Lesson topic : Separating and emphasizing punctuation marks between parts of a complex sentence.
Lesson type : a lesson in learning new knowledge.
Lesson Objectives :
educational:
systematize students' knowledge of syntax;
introduce students to the concepts of “sign function”, “separation function”, “excretory function”;
contribute to a correct understanding of the topic.
developing:
development of students’ communication abilities, the ability to generalize, compare, and draw conclusions;
continue the development of creative thinking among schoolchildren;
continue to develop the skill of composing complex and simple sentences to identify the level of proficiency in syntactic knowledge.
educational:
continue to cultivate an attentive attitude to words and interest in the Russian language;
continue to foster student independence;
continue to instill in students a sense of tolerance and respect for each other.
Equipment: projector, presentation, handouts, video tutorial.
Bibliography: textbook N.A. Andromonova, L.D. Umarova “Russian language. 9th grade"
Lesson plan:
1. Organizational moment (2 min.)
2.Updating the data log. (7 min.)
3. Explanation of new material (17 min.)
4. Independent work (1 min.)
5. Summing up the lesson (7 min.)
6. Explanation of homework. Grading. (2 minutes.)
During the classes
StageLesson
Teacher activities
Student activity
Note
Organizing time
– Hello! Sit down! We open the notebooks and write down the date: October eighth.
– Hello!
Students greet teacher
Write the date and topic of the lesson on the board
Updating knowledge
Before moving on to studying a new topic, you need to review previously learned rules. What does syntax study?
– A sentence is the basic unit of syntax that performs a communicative function, i.e. serves as a means of communication. Sentences can be simple or complex. Please make me a simple proposal.
Prove that this sentence is simple.
– Now, make up a complex sentence and prove that it is complex?
– What are the coordinating conjunctions? And what coordinating conjunctions do you know?
– List subordinating conjunctions?
– Well done! Today we will go through a new topic called"Dividing and special punctuation marks between parts of a complex sentence. Intonation of a complex sentence."
– Syntax is a branch of the science of language that studies phrases and sentences.
We walked through the autumn park.
Because there is only one grammatical basis (We were walking).
– The tree crunched and a branch fell at our feet.
(Consists of 2 grammatical bases, and 2 parts).
– Connecting ( AND, NEITHER... NOR, ALSO, ALSO,
NOT ONLY... BUT ALSO, AS... SO AND, YES (=AND)), dividing ( OR, OR... OR,
EITHER, OR... OR,
THAT... THAT, NOT THAT... NOT THAT,
EITHER... EITHER), adversative ( BUT,
HOWEVER, YES (=BUT)).
–To, what, when, if, etc.
Explanation of new material
Watching a video clip . "Dividing and emphasizing punctuation marks."
The proposals are presented on the slide.
– Guys, please read these sentences, try to answer the following question: in which sentences do punctuation marks stand out, and in which do they separate parts of a complex sentence?
– Punctuation marks in a complex sentence are needed in order to convey in writing the features of semantic relationships between the parts of a complex sentence, the features of its structure and intonation.
In SSP, BSP they separate simple sentences, performing a separative function, and in SPP they highlight the dependent part (subordinate clause), performing an excretory function.
In order to understand what function a sign performs in a sentence, you need to practice the exercise.
Task in cards.
Determine the type of sentence, the function of the sign.
Well done! The topic turned out to be easy for you. And now some students work on the board, the rest in notebooks.
Listen to the task: I will dictate two sentences to you. You need to put punctuation marks in them, underline the main parts of the sentence and determine the type of sentence, make an outline.
The larks sing in clear silence and trill down to the ground from the sky.
We passed through the forest, and suddenly a river opened up in front of us.
Students watch a video lesson and write down basic information in a notebook.
A gusty wind blew. The trees rustled.
A gusty wind blew and the trees rustled (Separation function).
The brother handed over the letter. He didn't wait for an answer.
The brother, when he handed over the letter, did not wait for an answer (Excretory function).
Grandfather turned out to be right: in the evening a thunderstorm came. (BSP, separation function).
Dersu and I did not wait for the Cossacks to saddle their horses, and went forward. (SPP, excretory function).
The sun burned like yesterday, the air was still and dull. (BSP, separation function).
The forest will be filled with rustling and ringing in the morning, but for now a dark sky with bright, needle-like stars floated over the village. (SSP, separation function).
