EntranceFunctional parts of speech. But - conjunction Conjunction refers to a part of speech
Lesson topic: Union as part of speech.
Lesson type: introductory lesson
Didactic goal: create conditions for awareness and comprehension
educational material, applying it in a familiar and
new learning situation, checking the level of mastery
systems of knowledge and skills using technology
developmental training.
Educational technologies: personality-oriented developmental
education.
Teaching methods: reproductive, partially search.
Forms of organizing educational activities: frontal, group,
individual, collective.
Control techniques: oral, written.
Knowledge control form: individual, current.
Hardware and software: textbook, multimedia
computer, interactive whiteboard, screen.
Lesson content goals:
Educational: repeat and summarize theoretical information about the conjunction as an auxiliary part of speech, its morphological features, and role in a sentence; about allied words, their role in a sentence and their difference from subordinating conjunctions; n teach detect conjunctions, distinguish them from adverbs and pronouns with particles; write correctly; determine the species complex sentence, distinguish between a compound sentence and a sentence with homogeneous members, correctly put punctuation marks in them; correctly and appropriately use conjunction constructions in speech practice, determine the role of the conjunction in the construction of the text.
Educational: develop the skills of competent oral and written coherent speech, analytical and logical thinking, the ability to systematize and generalize acquired knowledge using linguistic means; develop the general culture and outlook of students.
Educational: to cultivate in children an interest in this topic, the history of the Russian language, friendliness, attentiveness to people, tolerance.
PROGRESS OF THE LESSON
1. Organizational moment.
Teacher:
The bell rang, attention, It’s good that everything was on time.
Teacher: Good afternoon, guys! Before starting the lesson, I will ask you to look at the guests and give them a smile. Smile at each other, give me your smiles too! Thank you! A smile always encourages communication. Each lesson is a lesson in gaining knowledge necessary in life. Today you must prove it to yourself and to me.
2. Announcing the topic of the lesson, setting a goal.
Teacher: Guys, please look at the board. I offer you a logic task. You see 4 pictures that are united by one word. Have you already guessed what this word is? (Union) Right. What other meaning does the word union have? (This is part of speech) Absolutely right! Let's open our workbooks and write down the topic of the lesson.
Now let's start setting lesson goals. Please tell me, do you already know anything about the union? Then the first thing we need to do is repeat. But you also know that every year we learn more and more new and interesting things, so we need to learn, consolidate. and then check.
3. Frontal survey.
Teacher: Let's start with repetition. Which part of speech do we call a conjunction? (Union is service part speech, which serves to connect homogeneous members or parts of a complex sentence)
Teacher: How do auxiliary parts of speech differ from independent, significant ones? (Unlike independent parts of speech, auxiliary parts do not change and are not parts of the sentence)
4. Watching video. Conversation.
Teacher: Let's watch the video and write down the diagram it contains in our rules notebook. Questions. What are the structures of unions? What about use? What have you learned about coordinating conjunctions? What can you tell us about subordinating conjunctions?
5. The teacher's word.
Teacher: Not everyone knows that the union is ancient name parts of speech and origin is Greek. Despite the fact that this is a quantitatively small group of function words, it ranks seventh in terms of frequency of use. And the union dominates in it AND . By the way, A.S. Pushkin loved this union very much. Evidence of this is the lines from his works. Notice how A.S. deliberately often uses Pushkin Union AND . Based on the use of conjunctions stylistic device artistic representation, which is called polyunion, which slows down the phrase, gives the sentence smoothness, and enhances the expressiveness of speech.
Teacher: Now, guys, pay attention! Here are lines from the work of A.S. Pushkin.
The student reads.
Peter is feasting. Both proud and clear. And his gaze is full of glory. And his royal feast is wonderful.
(Poem by A.S. Pushkin “Poltava”)
Teacher: Can this short passage be called text? (Yes, because the sentences are related in meaning and grammatically)
Teacher: And with the help of which part of speech is the grammatical connection of sentences in the text made? (Using the conjunction and)
Teacher: So, what can be concluded about the role of the conjunction in the text?
Students independently come to the conclusion that the conjunction is a means of artistic representation, as well as a means of connecting individual sentences in the text.
6. Strengthening exercises.
Teacher: Right. And coordinating conjunctions connect homogeneous members of a sentence and parts compound sentence, and subordinates are parts of a complex complex. By doing this work, conjunctions also contribute to the creation of the text.
