How to distinguish a complex sentence from a simple sentence with homogeneous members? Means and ways of connecting sentences in the text The wind rushed merrily

You know the scientific name that begins with the word complex ...

Words, during the formation of which two roots were formed, are called complex.

For instance, rhinoceros (two roots nose- and horn-, the letter o is a connecting vowel), a vacuum cleaner (the roots are ard- and sos-, the letter e is a connecting vowel).

Sentences can also be difficult. In them, as in words, several parts are connected.

Lesson topic: “Simple and complex sentences. Unions ".

Read the sentences and think about how they differ from each other?

1) The bell rang.

2) The guys entered the class.

3) The first lesson has begun.

4) The bell rang, the guys entered the classroom, the first lesson began.

Let's find the grammar basics.

A sentence with one grammatical base is a simple sentence.

1, 2 and 3 sentences simple, since in each of them one at a time.

4 sentence complicated, consists of three simple sentences. Each part of a complex sentence has its own main members, its own basis.

A sentence with two or more grammatical bases is a complex sentence. Complex sentences consist of several simple sentences. There are as many simple sentences as there are parts in a complex sentence.

The parts of a complex sentence are not just simple ones put together.

Having united, these parts continue, complement each other, turn different thoughts into one, more complete one. In oral speech, on the border of parts of a complex sentence, there is no intonation of the end of each thought.

Remember: in writing, commas are most often placed between parts of a complex sentence.

Let's define a complex sentence or a simple one. First, we find the main members (bases) of the sentences and calculate how many bases are in each.

1) At the forest edge, bird voices are already heard.

2) The tits are singing, the woodpecker is loudly tapping the beak.

3) Soon the sun will warm the earth better, the roads will turn black, thawed patches will be exposed in the fields, streams will babble, rooks will come. (According to G. Skrebitsky)

1) At the forest edge, bird voices are already heard.

2) The tits are singing, the woodpecker taps loudly with its beak.

Who! tits, what are they doing? chant - the first basis.

Who! woodpecker, what does it do? taps - the second basis.

This is a complex sentence that has two parts.

3) Soon the sun will warm the earth better, the roads will turn black, they will be exposed in the fieldsthawed patches , streams will babble, rooks will come.

What? what will the sun do? will warm up - the first basis.

The roads will turn black - the second basis.

thawed patches will be exposed - the third basis.

Streams will babble - the fourth basis.

Rooks will come - the fifth basis.

This is a complex sentence with five parts.

Read complex sentences. Observe how the parts of a complex sentence are connected?

1) Winter approaching , the cold sky is often frowned.

Parts 1 of a complex sentence are connected using intonation. There is a comma between the parts of the sentence.

2) During the day the sun warmed , and at night, frosts reached five degrees.

3) Wind quieted down and the weather has improved.

4) The sun just rising but its rays were already illuminating the treetops.

Parts 2, 3, 4 sentences are connected using intonation and conjunctions a, and, but... There is a comma before the union.

Each of the unions does its job. Union also connects words, and conjunctions a, but they also help to oppose something.

When writing, parts of a complex sentence are separated by a comma. If parts of a complex sentence connect conjunctions (and, a, but), a comma is placed before the conjunction.

The sentences in our language are very diverse. Sometimes one subject can have several predicates, or one predicate can have several subjects. Such members of the sentence are called homogeneous. Homogeneous members answer the same question and refer to the same member of the proposal.In the scheme, we will circle each homogeneous term.

What conclusion can be drawn from the comparison of these schemes?

The first line contains schemes of complex sentences, and the second line contains schemes of simple sentences with homogeneous predicates (they are shown in a circle).

In simple sentences with homogeneous members and in complex sentences, the same conjunctions are used between their parts: and, a, but.

Remember!

1. Before the unions a, but a comma is always used.

2. Union andrequires special attention: connects homogeneous members - the comma is most often not put; used between parts of a complex sentence - a comma is usually needed.

Let's practice. Let's put in the missing commas.

1) At night, the dog crept up to the dacha and lay down under the terrace.

2) People were sleeping and the dog jealously guarded them. (According to L. Andreev)

3) The pelican wandered around us, hissed, screamed, but didn’t come to hand. (According to K. Paustovsky)

4) Spring is shining in the sky, but the forest is still covered with snow like winter. (M. Prishvin)

1) At night, the dog crept up to the dacha and lay down under the terrace.

The sentence is simple, because one stem, one subject and two predicates - the dog crept up and lay down. Union andconnects homogeneous predicates, so no comma is used.

2) People slept, and the dog jealously guarded them.

The proposal is complex, since there are two bases - people were sleeping, the dog was guarding. Union and connects parts of a complex sentence, so a comma is needed before the union.

3) Pelican wandered around us, hissed, shouted, but he could not get his hands on it.

The sentence is simple, since one base, one subject and 4 predicates - the pelican wandered, hissed, shouted, was not given. Before the union but a comma is always used. We put commas between homogeneous predicates.