The rays of the sun brightly bathed the tops of the pines in gold, then faded one after another; the last ray remained for a long time. (BSP, separation function).
Simple sentence.
SSP[ ] , [ ] .
After watching the video lesson, the teacher comments on it in detail.
Independent work
Task: highlight the grammatical basis, draw diagrams, write BSC, SPP, PP.
Sit on the shore with a fishing rod and you will feel a surge of strength. It's autumn and the leaves are falling from the trees. It was quiet in the garden, and only the sound of wheels could be heard from somewhere in the distance. She remembered that on winter evenings grandfather usually played with her. There was a snowstorm outside, the wind was howling, the shutters were shaking and knocking. When the friendly sun came out, Kolya woke up.
She heard barking from the street, and she wanted to answer it.
Under the dictation of the teacher, students write down sentences in notebooks.
Summing up the lesson.
Today we went through another topic from the complex sentence section. In the next lesson we will talk about compound sentences. Please review all the rules you have learned on the topic of syntax.
The students listen carefully to the teacher.
Homework explanation. Grading.
Know about separating and emphasizing punctuation marks between parts of a complex sentence.
Students write down their homework.
Card No. 1. Emphasize the grammatical basis of the sentences. Determine the type of sentence, the function of the sign .
1. Grandfather turned out to be right: a thunderstorm came in the evening.
2. Dersu and I did not wait for the Cossacks to saddle their horses, and went forward.
3. The sun burned like yesterday, the air was still and dull.
4. The forest will be filled with rustling and ringing in the morning, but for now a dark sky with bright, needle-like stars floated over the village.
5. The rays of the sun brightly poured gold over the tops of the pine trees, then went out one after another; the last ray remained for a long time.
Card No. 1. Emphasize the grammatical basis of the sentences. Determine the type of sentence, the function of the sign .
1. Grandfather turned out to be right: a thunderstorm came in the evening.
2. Dersu and I did not wait for the Cossacks to saddle their horses, and went forward.
3. The sun burned like yesterday, the air was still and dull.
4. The forest will be filled with rustling and ringing in the morning, but for now a dark sky with bright, needle-like stars floated over the village.
5. The rays of the sun brightly poured gold over the tops of the pine trees, then went out one after another; the last ray remained for a long time.
Card No. 1. Emphasize the grammatical basis of the sentences. Determine the type of sentence, the function of the sign .
1. Grandfather turned out to be right: a thunderstorm came in the evening.
2. Dersu and I did not wait for the Cossacks to saddle their horses, and went forward.
3. The sun burned like yesterday, the air was still and dull.
4. The forest will be filled with rustling and ringing in the morning, but for now a dark sky with bright, needle-like stars floated over the village.
5. The rays of the sun brightly poured gold over the tops of the pine trees, then went out one after another; the last ray remained for a long time.
Intonation of a complex sentence (§ 10)
Lesson objectives: 1) introduce students to the purpose of punctuation marks in a complex sentence, the use of punctuation marks in different functions (separation, highlighting) between parts of a complex sentence, a list of punctuation marks used in complex sentences of different types, features of intonation of simple and complex sentences, graphic ways of indicating them ; 2) teach how to differentiate the use of punctuation marks in different functions between parts of a complex sentence, draw up diagrams of complex sentences, be able to correctly read the indicated complex sentences intonationally, correctly construct complex sentences from the indicated simple ones intonationally, draw up graphic intonation diagrams of complex sentences.
I. Repeating the spelling of vowels in personal endings of verbs.
Text is projected from task: copy it down, insert the missing vowels in the personal endings of verbs. Give reasons for the use of commas.
THREE MORE
The troika is rushing, the troika is jumping...t,
Dust swirls from under the hooves,
The bell is crying loudly...t,
A bright ringing sound is heard,
Then in the distance it’s clear... it’s clear,
Then he groans muffledly.
Like a goblin second to a witch
And the sound...is with her,
Or mermaid tarator..t
In a grove of sonorous reeds.
(P. A. Vyazemsky)
II. Learning new material.
1. Students research the material on p. 30, § 9, and answer questions.
What punctuation marks help convey a variety of semantic relationships between simple sentences within complex ones?
In which sentences do punctuation marks separate, and in which do they separate parts of a compound?
2. Ninth-graders come to the conclusion that punctuation marks in a complex sentence are needed in order to convey in writing the features of semantic relationships between the parts of a complex sentence, the features of its structure and intonation.