Teacher: Attention to the board. (read by student)
Once upon a time there was a girl named Love. She was bored living on earth without a girlfriend. She decided to turn to the old, gray-haired wizard:
Help me, grandpa, choose a girlfriend, to I could have been friends with her all my life.
Thought the wizard And said:
Come see me tomorrow morning When the first birds will sing, And the dew has not dried yet...
In the morning, When the scarlet sun illuminated the earth, love came to the appointed place... It came And sees: five beautiful girls are standing, one more beautiful than the other.
Here, choose,” said the wizard, “one is called Joy, the other is Luck, the third is Beauty, the fourth is Sadness, the fifth is Kindness.”
“They are all beautiful,” said Lyubov. - I don’t know who And choose…
“Your truth,” answered the wizard, “they are all good, And You you will meet them again in life, A, Maybe, And you will be friends But choose one of them. She And will be your friend for life.
Love came closer to the girls And looked into each one's eyes. Love thought.
Who would you choose? Why? (Answers)
Love approached a girl named Kindness and extended his hand to her.
Why did Love choose Kindness? (Answers)
Teacher: Prove that this is text. (Because the sentences are related in meaning and grammatically)
Teacher: By what means are semantic and grammatical connections observed in the text? ( With the help of unions)
Teacher: Right. Name the unions and their morphological characteristics. (Name it, write it down)
Teacher: How would you title this text? ( Possible answers: “Girlfriend.”)
Teacher: What problem is raised in the text? Give reasons for your answer. ( The problem of choosing friends, comrades, acquaintances)
Teacher: A kind person, guys, will bring you joy, bring you good luck, fill you with beauty. A kind person will show tolerance towards other people, sympathize, and help. This is a person who has a sense of self-respect and is respected by others. How can you describe all these qualities in one word? (Tolerance)
Teacher: Right. Well done. A little bit of history... in XVIII-XIX centuries In France there lived a certain Toleyrand Périgord, Prince of Benevento. He was distinguished by the fact that under different governments he remained invariably the Minister of Foreign Affairs. He was a person talented in many areas, but most of all - in the ability to take into account the moods of others, treat them with respect, and seek solutions to problems in a way that least infringes on the interests of other people. And at the same time, maintain your own principles, strive to manage the situation, and not blindly obey circumstances. The name of this person is associated with the concept “ tolerance”.
Teacher: Tolerance is a sociological term that denotes tolerance for a different worldview, lifestyle, behavior and customs. Tolerance is necessary in relation to the characteristics of different peoples, nations and religions. Tolerance means respect, acceptance and proper understanding of other cultures, ways of self-expression and manifestation of human individuality.
7. Physical exercise.
Teacher:
I see that you are tired, I’ll call Veselchak. He will spend a physical minute, everyone will like it.
Physical exercise. (Dance moves)
Teacher: And now I suggest you complete the following task. Consider the diagrams, make sentences based on them and explain which conjunction is used in each of the sentences, and, most importantly, what it connects.
2. , (because)
The task is completed in workbooks. Children read their sentences and explain which conjunction is used and what it connects.
Teacher: So, we remembered which part of speech is called a conjunction, and established its role in the sentence and text. They remembered and named the morphological characteristics of the union.
7. Independent test work.
Now you have a little independent work. Let's open our textbooks to page 183 and do the exercises. 1 var - ex. 425, 2 var - ex. 427.
8. Game "Confusion"
Guys, let's play the game "Confusion". You see proverbs on the screen, but the beginning and end are mixed up, you need to collect the proverbs. I will give you pieces of paper on which you will write down the correct proverbs, indicating the conjunctions in them. How do we identify conjunctions in a sentence?
9. Lesson summary.
Teacher: What was the topic of the lesson? What goals did we pursue throughout the lesson? What types of work have we done? Do you think we achieved the goal of the lesson? How do you evaluate your work in class?
10. Reflection
Teacher:
And now I will ask you to evaluate yourself and your work in class. To do this, we need to remember phraseological units. For example, carelessly, tirelessly, like a squirrel in a wheel, rolling up your sleeves, in the sweat of your brow, not kicking in the tooth, passing by your ears like the back of your hand, etc. Write down your answers on pieces of paper and hand them in.
Grades for work in class.
11. Homework.
Exercise 1 var - 430, 2 var - 431, par 52, p. 182.
Teacher: Sit comfortably, close your eyes and cover them with your palms.
