaning of time, place. Example: “He looked wonderful today. Not at all like five years ago.”

Syntactic means of communication

The group of syntactic means includes:

1. Introductory words and constructions. For example: “First of all, he was too young. Secondly, he’s too stupid.”
2. Incomplete sentences. For example: “Today the weather was disgusting. Because of the pouring rain."
3. (using the same construction to construct adjacent sentences). Example: “You have to be wise. You have to be responsible."
4. Parcellation (dividing a sentence into several parts for greater expressiveness). Let's look at an example: “To be successful, you need to become responsible and purposeful. We need to change our approach to business."
5. Combining forward and backward word order: “I'll be waiting for you to come back. You will return and we will live happily.”
6. Using anchor sentences starting with “let’s move on to the next part,” “this has already been discussed above,” “as noted earlier.”

We learned what are the means and types of connections between sentences of the text. And we consolidated theoretical knowledge by analyzing examples.

Now, having come across the task “Determine which means of communication are found,” you can easily cope with it.

Good afternoon, guys!

Each one has everything special, its own,

Answer:

And.

Answer:

And

Roostersthey sang for a long time and play the horn.

Formulate the topic of the lesson:

repeat

learn

learn

learn to distinguish between species compound sentences.

2. Survey of students on the material assigned for homework

3. Learning a new educationalmaterial.

4. Consolidation educational material

1. Let’s write down the sentences, highlight the grammatical basics in them, determine what semantic connection exists between simple sentences in complex sentences, and with the help of what conjunctions it is expressed. (let's try to rearrange the sentences)

“5” - completed without errors;

“4” - made 1 mistake;

“3” - made 2 mistakes.

2. Schematic dictation

It's autumn, but the weather is still warm.

3. Test.

Ioption

?

A. simultaneity of phenomena.

B. sequence

B. alternation

G. opposition

however

IIoption

Read the offers and complete the tasks.

2. Indicate complex sentences.

3. The structure of which sentence corresponds to the scheme:

A., B., C., D.

?

A. simultaneity of phenomena.

B. sequence

B. alternation

G. opposition

5. Find a sentence with a conjunction Same.

“5” - completed without errors;

“4” - made 1-2 mistakes;

“3” - made 3 mistakes.

Test answers:

Option I - 1-A; 2-A. B.; 3-B.; 4-V.; 5-A.

Option II - 1-B., G.; 2-A.,B.; 3-A.; 4-B.; 5-A.

I gain my glory in battle.

The bee is small and it works.

5. Homework

View document contents
"Lesson summary on the topic "Semantic relationships between parts in a complex sentence""

Lesson summary

Lesson topic: “Semantic relationships between parts in a complex sentence”

Objective of the lesson:

create conditions for achieving educational results:

personal (awareness of the aesthetic value of the Russian language, the ability to self-esteem based on observation of one’s own speech);

meta-subject (mastery of techniques for selecting and systematizing material on a specific topic, the ability to transform information, the ability to determine the goals of upcoming educational activities)

subject (distinguish semantic relations in a complex sentence)

Lesson objectives:

form the concept of a complex sentence,

repeat coordinating conjunctions;

contribute to improving the ability to distinguish complex sentences,

develop the skill of constructing a diagram of a complex sentence;

Lesson type – lesson of knowledge acquisition.

Means providing educational process in the lesson: computer, multimedia projector, presentation “Semantic relations in a complex sentence”, textbook “Russian language. 9th grade / M.M. Razumovskaya. – M.: Bustard, 2009,” notebook, handouts.

Organizational moment

Good afternoon, guys!

Today I would like to start our lesson with the words of E. Yevtushenko.

People who are not interested in no in the world,

Their fates are like planetary history,

Each one has everything special, its own,

And there are no planets similar to it.

What associations do these lines give you?

I say these words and imagine each of you, interesting and unique. This is exactly how I want to see you in every lesson.

Look at the sentence written on the board.

The roosters have long since crowed and are playing the horn.

Reading this sentence, it’s hard not to smile:

it turns out that the roosters first announced the beginning of the day with their crowing, and then they, and not the shepherd, began to play the horn.