In complex and non-union complex sentences, they separate simple sentences, performing a separating function, and in complex sentences, they highlight the dependent part (subordinate clause), performing an excretory function.
III. Training exercises.
1. In ex. 54 on p. 31 sentences are written in the following order: a) with dividing punctuation marks; b) with special punctuation marks.
2. In ex. 53 the table is examined, students confirm the answer with examples from the dictation in exercise. 55, compose complex sentences, make an oral report on the topic “Punctuation marks in complex sentences
IV. Material for observations on p. 32, § 10.
Students compare simple and complex sentences by intonation, then read expressively an excerpt from a poem by N. M. Rubtsov on p. 32, then observe how the complex sentence is pronounced in accordance with the signs indicating pause, rise () and fall of tone ().
Ninth graders answer the questions:
With what intonation is each part of a complex sentence pronounced?
Does each of these parts have the intonation of the end of a sentence, or is this intonation inherent only in the end of the entire complex sentence?
In what cases does intonation act as a grammatical means of connecting simple sentences into complex ones independently, and in what cases does it act simultaneously with a conjunction?
Students conclude: the intonation of a complex sentence has three main elements: first a rise in voice, then a pause and a gradual decrease in voice towards the end of the sentence. Intonation, together with or without conjunctions, connects individual simple sentences into a single whole, which is why it is a means of communication in a complex sentence.
The theoretical material on p. is read aloud. 33.
V. Consolidate the material and check your understanding of the topic.
1. Students do exercise. 56 (compose complex sentences from given simple ones with the help of the necessary conjunction and without it).
Recommendations for the teacher: It is necessary to pay attention to the intonation with which students will pronounce each part of a complex sentence. One student reads complex sentences expressively, others observe the intonation with which he pronounces each part of a complex sentence, monitor the rise and fall of his voice, and evaluate his ability to pronounce complex sentences.
2. In ex. 57 students read complex sentences, the teacher pays attention to the pronunciation of each part of the complex sentence: first raising the voice, then a pause and gradually lowering the voice towards the end of the sentence. Next, ninth-graders draw up diagrams of complex sentences, graphically showing the features of intonation.
VI. Summing up the lesson. We find out how the students understood the material, ask them to draw a conclusion about the functions of punctuation marks in complex sentences, about the features of intonation of a complex sentence.
VII. Homework:
a) learn theoretical material on p. 30-31, § 9, and p. 33, § 10;
b) the first group of students performs exercise. 58;
c) the second group (more prepared) performs the exercise. 59;
d) repeat theoretical material on topic 4 Complex sentence (§ 7-10), prepare for the test.
Lesson 13. Test lesson on the topic “Complex sentence”
Each task is completed on a separate piece of paper and is turned in immediately. The work is checked by a consulting group.
Test assignments
1. List the functions of punctuation marks in complex sentences (Option I).
2. Name the main types of complex sentences, list the main elements of intonation of a complex sentence (Option II).
3. Test diagnostic work.
Record the text from dictation. In complex sentences, emphasize the grammatical basics, determine the type of complex sentence, graphically characterize the intonation of complex sentences, indicate the function of punctuation marks.
I arrived in Opukhliki by night train and swam across the lake at random. In the village on the other side, everyone was asleep; not a light was visible.
There was autumn silence. The full moon, like an overripe Antonov apple, hung over the gray oat field.
I climbed the ladder to put the oars in the attic. From here, at the end of the oat field, obscured by bushes, I saw a light. He trembled mysteriously, beckoning to him, and I went to him.
A narrow path wound through an unmown swamp. Large bells stood out against the dark background of grass, as if they were glowing. An owl silently appeared from the bushes and flew next to the face on its silent velvet wings. It was cold, and it became eerie from the dampness and this silent flight of the mysterious night bird. A horse neighed very close by, clumsily kicking its tangled legs and began to approach the man. And the fear immediately went away, as if I had met a good friend.
The light was now not visible, but blows were clearly heard. The path ran steeply around a young pine forest, there was a smell of heated resin, and I saw a fire almost nearby. A tongue of flame flared up and snatched out of the darkness an ordinary harvester and a man bowed down by the fire. I recognized the tractor driver Vasily.
(N.I. Novikov)
Test tasks
Option I
1. Find complex sentences.
a) He not only planted a tree, but also built a house and raised a son.
b) The morning was sultry, it smelled of mignonette.
c) Here, as legend says, there was a dense forest.
d) The winter was snowy, and strong floods were expected.