Let's rest for one minute, restore the vigilance of our eyes, and feel with our whole body how the warmth has warmed us. How cozy it is in our class, No sadness, no worries. The children worked hard, the lesson ends.
A auxiliary part of speech that connects homogeneous members and simple sentences as part of a complex one. Depending on their role, unions are divided into coordinating and subordinating .
Essays unions can link:
A) homogeneous members in a simple sentence: The stars fade and go out (N. Nekrasov); Now to the right, now to the left, now behind, the roar of falling trunks was heard (K. Paustovsky);
b) equal simple sentences as part of a complex (compound): Young leaves babbled, finches sang here and there, and turtle doves cooed, all on the same tree. (I. Turgenev); Either it will rain in the morning, or suddenly sleet will fly.
Subordinates conjunctions connect such simple sentences as part of a complex (complex) sentence, of which one is subordinate in meaning to the other, i.e. From one sentence (main) you can pose a question to another (dependent): For the hundredth time I regretted, ( about what? ) that he was not born an artist (K. Paustovsky); You need to put your life in such conditions, ( which? ) so that labor is necessary (A. Chekhov).
Unions are also divided into simple(consist of one word: a, and, but, or, how, when, barely, so that) and composite(consist of several words: due to the fact that, due to the fact that, despite the fact that, in order to).
Groups of coordinating conjunctions
| Group | Connecting | Nasty | Separating |
| and, yes (= and), not only...but also, both...so | a, but, yes (= but), however (same), but | or, or...or, either, then...that, not that...not that | |
| Connects homogeneous members | The weather is warm not only in July, but also in August. | I didn’t rest, but I had time to prepare for the test. | This must be done either today or tomorrow. |
| Links equal offers | Not only children played football, but also adults willingly joined them. | It was hot all day, but in the evening there was a strong thunderstorm. | Either you keep your promise, or they won't trust you anymore. |
Sometimes they also highlight group of affiliate unions (also, also, and, moreover, moreover: attach additional information) And group of explanatory conjunctions (that is, namely, or in the meaning that is).
Groups of subordinating conjunctions
| Group (question from the main sentence) | Example | |
| 1. Causal (why?) | Because, because, since, in view of the fact that, due to the fact that, due to the fact that | Thanks to the fact that in the valley good forests, animals were also preserved there. |
| 2. Targeted (why?) | In order to (in order to), in order to, in order to, in order to | In order to connect with our comrades, we need to swim across the river. |
| 3. Temporary (when?) | When, barely, just, only, just, until, before, after, while | As soon as I entered, the clock struck eight. |
| 4. Conditional (under what condition?) | If (if), once, whether, how soon, if, if, when, if soon | If there were no envy in the world, there would be no wars. |
| 5. Comparative (how?) | As if, as if, as if, exactly, just like | Nature must be protected, just as we protect our lives. |
| 6. Explanatory (question of indirect case) | What, to, how | Everyone asked him to sing. She was often told that she was very good. |
| 7. Concessive (in spite of what?) | Despite the fact that, no matter how, although, for nothing | No matter how sad it is, we must part. |
Differences between conjunctions and pronouns and adverbs
Morphological analysis of the union.
Analysis plan
1. Part of speech. General meaning.
2. Morphological characteristics:
- Coordinating or subordinating.
- Simple or compound.
- An unchangeable word.
Sample parsing: We should all love our fatherland, because here we received life, saw the light for the first time (A.N. Tolstoy).
Oral analysis
Because - union. Connects parts of a complex sentence: We should all love our fatherland, (why?) because here we got life. It has morphological characteristics: subordinate, compound. An unchangeable word. Not a member of the proposal.
Written analysis
Because it's a union.
- - = because - =.
- Morph, signs: subordinate, composite.
1. A conjunction is an auxiliary part of speech that connects both members of a sentence and simple sentences as part of a complex one.