What is the offer before us?

Answer:

A simple sentence with homogeneous predicates connected by a conjunction And.

What is missing in this sentence for us to understand everything correctly?

Answer:

There is a missing comma between parts of a complex sentence before the conjunction And, which will connect two simple sentences as part of a complex one.

Right. Now we have not a simple sentence with homogeneous predicates, but a complex sentence. And now everything is clear.

Roosters for a long timesang , Andplay on the horn.

Can you say what semantic relationships are expressed between the parts in this sentence?

- Then let's try to formulate the topic of today's lesson.

Formulate the topic of the lesson:

Complex sentence. Semantic relations between parts of the BSC.

Let's determine the objectives of the lesson using key words:

repeat

learn

learn

Repeat information about a complex sentence; coordinating conjunctions;

Understand the features of complex sentences; what is the difference between BSC and PP with homogeneous members offers;

learn to distinguish between types of complex sentences.

Right! Today we will not only repeat information already known to us, but also get acquainted with what semantic relationships there can be between parts of the BSC

Write the topic of today's lesson in your notebook

Semantic relationships between parts in a complex sentence

2. Survey of students onassigned homework material

Guys, let's remember what we know about BSC:

What proposal can be called BSC?

How are they connected? simple sentences as part of a compound compound?

Name the coordinating conjunctions.

3. Learning a new educationalmaterial.

Complete the table started in the last lesson by studying the textbook material on pp. 42-43. Answer the question: “What semantic relationships can there be between the parts of the BSC?”

Let's compare your notes with the notes on the board. Let's do a self-assessment.

4. Consolidation of educationalmaterial

1. Let’s write down the sentences, highlight the grammatical basics in them, determine what semantic connection exists between simple sentences in complex sentences, and with the help of what conjunctions it is expressed. (let's try to rearrange the sentences)

It was already ten o'clock, and there was light over the garden. full moon. (simultaneity)

The twig crunched and the branch broke off. (subsequence)

A blue silence hung over the fir trees, and the weeping birches lowered their green braids. (matching)

4) Either the gate will open quietly, or the door will creak. (alternation)

Do a self-assessment and mark it in your notebook.

“5” - completed without errors;

“4” - made 1 mistake;

“3” - made 2 mistakes.

2. Schematic dictation

Now you will not write down sentences, but will create sentence diagrams:

The north breathes the wind of the night and the wormwood sways.

The hollow water receded, and the river flowed like a narrow stream.

It was already getting dark and the room became dark.

It's autumn, but the weather is still warm.

Then lightning flashes, then thunder is heard.

3. Test.

I option

Read the offers and complete the tasks.

A. The snow rustles underfoot and it no longer appears white on the pavement.

B. They opened the door to the garden, and a thin and viscous smell wafted from there.

V. The winter forest breathes quietly, sensing the approach of spring, and gradually awakens from sleep.

G. It’s quiet in the forest and smells of pine and grass.

1. Indicate the sentence in which there is an error in the punctuation mark.

2. Indicate complex sentences.

3. The structure of which sentence corresponds to the scheme:

[vaguely personal], and [impersonal]?

What is the meaning of a conjunction in a complex sentence?

Then suddenly a nightingale trills, then a duck quacks?

A. simultaneity of phenomena.

B. sequence

B. alternation

G. opposition

5. Find a sentence with a conjunction however (no punctuation marks included).

A. There was a rustling sound in the bushes, but it soon died down.

B. A rustling sound was soon heard in the bushes, but it died down.

II option

Read the offers and complete the tasks.

A. Stand facing the waves and you will feel the freshness of the morning sea.

B. It’s the end of winter and the jackdaws are screaming incessantly in the trees.

B. The air in the forest is solemn and quiet and smells like spring.

G. I approached the seashore, plunging deeper and deeper into my thoughts, and suddenly I saw a ship.

1. Find sentences with punctuation errors.

2. Indicate complex sentences.

3. The structure of which sentence corresponds to the scheme:

[definitely personal], and [two-part]?