4) Spring shines in the sky, but the forest is still covered with snow like winter.

The proposal is complex, since there are two foundations - spring is shining, the forest is covered. Before the union but a comma is always used.

Consider the schemes and decide which schemes hide complex sentences, and which ones - simple ones with homogeneous members; in which of them you need to put punctuation marks.

The first three schemes reflect the structure of a simple sentence with homogeneous main members. They are circled. In 1 scheme, a comma is not needed, since homogeneous subjects are connected by a union and... In 2 and 3 diagrams, commas must be supplied. Scheme 4 corresponds to a complex sentence. It must also contain a comma between the parts of a complex sentence.

Sentences that include words what, to, therefore, because, - most often complex. These words usually begin a new part of a complex sentence. In such cases, they are always preceded by a comma.

Here are some examples.

we saw what the she-wolf climbed into the hole with the wolf cubs.

what a comma is put.

All night winter knitted lace patterns so that the trees were dressed up. (K. Paustovsky)

This is a complex sentence, before the word so that a comma is put.

Birds know how to communicate everything with a voice , so they sing.

This is a complex sentence, before the word so a comma is put.

I like fairy tales, because in them, good always triumphs over evil.

This is a complex sentence, before the word because a comma is put.

1. One afternoon Winnie the Pooh walked through the woods and grumbled a new song under his breath.

2. Winnie - the Pooh got up early, in the morning he diligently did gymnastics.

3. Winnie imperceptibly reached the sandy slope.

(B. Zakhoder)

3.

1 sentence corresponds to 3 scheme, since this is a simple sentence with one subject (Winnie the Pooh) and two predicates (walked around and grumbled).

Scheme 1 corresponds to sentence 2, since this complex sentence has two bases (Winnie the Pooh got up, he worked). A comma separates parts of a sentence.

Scheme 2 corresponds to sentence 3, since this is a simple sentence with one stem (Vinnie got it).

In the lesson, you learned that a sentence with two or more grammatical bases is complicated sentence. Parts of complex sentences are connected using intonation and conjunctions a, and, but... When writing, parts of a complex sentence are separated by a comma.

1. MS Soloveichik, NS Kuzmenko "To the secrets of our language" Russian language: Textbook. Grade 3: in 2 parts. Smolensk: Association XXI century, 2010.
2. MS Soloveichik, NS Kuzmenko "To the secrets of our language" Russian language: Workbook. Grade 3: in 3 parts. Smolensk: Association XXI century, 2010.
3. T. V. Koreshkova Test tasks In Russian. Grade 3: in 2 parts. - Smolensk: Association XXI century, 2011.
4. T.V. Koreshkova Practice! Notebook for independent work in Russian for grade 3: in 2 parts. - Smolensk: Association XXI century, 2011.
5. L.V. Mashevskaya, L.V. Danbitskaya Creative tasks in the Russian language. - SPb .: KARO, 2003
6. G.T.Dyachkova Olympiad tasks in Russian. 3-4 classes. - Volgograd: Teacher, 2008

1. School-collection.edu.ru ().
2. Festival of pedagogical ideas "Open Lesson" ().
3. Zankov.ru ().

• Find the main members in the sentences. Which sentence of the text is difficult - 1st or 2nd? What is the name of the remaining offer?

At the top of the alder a bird was sitting and spreading its beak. The feathers on the swollen neck fluttered, but I did not hear the song.

(According to V. Bianchi)

• Insert two missing commas in sentences.

Winter was hiding in a dense forest. She looked out of hiding and in the grass millions of little suns are hiding. Winter is angry! She waved her sleeve and covered the merry lights with snow. Dandelions now flaunt in a yellow dress and then in a white fur coat. (According to I. Sokolov-Mikitov)

Find an offer with an alliance and... What does it connect - homogeneous members or parts of a complex sentence? Underline the words you need to answer.

• Enter unions and, a, but. Underline the basics, mark homogeneous members and put commas where necessary.

The ball climbed into the water _ Uncle Fyodor soaped it _ combed the wool. The cat walked along the shore _ was sad about different oceans. (According to E. Uspensky)

The cat was stealing fish meat, sour cream _ bread. One day he tore open a tin of worms. He didn’t eat them _ hens came running to the can of worms _ they ate our stock. (According to K. Paustovsky)

