Syntactic and punctuation analysis of bsp. Repetition of BSP. Syntactic and punctuation analysis of BSP
Target:
- generalize and systematize students’ knowledge about non-conjunctive complex sentences;
- develop the ability to determine the relationships between the semantic parts of non-union complex sentences;
- improve appropriate punctuation skills;
- use non-union complex sentences in your speech to solve certain communicative tasks.
Equipment:
- computer, projector;
- PowerPoint presentation; video files;
- handouts - lesson worksheets; booklets;
- schemes for punctuation and syntactic parsing of sentences;
cards, textbooks.
Lesson type: combined.
Form: lesson - workshop using digital educational resources.
Predicted results: At the end of the lesson, students know: the main features of non-union complex sentences; conditions for placing dashes, colons, semicolons and commas in the BSP; At the end of the lesson, students are able to: put signs in the BSP, perform synonymous replacement of SSP and SPP with non-union ones.
During the classes
1. Organizational stage
Introduction.
Good afternoon, dear guys, dear guests. Today I would like to start our lesson with the words of E. Yevtushenko:
There are no uninteresting people in the world,
Their fates are like planetary history,
Each one has everything special, its own,
And there are no planets similar to it.
I say these words and imagine each of you, interesting and unique. This is exactly how I want to see you in every lesson.
During the lesson we will need your desire, good mood, ability to think and, of course, a supply of knowledge.
Today in the lesson you will monitor your knowledge and evaluate yourself. Record the results of your work in the “Work Card”, which is on everyone’s desk.
Psychological mood.
Imagine that there is a flower in your heart. Here it opens, petal by petal. This is the center of peace, the center of kindness. Goodness, kindness, kindness everywhere, kindness in you, kindness in me.
Don’t forget that as you inhale, you absorb Light into yourself, filling yourself with kindness, and as you exhale, share kindness.)
So we shared kindness, because shared kindness equals two happinesses.
Updating of reference knowledge
Let's start our lesson with an express warm-up (slide)
1. Express survey
- Union proposals are divided into SSP and.... (SPP)
- In the BSC, the means of communication are conjunctions.... (coordinating)
- In NGN, parts are connected using what conjunctions (subordinating)
- And in BSP the parts are connected using meaning and... (intonation)
- On the letter the relations between parts of the non-union complex sentence expressed using... (punctuation marks)
- Name the main types (meanings) of intonation in the BSP (enumerations, comparisons, reasons, explanations)
- If the parts in the BSP are common and have their own punctuation marks, then between the parts there is... (semicolon)
- If the second part indicates the reason for what is said in the first part, then between the parts of the BSP there is... (colon)
- Remember the reminder about inserting a colon in the BSP (Explain the reasons further!)
- If the first part of the sentence contains an indication of time, then between the parts of the BSP there is... (dash)
2. Spelling work. Find in the title of the lesson topic an adjective with the spelling that was repeated at home. (Unionless). Name the root and prefix. What consonant does the prefix end in? What consonant does the root begin with? Formulate a rule for writing this spelling. (Offered vocabulary dictation to repeat the spelling “Letters z and sleep at the end of prefixes)
Assignment: For these phrases, select synonymous words with prefixes ending in –з (-с). Graphically explain their spelling.
- Having no pity - merciless
- Devoid of meaning - meaningless
- Tasteless - tasteless
- Not yielding results - ineffective
- Covered with scratches - scratched
- Having no sound - soundless
- Lacking order - disorderly
- Having no feelings - insensitive
- A sentence that has no conjunctions is non-union (Self-test)
3. Expert report on writing a concise summary (checking the d/z)
State the topic and purpose of the lesson. Mood for active cognitive activity
1. Watching a fragment of the cartoon “The Adventures of Dot and Comma” (Video file No. 1) Appendix 4
What will we talk about in our lesson today? (about punctuation marks)
About what punctuation marks (about the placement of commas, dashes, colons and semicolons in the BSP)
Today we are summing up a topic we have been working on for several lessons. Therefore, we will partially repeat the theory, develop the skills of syntactic and punctuation analysis of sentences, improve the ability to generalize, compare and draw conclusions, and, of course, as in any lesson, relying on what is already known, studied, we will learn something interesting about non-union complex sentences .