A., B., C., D.

4.What is the significance of a conjunction in a complex sentence?

The first steam locomotives shocked my imagination, and I wanted to create these smart machines.?

A. simultaneity of phenomena.

B. sequence

B. alternation

G. opposition

5. Find a sentence with a conjunction Same.

A. We got to the forest with difficulty, and it took a long time to get to the forester’s hut.

B. Ten days later, already finishing the hike, we again found ourselves in the same (same) village.

Review the test and give marks

“5” - completed without errors;

“4” - made 1-2 mistakes;

“3” - made 3 mistakes.

Test answers:

Option I – 1-A; 2-A. B.; 3-B.; 4-V.; 5-A.

Option II – 1-B., G.; 2-A.,B.; 3-A.; 4-B.; 5-A.

Let's summarize our work in class. Let's remember the goals we set for ourselves.

Which proverbs do you think can reflect the result of our work?

Try using a proverb to describe your impressions of the lesson.

I gain my glory in battle.

God is God, don't be bad yourself.

Holy God, plowing won't help.

The eyes are droopy, and the mouth is yawning.

Get treatment from a doctor, learn from a smart person.

He who hopes for heaven sits without bread.

One eye on the mill, the other on the forge.

You won’t acquire a good mind right away.

Rely on your own mind, and hold on to someone else's.

The bee is small and it works.

5. Homework

Repeat material on p. 39-40 (the concept of BSC);

learn the material on p. 42-43 (categories of coordinating conjunctions, types of SSP);

complete exercise 64 (copy, emphasizing the basic sentences and placing punctuation marks, determine the semantic relationships between the parts of the BSC);

complete exercise 67 (tasks based on the text of exercise 64 - parse 3 sentences according to the diagram)

Lesson progress

I. organizational stage

II. Updating of reference knowledge

Parsing sentences

Sentences are written under the dictation of the teacher in a notebook, one student writes on the board.

1) He sang, and from every sound of his voice there was something familiar and immensely broad (I. Turgenev). 2) The night is dark and the road is difficult. 3) The sun hid behind a cloud, and a shadow fell on the arable land (S. Antonov). 4) The sky above the birch grove has turned pink, but the sun is not yet showing (S. Antonov). 5) Soon the fairy tale is told, but not soon the deed is done (Proverb). 6) Either the door will creak, or the gate will quietly open (V. Korolenko). either the cart carries firewood, or it goes to the firewood itself (Proverb).

Y Underline the main parts of the sentence. Add missing punctuation marks. (Draw students’ attention to the one-part sentence in the first sentence.)

Y Determine whether these sentences are simple or complex. Why did you decide that these are complex sentences?

Y Name the ones that connect parts of complex sentences. What kind of conjunctions are these, coordinating or subordinating? What groups are coordinating conjunctions divided into by meaning? How to determine the meaning of the conjunction yes?

III. Setting lesson goals and objectives.

Motivation for learning activities

Even the ancient Athenians paid great attention not only to the content of speech ( inside), but also to the intonation of thought ( outside), which contributed to awakening interest in the subject of speech, that is, in what they are talking about. It is intonation that allows you to tell, read with feeling, with sense, with arrangement. Intonation highlights what is most important in speech. Let us remember Vasilisa the Wise from the Russian “ sea ​​king and Vasilisa the Wise." The main character was able to speak so well, emphasizing the main word, that her speech either “rose” up or “went down” down.

Thus, intonation is a change in voice in pitch, strength, tempo, as well as pauses in speech.

A complex sentence is always intonationally complete. We have already talked about the fact that semantic relationships arise between the parts of a complex sentence.

What semantic relationships can there be between the parts of a complex sentence?

IV. Learning new material

Teacher's explanation (with students taking notes along the way)

The semantic connection of simple sentences combined into a complex one is different. They can combine:

Various phenomena occurring simultaneously: And far in the south there was a battle, and in the north the earth trembled from bomb attacks that were clearly approaching at night (G. Baklanov). In such sentences, changing the sequence of parts of the sentence does not change the meaning;

Phenomena occurring sequentially: Dunya sat down in the wagon next to the hussar, the servant jumped onto the beam, the coachman whistled, and the horses galloped (A.). In this case, rearrangement of sentences is not possible.