Answer: b, d.
2. Indicate in which examples the function of the punctuation mark is dividing.
a) I don’t know what attracts me to this young man.
b) The forest, mountains merged, everything was shrouded in thick fog.
c) The full water subsided, and it flowed in a narrow stream.
d) We went out into the clearing where the oak tree grew in the evening.
Answer: b, c.
3.
a) The driver whistled and the horses galloped. (Simultaneity of events.)
b) The sun has set, but it is still light in the forest. (Contrast.)
c) The oars fell together into the waves, and the longboat rushed forward. (Subsequence.)
d) We talked for a long time and were silent for a long time, or she played the piano for me. (Mutually exclusive.)
Option II
1 . Provide complex sentences.
a) Leaves fly off the apple trees and whisper dryly with the grass.
b) Dust rushed like a whirlwind along the road, and the month became completely foggy.
c) Having completed the entire route successfully, the tourists returned home.
d) It was dark and I saw no trees, no water, no people.
Answer: b, d.
2. Indicate in which examples the punctuation mark is emphatic.
a) My father wished me a good journey, and my daughter accompanied me to the cart.
b) Everyone was silent to hear the rustling of flowers.
c) The day was gray and calm, the light air smelled of the sea.
d) He remembered the day when he was leaving.
Answer: b, d.
3. Find an error in determining the relationships between parts of a complex sentence.
a) I lay as if forgotten, but sleep did not close my eyes. (Contrast.)
Dividing marks
Separating parts of a complex sentence
As follows from the data presented in the previous section (4.1), errors associated with incorrect division of sentences into parts make up the main percentage of errors in our corpus.
This result is expected, since errors in the “part” include several common cases:
1. putting a period at the end of a sentence
It is extracted by oxidative roasting of cinnabar.
The absence of a period at the end of a sentence, which should indicate the end of a thought, is a very common mistake in student texts, especially printed ones.
2. separation of parts in a complex structure is the rarest of all errors in the separation of parts, which can be of a different nature:
Wrong choice of sign:
Nowadays, sometimes for scientific and advertising purposes they use fonts stylized as antiquity with such an H-shaped outline of the letter I; , however, their use is more often confusing than helpful, especially if the font is used to highlight individual words or even letters.
(Raceeva O., 7b1, Essay about the letter i)
Inability to highlight or see grammatical basis:
Mercury is the eightieth element in the periodic table, and has a relative atomic mass of two hundred point fifty-nine.
(Gazheev S., 8.e, Abstract on mercury)
Placing an extra comma between homogeneous parts:
Thus, we see that the Moon was formed as a result of the collision of a giant meteorite with the Earth. And now the Moon is a constant satellite of the Earth, exerting a constant influence on it.
(Zhuk T., 8e, abstract on the article “The Theory of a Giant Collision”)
Separation of parts of a complex structure.
It makes sense to talk about three cases here:
When a comma is missing between parts;
When two commas are missing, separating a part within another part and;
When a comma is placed in the wrong place.
In ancient states, in order to paint glass or porcelain, it was necessary to extract paint from the substance.
And in medieval Saxony, when a certain type of ore was melted, a poisonous gas was released, which the miners recognized as the prank of the Kobold gnome.
(Alekseeva I., 8e, Abstract about cobalt)
Punctuation marks at the junction of coordinating and subordinating conjunctions are a rare case, but they are presented not only in the corpus, but also in all teaching aids and modern testing materials.
And if you're unlucky,
Someone will die quickly.
(Rudak Georgy, 7b1, Essay “I’m dying of thirst with my hand”)
Separation of parts in case of non-union: two types of errors are possible here: in the first case, a punctuation mark between parts is missed (extremely rare); in the second, the wrong sign was used.
But L is not only a letter, but also a number: in the Roman Empire it denoted the number fifty.
(Bubnov E., 8e, Essay on lambda)
Indeed, there are many reasons for using the “comma part”, but we have introduced only two explanatory symbols:
separation of parts of a complex sentence/ clauses
homogeneous clauses
The second icon is placed mainly in the case of an extra comma with homogeneous parts, in order to accustom students to the idea that the property of homogeneity is characteristic not only of sentence members, but also of parts of a complex sentence. We did not introduce icons to distinguish all cases, so as not to overload the icon system, firstly, and secondly, the practice of using icons in lessons showed that in order to teach children to put punctuation marks between parts it is necessary to first teach them see different grammatical bases.