III. Generalization, systematization of students’ knowledge and skills
1. “Brainstorm”
What associations do you have with the word “Kindness”? Write down these words:
Benefit, benefit, charity, donation, service, favor. What color is the word happiness associated with? Good- everything positive, good, useful. (Dictionary by S.I. Ozhegov)
We will take the words of L.N. as the epigraph to our lesson. Tolstoy
“It is better to be kind in the world: there is already enough evil in the world” (L.N. Tolstoy)
How do you understand this statement? (slide)
Very often we talk about the fact that the most important, most valuable thing in a person’s life is kindness.
It's not easy to be kind
Kindness does not depend on height,
Kindness brings people joy
And in return it does not require a reward, as it is sung in one children's song.
Becoming kind is not easy at all. Becoming a standard of kindness is the most difficult task.
a kind person is a sympathetic person, capable of empathy.
Write down the statement of Lev Nikolaevich Tolstoy as an epigraph to the lesson.
Explain punctuation marks.
What would happen if this sentence were written with a different syntactic construction?
Write this sentence as an IPP and answer the question posed.
(It’s better to be kind in the world, because there is already enough evil in the world)
(The colon is placed because the second part of the sentence has the meaning of reason. A subordinating conjunction would make it more cumbersome, ponderous. A complex sentence would lose its lightness and become less expressive)
2. Work in groups (task for 2 groups, preparation 5 minutes)
The rest of the students complete task No. 1
Assignment: ORAL STATEMENT
Consider the diagram. Convey the content of the diagram in the form of a coherent statement.
Task: Read the sentences carefully to understand why they are divided into three groups. Watch for the correct intonation, which conveys the semantic relationships between the parts of a non-conjunctive sentence.
Goodness is not dashing, it wanders quietly in the world. (V.I. Dal)
The sky was shining above me, the leaves were rustling, the birds were singing... (I. Turgenev)
All day long the sun shines in the sky, all day long an evil sadness torments my soul. (A. Koltsov)
True virtue is like a river: the deeper it is, the less noise it makes.
Kindness... is constant and self-reinforcing: it gives rise to reciprocal kindness. (A. Schweitzer.)
Remember: a person begins with kindness! ( A. Chekhov)
One piece of wisdom can be extracted from all of life: a person should do only good.
I am convinced: truth, love, kindness are the strength that overcomes everything.
The source quenches thirst - a kind word revives the heart.
Each time has its own cruelty - kindness is the same for all times. (A. Likhanov.)
We do a good deed - our soul is filled with bright joy, we do evil - our soul grieves. (According to A. Zakharov.)
You are young, strong, vigorous - do not get tired of doing good. (A. Chekhov)
You did good - hide it, they did good to you - tell it.