2. Unions, like other functional parts of speech, do not change.
3. Conjunctions are not members of a sentence, but connect members of a sentence and/or parts of a complex sentence.
4. According to their structure, unions are divided into categories:
Simple (consist of one word) - and, a, but, yes, if, what, when, etc.:
Compounds (consist of several words) - because, since, as if, due to the fact that, since, while, in order to, etc.:
Repeating (consist of two or more identical conjunctions) - neither - nor, then - that, not that - not that:
Double (necessarily consist of two parts) - both - and; not only – but also; not so much - how much; once upon a time; if - then; barely - how; than - that:
According to their meaning, conjunctions are divided into categories:
a) creative writing– connect homogeneous members and simple sentences as part of a complex sentence:
Connective (meaning connections): and, yes (in the meaning of and), neither – neither, and – and, not only – but also, as – so and, too, also:
Adverses (have the meaning of opposition) - a, but, but, yes (in the meaning of but), however (in the meaning of but), etc.:
Dividing (meaning separation) - or, or, then - that, not that - not that, or - or, etc.:
b) subordinates– connect simple sentences in the composition complex sentence:
Causal (indicate the reason) - because, because, since, for, etc.:
Temporary (indicate time) – when, while, barely, only, just, as soon as, etc.:
Target (indicate the goal) - in order (to), in order to, in order to, etc.:
Conditional (indicate a condition) – if, once, etc.:
Concessive (indicate the contradiction of one event to another) - although; despite the fact that; let etc.:
Comparatives (indicate comparison) - as if, as if, exactly, as if, as if, that (meaning as if), etc.:
Investigative (indicate an investigation) – so:
Explanatory (indicate what they are talking about) - what, as if, so that, etc.:
1. Conjunctions can be written together(in one word) and separately(in a few words).
Conjunctions are written together, formed from combinations of prepositions with pronouns and adverbs: also, also, but, why, therefore, because, moreover, and, so that (so that).
Compound conjunctions are written separately because, since, in order to, whereas, that is, etc.
2. The conjunction so must be distinguished from the combination that would (pronoun and particle); in combination, the particle could be omitted or rearranged to another place in the sentence. Wed: We came to school to study. - What else should I read?
Note. The combination is written in six words by all means.
3. Conjunctions too and also need to be distinguished from combinations the same (pronoun and particle) and the same (adverb and particle); in most cases, the particle in combinations can be omitted or rearranged to another place in the sentence. In addition, conjunctions and combinations differ in meaning. Wed: Do you (also) love sports? (And do you like sports?) - In the cafe I ordered the same thing as yesterday. I worked the same way as always.
4. The conjunctions moreover and moreover must be distinguished from combinations of preposition with the pronoun at what and in addition; conjunctions have a connecting meaning (“in addition to this”), combinations do not have this meaning. Wed: He read loudly, and (moreover) with expression. - What do I have to do with it? There was a children's club at that plant.
26.Service parts of speech: particles, discharges. Spelling particles ( except not and neither).
Particle - this is the auxiliary part of speech, which serves to express shades of meaning of words, phrases, sentences and to form forms of words.
In accordance with this, particles are usually divided into two categories - modal (semantic) and formative.
Particles do not change and are not members of the sentence.
To the formative particles include particles that serve to form forms of conditional and imperative mood verb. These include the following: would (indicator of the conditional mood), let, let, yes, let (those) (indicators of the imperative mood). Unlike semantic particles, formative particles are components of the verb form and are part of the same part of the sentence as the verb; they are emphasized along with it even in a non-contact arrangement, for example: I would not be late if it had not rained.
Modal (semantic) particles express the semantic nuances, feelings and attitudes of the speaker. According to the specific meaning they express, they are divided into the following groups:
1) negative: not, neither, not at all, far from, not at all;
2) interrogative: really, really, whether (l);
3) demonstrative: here, there, this;
4) clarifying: exactly, just, directly, precisely, exactly;
5) restrictive-excretory: only, only, exclusively, almost, solely, then;
6) exclamation marks: what for, well, and how;
7) intensifying: even, same, nor, after all, really, after all, well;
8) with the meaning of doubt: hardly; unlikely.
Spelling of particles:
Separate and hyphenated spelling of particles
1. Particles would (b), li (l), and (g) are written separately, except for those cases when they are part of whole words (so that, really, even, etc.).
2. Particles -to, -or, -something, something- (coy-), -taki, -ka, -de, -tka are written with a hyphen.
The particle koe- (koi-), separated from the pronoun by a preposition, is written separately (with someone).
The particle is written with a hyphen only after adverbs (again) and verbs (took after all), in other cases - separately (he didn’t come; he built himself a dacha). The combination is still written in three words.
Particles as if, after all, they say, and others, as well as combinations of almost that, just that, etc. are written separately.
The word “union” is a calque from the Latin “conjunction” - this is an unchangeable auxiliary, which is a formal means of connecting syntactic units.
The honors of some compound conjunctions (“not only... but also”, “both... and”) are found with different homogeneous members of the sentence or in different offers, included in the complex.