Simple sentences in a compound sentence can mean:

Temporary relationships: The captain stopped the ship, and everyone began to ask to go for a walk (V.). (cf.: When the captain stopped the ship, everyone began to ask to go for a walk);

Cause-and-effect relationships: Several especially powerfully blocked dugouts remained completely intact, and the cold, battle-weary people, collapsing from fatigue and the desire to sleep, with all their might stretched there to warm themselves (K. Simonov);

The result of what was said in the first sentence: Pugachev gave a sign, and they immediately released me and left me (A. Pushkin).

Conjunctions also introduce the meaning of likening into the sentence: I lived with my grandmother again and every evening before bed she told me fairy tales and her life, also like a fairy tale (M. Gorky).

Conjunctions also always stand inside the second sentence. also has two meanings: 1) assimilation, in which it is synonymous with the union too: The strange old man spoke very drawlingly, the sound of his voice also amazed me (I. Turgenev);

2) adding additional information: Many guests from other cities came to our city, and there were also guests from other countries. Here also equal in meaning in addition. The conjunction is also usually used in colloquial speech, the union is also in the bookstore.

The conjunction yes also has a colloquial nature in the meaning and: It was useless to hide the truth, and Serpilin did not consider himself entitled to do so (K. Simonov).

V. generalization, systematization and control of students’ knowledge and skills

1. practical work with language material

A) Establish the boundaries between simple sentences in complex sentences and determine the semantic relationships between them. Replace, if possible, the connecting conjunction with an adversative and vice versa. Will the semantic relationships between the parts change? Place punctuation marks. Illuminated by the midday sun, a thick purple cloud hung over the lake, covered with blue ice, and a multicolored rainbow suddenly shone (I. Sokolov-Mikitov). Bright stripes of sunlight, breaking through the roof of the trees, dispel the dense darkness and the forest, enveloped in this silvery light, seems even more majestic (G. Fedoseev). In a few years, the Don and Kuban would have turned this sea into a beautiful lake and a network pumping stations and canals or.. power would be Azov water steppe arid Crimea (K. Paustovsky). In the evening slumber of the copses, the swamps darken and beyond, the taiga is mutilated... pitiful (G. Fedoseev).

B) Establish the boundaries between simple sentences as part of complex sentences with a conjunction and determine the semantic relations between them: connective-extensional, cause-and-effect, resultative, concessional, related to simultaneity or sequence of actions. Place punctuation marks. Excited by dreams, through the fields, through the meadows, lined with haystacks, thoughtfully, wandering in the cool (semi) darkness, and a song composes itself in the mind (N. Nekrasov). Probably near the blackest cloud there were tumbleweeds and how scared they must be! (A. Chekhov). The copses were exposed and through the thicket of trees into the blue distance of the compressed fields (K. Paustovsky). Occasionally sunbeam breaking through the thicket of trees he fell on individual birches and they flared up one after another like golden torches but (that) hour they went out (K. Paustovsky). I’ll leave and dream... I’ll be in some familiar circle of a distant stop in the forest and pine trees in deep snow (A. Prokofiev). I saw the sunrise in this place dozens of times and was always born before me new world(newly) beautiful (M. Gorky). At dawn, the fog thickened and drops fell on the birch leaves and the leaves with the drops came off heavier and fell to the ground (M. Prishvin).

2. work with textbook exercises (at the teacher’s choice)

VI. Reflection. Summing up the lesson

Frontal conversation using the interactive microphone technique

What sentences are called compound sentences?

How are they different from complex sentences? from the non-union complex?

Name the conjunctions that connect parts in a complex sentence.

Give answers to the questions in the form of complex sentences with the following semantic connection:

What's happening early autumn in the forest? (Simultaneity) What can you hear in a field or in a forest? (Subsequence)

VII. Homework

1. Learn theoretical material textbook on the topic of the lesson.

2. Complete the textbook (teacher's choice).