1.EXERCISE. Read the statements. What are they about? Replace complex sentences with non-union ones. Match the sentences. Explain the placement of punctuation marks in the BSP. Independent work (followed by mutual testing and checking using a template) (Lesson work card)
| Original version | Rebuilt proposal |
| 1. Each time has its own cruelty, but kindness is the same for all times. (A. Likhanov.) | 1. Each time has its own cruelty; kindness is the same for all times. (A. Likhanov.) dash-opposition |
| 2. When you want to do good to individual people or to the whole nation, do not give up on your dreams. (D. Kugultinov.) | 2. Whether you wish to do good to individual people or to the entire nation, do not give up on your dreams. (D. Kugultinov.) dash-time |
| 3. When we do a good deed, our soul is filled with bright joy, when we do evil, our soul grieves. (According to A. Zakharov.) | 3. We do a good deed - our soul is filled with bright joy, we do evil - our soul grieves. (According to A. Zakharov.) dash-time, condition |
| 4.Kindness... is constant and strengthens itself, because it gives birth to reciprocal kindness. (A. Schweitzer.) | 4. Kindness... is constant and self-reinforcing: it gives rise to reciprocal kindness. (A. Schweitzer.) colon-reason |
| 5. While you are young, strong, vigorous, do not get tired of doing good. (A. Chekhov) | 5. You are young, strong, cheerful - do not get tired of doing good. (A. Chekhov.) dash-time |
| 6. Remember that a person begins with kindness! (A. Chekhov) | 6. Remember: a person begins with kindness! (A. Chekhov) colon-explanation |
3. Watch a video tutorial (5 minutes)
4. Work in pairs. Handout: (scheme of syntactic and punctuation analysis of BSP)
Exercise: Get acquainted with the plan and example of the syntactic analysis of a non-union complex sentence and comment on the logic of this analysis, explaining why the analysis suggests exactly such a sequence of actions. (BSP disassembly diagram)
Perform syntactic and punctuation analysis of 1 sentence. (cards)
5. Working with text (text on the screen )
Experience confirms that good feelings should be rooted in childhood, and humanity, kindness, affection, goodwill are born in work, worries, worries about the beauty of the world around us. (2) Good feelings, emotional culture are the center of humanity. (3) If good feelings are not cultivated in childhood, you will never cultivate them, because this truly human thing is established in the soul simultaneously with the knowledge of the first and most important truths, at the same time with the experience and feeling of the subtlest shades of the native word. (4) In childhood, a person must go through an emotional school - a school for instilling good feelings. (According to V. Sukhomlinsky)
Assignment to the text:
1. Determine the topic of the text (about good feelings).
2. Determine its main idea.
3. Determine the type and style of the text (type of speech - reasoning; style - journalistic).
4. Replace the phrase "good feelings" built on the basis subordinating connection agreement, a synonymous phrase with connection control . Write the resulting phrase. (feelings of kindness)
5. Determine the type of subordinating connection in the phrase “ truly human" (sentence 3) (adjacent)
6. From the second (2) sentence, write down predicate. Specify its type. (focus, compound noun)
7. Find a WBS that includes one-part generalized-personal offer. Write the number of this offer. (3)
8. Determine the type of complication of the fourth (4) sentence (separate application)
9. Find a complex sentence(s) where one of the parts is complicated homogeneous members . Write the number(s) of this sentence(s). (1.3)
10. Find SPP with subordinate clause causes .Write the number of this offer (3)
6. Game “Auction of Proverbs”
The winner is the one who remembers the proverb about goodness last.
Good doesn't change for bad
Do good things - make yourself happy
Hurry to do good
Everyone loves goodness, but not everyone loves it.
From good to bad one step
It is bad for him who does no good to anyone
Whoever does good will be rewarded by God
No evil can bring good
Lying does not lead to good
It's good to live in goodness
Youth is on the prowl - looking for good from good.
Sow goodness, sprinkle goodness, reap goodness, bestow goodness.
IV. Summarizing. Homework: Write an essay-argument on the topic: “What is good,” taking as the thesis the definition you gave. When arguing your thesis, give two examples-arguments that confirm your reasoning: give one example-argument from the text you read, and the second from your life experience. (essay volume – at least 70 words)
V. Reflection. Fill out the success card (handout)
Final word from the teacher: We spent the whole lesson talking about kindness, creating formulas for kindness, and as a result of our lesson, write a syncwine on the topic of kindness.
Reading syncwines.
What is the source of a good deed? There is only one answer - mercy, philanthropy, which has existed for a long time. It is no coincidence that Albert Anatolyevich Likhanov said: “Each time has its own cruelty. But kindness is the same for all times.” In my opinion, it is on mercy and compassion that the world stands.