Punctuation for homogeneous sentence parts
Two icons have been created for this theme:
homogeneous members of the sentence/ homogeneous
generalizing word for homogeneous members of a sentence/ homogeneous generalization
The first is used for separating "," and ";" and when removing a punctuation mark, if the members of the sentence between which it is placed are heterogeneous or they are connected by a single coordinating conjunction.
They isolated this inert gas by exclusion after oxygen, nitrogen , and increasingly heavier components air[a] were turned into liquid.
(Shakhov V., 8e, Abstract about neon)
The second icon indicates that the checker’s “:” or “-” indicate the presence of generalizing words in the sentence.
Corpus research, as well as class analysis of works marked using the Interrobang program, confirmed the correctness of the decision that two explanatory icons for errors associated with homogeneous members of the sentence are sufficient, while the need to introduce the first icon into the system was not in doubt, and the second icon helped students and teachers quickly figure out which rule should be repeated or passed: “:” and “-” for generalizing words or “:” and “-” for a non-union connection between parts of a complex sentence.
§ 1 Punctuation marks
In this lesson we will look at the main groups of punctuation marks and systematize our knowledge about them.
All punctuation marks and the rules for their placement in sentences and texts are studied by a special science - punctuation.
Punctuation is an important means of formatting written speech and has a communicative function.
Punctuation marks form a special group of the entire graphic system of the Russian language; their purpose is to serve those aspects of written speech that cannot be expressed in letters.
Punctuation marks serve
rto promote clarity and clarity in the communication of thoughts,
they separate one sentence from another or one part of it from another,
r and express the feelings of the speaker and his attitude towards the listener.
“Their purpose is to indicate the semantic division of speech, as well as to help identify its syntactic structure and rhythm,” it also says in the “Dictionary-Reference Book of Linguistic Terms” by D.E. Rosenthal and M.A. Telenkova.
In some cases, punctuation marks are the main or only means of identifying semantic relationships.
For example, you can compare the placement of a comma, a dash and a colon in the same non-union complex sentence:
The young people left, the evening became boring. (This sentence indicates the sequence of events.)
The young people left - the evening became boring. (The second part of this sentence indicates the consequence, the result of the action indicated in the first part).
The young people left: the evening became boring. (Here cause-and-effect relationships are identified, indicating the reason in the second part of this non-union complex sentence).
§ 2 Separating and emphasizing punctuation marks between parts of a complex sentence
Punctuation marks in a complex sentence are needed in order to convey in writing the features of semantic relationships between the parts of a complex sentence, the features of its structure and intonation.
In complex and non-union complex sentences, they separate simple sentences, performing a separating function, and in complex sentences, they highlight the dependent part (subordinate clause), performing an excretory function.
So, for example, a comma, a semicolon and a dash perform a dividing function in complex and non-union sentences; the colon also has the same separating function, but is used between parts only in a non-conjunct complex sentence.
The dash in the BSP performs a dividing function.
But the excretory function is peculiar exclusively to the comma, which distinguishes the subordinate clause as part of a complex sentence.
For example:
Commas in SPP perform an excretory function.
§ 3 Features of Russian punctuation
It should be noted that the rules of Russian punctuation are highly flexible, since along with mandatory norms there are instructions that do not have a strict normative nature and allow for various punctuation options.
So, for example, the author's punctuation in complex sentences is a placement of punctuation marks that is not provided for by the rules, but is acceptable if the author uses them to convey some additional meaning. Such signs most often include the dash and semicolon in complex sentences.
For example, K.G. Paustovsky considered it necessary to put a dash in a non-union complex sentence
although there should have been a colon.
§ 4 Brief summary of the lesson
To summarize the lesson, it can be noted that knowledge of punctuation and the functions of punctuation marks in a complex sentence is extremely necessary, since punctuation marks not only indicate the semantic division of text and sentences, but are also an important means of formatting written speech.
List of used literature:
- Zolotareva I.V., Dmitrieva L.P., Egorova N.V. Lesson developments in the Russian language: grade 11. – M.: VAKO, 2005. – 320 p. - (To help the school teacher).
- Rosenthal D.E., Telenkova M.A. Dictionary-reference book of linguistic terms: A manual for teachers. – M.: Education, 1985. – 399 p.
- Egorova N.V. Lesson developments in the Russian language: a universal guide. 9th grade. – M.: VAKO, 2007. – 224 p.