Those consisting of one are called simple: “and”, “a”, “but”, “or”, “yes”, “as”, “either”, “that”, “as if”. And conjunctions, which are a combination of significant and non-significant words, are compound. For example: “while”, “that is”, “as soon as”, “despite the fact that”, “in view of the fact that”, “while”, “as” and others.
Conjunctions are divided into coordinating and subordinating conjunctions.
Coordinating conjunctions convey equal, independent relationships between homogeneous members or parts of a complex. For example: “The house was on a hill and had a wide view.” In this, the coordinating conjunction “and” connects 2 simple sentences in a complex sentence. And in a sentence: “ light wind, then subsided, then woke up again” - the conjunction “that... that” connects homogeneous members of the sentence.
Subordinating conjunctions convey unequal, dependent relationships between parts of a complex sentence. For example: “We wanted (what?) for spring to come sooner” (expository clause). Or: “The book will be published (under what conditions?) if it is accepted by the publishing house” ( subordinate clause).
Types of coordinating and subordinating conjunctions
When making a morphological analysis of a conjunction, it is necessary to indicate its meaning and morphological features (coordinating or subordinating; unchangeable word), as well as indicate its syntactic role.
Coordinating conjunctions are divided into:
1) Connective, which include “and”, “yes”, “not only... but also”, “both... and”. For example: “It’s snowing like yesterday, so today.”
2) Adversatives: “but”, “a”, “yes” (meaning “but”), “but”, “however”. For example: “We are different countries born, but we all don’t want war!”
3) Dividing, this group includes conjunctions “or”, “either”, “that... that”, “not that... not that”. For example: “The rumble of falling trees was heard from the right, then from the left.”
In turn, subordinating conjunctions are divided into:
1) Temporal: “when”, “before”, “while”, “only”. For example: “We were still sleeping when the phone rang.”
2) Explanatory, this group includes: “what”, “so that”, “how” and others. For example: “He said that a friend was visiting him.”
3) Causal: “since”, “because”, “due to the fact that”. “Since the sun has set, it has become chilly.”
4) Conditional: “if”, “once”, “how soon”, “whether”, “if”. For example: “If only you wanted, if only you knew.”
5) Concessive: “although”, “despite the fact that”. “Although it was already morning, the city was still sleeping.”
6) Target: “in order”, “in order to”, “in order to”. For example: “To love music, you need to listen to it.”
A conjunction is a service part of speech, which serves as a connecting link between homogeneous members of a sentence as part of a simple sentence, as well as for parts of a complex sentence, or individual parts of the text.
For example: He loved to walk through the snowy forest, through fields, through meadows. The sun was still shining quite high above the horizon, and the intoxicating smell of night could already be heard in the air.
Conjunction as part of speech
The location of a conjunction in a sentence can be very diverse: it can either open a sentence or be located inside the sentence itself.
For example: Ekaterina, Elena, and Olga all went in for sports. We immediately realized that the unfortunate old man was tormented by hunger.
The conjunction never points to objects and phenomena of reality in a sentence, but only helps to build a relationship between them.
Conjunctions can often be confused with pronouns and adverbs, which often act as allied words.
For example: I told my sister that (union) I would go to the opera house today. I told my mother what (union word) we did at the institute today.
Classification of unions
Depending on the structure, there are two types of conjunctions: simple (as if, as) and compound (in order to, since). By origin, non-derivative conjunctions are distinguished (a, one hundred, but, or, and) and derivative conjunctions (but, so that, because, also).
According to the structure of use, conjunctions are divided into three main types: repeating, single and non-repeating.
According to the nature of syntactic relations, conjunctions are divided into coordinating and subordinating. Coordinating conjunctions are those conjunctions that connect equal components of a sentence.
Subordinating conjunctions combine unequal parts of a sentence and also indicate their dependence. Also, subordinating conjunctions connect homogeneous and heterogeneous members of sentences. For example: In summer, the days are much longer than the nights.
Example of morphological analysis of conjunctions in a sentence
We all jumped out of the house, but again there was surprise: the noise of many voices was heard, which meant that the chairman had not returned alone, it was very mysterious, since he did not warn us about the visitors.
Analyzing this sentence, we see that the first conjunction “but” belongs to the category of coordinating, simple conjunctions, which connects parts of a complex sentence.
The conjunction “since” is subordinating, simple, and connects parts of a complex sentence. The conjunction “what” is a subordinating, simple, connecting parts of a complex sentence.