A person who loves the world around him, does good deeds, will be happy only because he helped someone... And the one who was helped will carry gratitude and faith in goodness in his heart throughout his entire life.
I remember the words of A.P. Chekhov: “Life is given for good deeds... Do not spare yourself for a good deed, word, feeling! Hurry to do good while you are young and full of strength! Remember: a person begins with kindness!”
Summarizing.
And I would like to end the lesson with the words of a sage.
Good man, hello!
Be with me for many years
Protect me from evil
So that I can do everything in life.To overcome everything
And I didn’t get sick from troubles.
Be with me anywhere and everywhere!
- Okay, of course I will!(in unison)
Analysis plan:
Complex.
The number of parts in a complex complex, their boundaries (highlight grammatical bases in simple sentences).
Means of communication between parts (indicate conjunctions and determine the meaning of a complex sentence).
Proposal outline.
Sample parsing:
Was winter, but that's all last days stood thaw. (I. Bunin).
(Narrative, non-exclamative, complex, conjunction, compound, consists of two parts, opposition is expressed between the first and second parts, the parts are connected by an adversative conjunction But.)
Offer outline:
1 but 2.
The order of syntactic parsing of a complex sentence
Analysis plan:
Type of sentence according to the purpose of the statement (narrative, interrogative or motivating).
Type of sentence according to emotional coloring (exclamatory or non-exclamatory).
Complex.
Main and subordinate parts.
What does the subordinate clause spread?
What is the subordinate clause attached to?
Location of the subordinate part.
Type of subordinate part.
Complex sentence diagram.
Sample parsing:
When she played downstairs on the piano 1, I got up And listened 2 . (A.P. Chekhov)
(Declarative, non-exclamative, complex, conjunction, complex, consists of two parts. The 2nd part is the main one, the 1st is the subordinate part, the subordinate part extends the main part and joins it with a conjunction When, the subordinate part is located before the main one, the type of subordinate part is the subordinate clause).
Offer outline:
(union when...) 1, [...] 2.
subordinate clause
Noun.. verb. union of places Verb. ex. adj. noun
Travelers saw, What They are on small clearing. (Narrative, non-vocal, complex, SPP with explanatory adjective, 1) non-distributive, two-part, complete. 2) distribution, two-part, full).
[ ____ ], (What…).
The order of syntactic parsing of a non-conjunctive complex sentence
Analysis plan:
Non-Union.
Number of parts (highlight grammatical basics in simple sentences).
Proposal outline.
Type of sentence according to the purpose of the statement (narrative, interrogative or motivating).
Type of sentence according to emotional coloring (exclamatory or non-exclamatory).
Sample parsing:
The song ended 1 - the usual applause was heard 2. (I.S. Turgenev)
(Narrative, non-exclamatory, complex, non-union, consists of two parts, the first part indicates the time of action of what is said in the second part, a dash is placed between the parts.)
Offer outline:
Pedagogical
tasks
Lesson type
Planned
results
(subject)
Personal
results
Metasubject
results
Lesson 6970. SYNTAX AND PUNCTUATION ANALYSIS
UNIONAL COMPLEX SENTENCE
Improve the ability to consistently perform syntactic and punctuation analysis
non-union complex sentence; systematize, generalize and consolidate knowledge about the rules of production
punctuation marks in non-union complex sentences; develop the ability to build correctly
pronounce, write and use non-conjunctive complex sentences of various types in speech
Lesson on communicating new knowledge, developing skills and abilities
Know and are able to perform syntactic and punctuation parsing of BSP
Understand the decisive role of the native language in the development of intellectual abilities, its importance in
the process of obtaining school education; realize the aesthetic value of the Russian language; respectfully
refer to the native language; have sufficient lexicon and the volume of acquired grammatical means
for free expression of thoughts and feelings in the process of verbal communication
Cognitive: adequately understand information from oral and written communications; own different
types of reading; demonstrate the ability to extract information from various sources; free
use dictionaries various types; are able to independently search for information, analyze and select it,
compare and contrast speech utterances, observe the basic principles in the practice of verbal communication
orthoepic, lexical, grammatical, stylistic norms of modern Russian literary
language; follow the basic rules of spelling and punctuation in the process of written communication; apply
acquired knowledge, skills and abilities in Everyday life; demonstrate the ability to use native
language as a means of acquiring knowledge in other academic subjects; regulative: show ability
determine the goals of upcoming educational activities, the sequence of actions, evaluate what has been achieved
results and adequately formulate them orally and in writing; communicative: show
the ability to participate in verbal communication, observing the norms of speech etiquette; carry out
communicatively appropriate interaction with surrounding people in the process of verbal communication,
jointly performing any task, participating in disputes, discussions
Text for interdictation
Educational
resources
Lesson script
Lesson stage
Contents of teacher activities
I. Study
new
material
II.
Consolidation
studied
material
III. Bottom line
lesson.
Reflection
educational
activities
Introduces new material.
1. Familiarization with the order of parsing
2. Familiarization with the procedure for punctuation analysis
non-union complex sentence.
3. Reading § 36 of the textbook.
4. Written and oral analysis of non-union complex
offers
Organizes the holding of mutual dictation (see RM).
– Combine simple sentences into non-union sentences
complex and produce syntactic and
punctuation analysis of the resulting sentences
– What topic of the lesson were you working on?
– What new did you learn?
– What tasks did you perform? Which ones caused
difficulties? Why do you think?
– How do you evaluate your work in class?
Contents of the activity
students
(carried out
actions)
They listen carefully.
Working with a textbook
Formable ways
activities
They know how to listen; own
textbook skills,
basic subject
concepts; use diagrams
to solve educational
practical problems
Complete tasks.
Carry out
mutual control
Answer questions.
Evaluate the educational
activities
Accept and save
learning objectives; own
basic subject
concepts, skills
mutual control
Formulate answers to
set by the teacher
questions; have skills
educational self-assessment
activities
Lesson Date
Subject: Syntactic and punctuation analysiscomplex sentences.
Target : teach how to consistently carry out syntactic and punctuation analysis of complex sentences.
Tasks:
Educational: improve the ability to determine semantic relationships between parts of a complex sentence;
consolidate the skill of placing punctuation marks in the BSC;
Educational: promote the development of students' speech culture and foster a sense of friendship.
Educational: continue to develop student competencies:regulatory - through goal formulation, analysis, self-assessment and self-control of one’s activities; the ability to independently determine the tasks of one’s activities; continue to develop the skills to compare, analyze, systematize the data obtained and draw conclusions;communicative - through different kinds speech activity: monologue, dialogue, discussion;cognitive – transformation of information: text-scheme.
Lesson type lesson of generalization and consolidation of knowledge.
During the classes
I. Organizational moment.
II. Checking homework.
1. Students present 5 independently composed sentences, parse them syntactically, and build diagrams.
2.Front survey
What proposals are called BSC? What parts does the BSC consist of?
What conjunctions are used to connect the predicative parts of the BSC?
What is the meaning of BSC depending on the conjunction connecting the parts?
What punctuation marks are used in the BSC?
III. Lesson topic message.
1 . Reading samples of oral and written parsing.
Sentence parsing scheme:
1. Characterize the sentence according to the purpose of the statement: narrative, interrogative or motivating.
2. Characterize the sentence by emotional coloring: exclamatory or non-exclamatory.
3. Characterize the sentence based on the presence of grammatical bases: simple or complex
If a simple sentence:5. Characterize the sentence by the presence of the main members of the sentence: two-part or one-part, indicate which is the main member of the sentence if it is one-part (subject or predicate).6. Characterize the proposal by the presence of minor members of the proposal: widespread or non-extensive.7. Indicate whether the sentence is complicated in any way (homogeneous members, address, introductory words) or not complicated.8. Underline all parts of the sentence, indicate parts of speech.9. Create a proposal outline, indicating grammatical basis and complication, if any.
If it's a complex sentence:5. Indicate what kind of connection is in the sentence: union or non-union.6. Indicate what is the means of communication in a sentence: intonation, coordinating conjunctions or subordinating conjunctions.7. Conclude what kind of sentence it is: non-union (BSP), complex (SSP), complex (SPP).8. Parse each part of a complex sentence as a simple one, starting with point No. 5 of the adjacent column.9. Underline all parts of the sentence, indicate parts of speech.10. Draw up a sentence outline, indicating the grammatical basis and complication, if any.
1.An example of parsing a simple sentence:
Oral analysis:
Declarative sentence, non-exclamatory, simple, two-part, grammatical basis:pupils and female students studying
, common, complicated by homogeneous subjects.
Written analysis:
Narrative, non-vocal, simple, two-part, g/opupils and female students studying , spread, complex, homogeneous.
2.An example of syntactic analysis of a complex sentence:
Oral analysis:
Declarative sentence, non-exclamatory, complex, conjunction, means of communication subordinating conjunctionbecause
, complex sentence. The first simple sentence: one-part, with the main member - the predicatedidn't ask
common,
not complicated. Second simple sentence: two-part, grammatical basismy class and I went
common, not complicated.
Written analysis:
Narrative, non-vocal, complex, union connection, middle connection subordinate unionbecause , SPP. 1st PP: single-part, with main part - tale.didn't ask distribution, not complicated. 2nd PP: two-part, g/omy class and I went distribution, not complicated.
Punctuation analysis of a sentence
Scheme of punctuation parsing of a sentence:
1) Number the punctuation marks.2) Name and explain the punctogram at the end of a sentence (period, question mark, exclamation mark, ellipsis, combination of characters).3) Name and explain punctograms at the level of a complex sentence (punctuation marks between simple sentences within a complex sentence).4) Name and explain punctograms at the level of a simple sentence.
Sample punctuation analysis of a sentence:
[Having asked 1 ( which is quieter ), 2 Pierre got in on a horse 3 grabbed by the mane, 4 pressed the heels of the legs turned towards the horse's belly and, 5 feeling 6 (Whatglasses hissubside ) 7 and (that hecan't take it away hands from the mane and reins), 8 galloped for the general 9 exciting the smiles of the staff, 10 from the mound looking at him]. (L. Tolstoy)
Explanation of punctuation marks:
1) Period at the end of the sentence.
There is a period at the end of the sentence because it is a declarative, non-exclamatory sentence that contains a complete message.
2) Punctuation marks between parts of a complex sentence.
This is a complex sentence with three subordinate clauses:
1 and 2 – commas highlight the subordinate clause within the main one;
6 and 8 – commas highlight subordinate clauses within the main clause;
7 – no comma is used, because homogeneous clauses are connected by a single connecting conjunction “and”.
3) Punctuation marks between homogeneous members of a sentence.
Isolation of circumstances and definitions:
3 and 4 – commas separate homogeneous predicates connected without a union;
5 – a comma separates a separate circumstance expressed by a single gerund;
9 – a comma separates a separate circumstance expressed participial phrase;
10 – a comma separates a separate definition, expressed by a participial phrase and standing after the word being defined.
2. Recording a proposalfor written syntactic analysis of complex sentences. Construction of the diagram. Comments.
3. Compilationown complex sentences by analogy, syntactic analysis, diagram construction.
4. Recording a proposalfor punctuation analysis. Construction of the diagram.
5. Compiling your owncomplex sentences by analogy, punctuation analysis, diagram construction.
IV. Consolidation of the studied material. Working on options.
Task: do the exercise
V. Lesson summary.
Homework. §, ex..