Letskikh L.A.
teacher primary grades
MAOU SOSH №21, Kungur
Russian lesson in grade 4 on the topic: "How to distinguish a complex sentence from a simple sentence with
homogeneous members? " EMC "School of Russia"
Lesson type
Pedagogically
e tasks
Planned
subject
results
Metasubject
th UUD
Mastering new material
Create conditions for familiarization with the role of the conjunctions "and", "a", "but" in a complex sentence and in a simple sentence with
homogeneous members; improve the ability to put commas in a complex sentence with unions, make
schemes of simple and complex sentences; promote the development of students' speech, the formation of skills
develop your own opinion based on the understanding of various experiences, ideas and perceptions, the ability to
independent analytical and evaluative work with information of any complexity; promote education
interest
to the Russian language, the culture of educational work in the classroom
Get acquainted with the role of the conjunctions "and", "a", "but" in a complex sentence and in a simple sentence with homogeneous
members; learn to recognize simple sentences with homogeneous members and complex sentences; use
complex sentences in oral and written speech; correlate proposal schemas and proposals corresponding
these schemes; compose complex sentences from these simple sentences
Cognitive: analyze the studied facts of the language with the allocation of their distinctive features, carry out
synthesis as composing a whole from parts (under the guidance of a teacher); draw conclusions from teamwork
class and teacher; to sum up a linguistic fact under the concepts of different levels of generalization (subject and word denoting
thing; words denoting natural phenomena, school supplies, etc.); regulatory: use when
performing the task reference books and dictionaries; determine independently the assessment criteria, give self-assessment;
express your assumptions about the ways of solving the educational problem; evaluate with a teacher or
classmates the result of their actions, make appropriate adjustments; communicative: performing
different roles in the group, cooperate in joint problem solving (tasks); defend your point of view,
observing the rules of speech etiquette; argue your point of view with facts and additional
information; participate in the work of the group, distribute roles, negotiate with each other; foresee the consequences
collective decisions
Personal Consciously prepare for Russian lessons, complete assignments, formulate your questions and assignments for

results
classmates; use forms of self-assessment and mutual assessment in the lesson

O r g and n i z a c i about n a i s t r u c t u r a u r about k a
Lesson stage
The content of the teacher's activities
The content of the student's activities
(actions taken)
1
II.
Actualization
i am knowledge.
Check
home
tasks
(working
notebook).
A minute
calligraphy.
2
3
Checks homework. Conducts a conversation
about the work done.
- Read task 51. Read simple
sentence and difficult sentence you
made up.
- What are the basics of complex sentences?
Answer the teacher's questions. Talk about
work done at home. Read the compiled
offers. They call the basics of complex
proposals. (See RM, Appendix 2.)
Carry out calligraphy.
ℓ ℓ ℓ
ℓ ℓ ℓ
u a n o a n o u
An elderberry bush grew nearby, and on it sat
young sparrows.
Spends a minute of calligraphy.
- Could these letters be words?
- How are these words called in grammar?
(Conjunctions.)
- When do we use unions in our speech?
- Write down correctly and calligraphically
sentence.
- Analyze the composition proposal. Make up
scheme. What can we say about this proposal?
How are simple sentences connected between
yourself? (The union "and".)
- What is the punctuation mark before the conjunction "and"?
- When do we not put a comma before the conjunction "and"?
Formed
ways
activities
student
4
Nominate
hypothesis and
justify
her.
Realize
updating
personal
vital
experience. Be able to
listen in
according to
target
installation.
Accept and
save
learning goal
and the task.
To complement,
clarify
expressed
me
on
essence
received
tasks

1
Work on
words with
unverifiable
m writing
III.
Message
lesson topics.
Definition
lesson objectives
2
3
4
Continuation of table.
Organizes work on words with
unverifiable spelling.
- Guess riddles:
Little brother of orange,
Because it's small.
(Mandarin.)
He looks like a red ball,
Only here does not rush at a gallop.
It contains a useful vitamin.
It is ripe ... (orange).
Growing up under the scorching sun
Golden ... (apricot).
- Read the words along the arrows and explain them
spelling.
- Make one sentence using all
four vocabulary words.
- Why is this proposal interesting?
- Arrange punctuation marks
Asking questions. Comments on the answers,
offers to formulate the purpose of the lesson
Make a diagram of a complex sentence.
[\u003d -], and [\u003d -].
The dictionary words are read along the arrows: "orange",
"Apricot", "harvest", "tangerine".
Make up and write down a sentence.
(See RM, Appendix 3.)
- This is a proposal with homogeneous members
Discuss the topic of the lesson. Answering questions
formulate the purpose of the lesson. Under the direction of
teachers define the objectives of the lesson: do not confuse
complex sentences and simple sentences with
homogeneous members, competently write complex
sentences and punctuation
Take
and keep
learning goal
and task

Continuation of table.
1
IV.
Explanation
new
material.
Observation
over linguistic
material.
Job
by textbook
(exercise
no. 53)
V. Primary
anchorage
knowledge.
Independent
naya work.
2
3
Organizes work on the topic of the lesson. Explains
new materialanswers students' questions.
- How can simple sentences combine in
complicated?
- Read it. Where are the commas missing? Explain
your answer. (The comma is missing in the sentence
"The wind drives the clouds, the wind howls in the pipes." it
difficult sentence.)
- What theme can all be combined
offers? ("Wind" theme.)
- Determine the type of each sentence: simple
or complex.
- Write off simple sentences with homogeneous
members. Use commas where appropriate. Underline
in proposals the main members
Asking questions. Comments and corrects
answers. Observes the work of students.
Helps, checks if necessary
answers. Comments on the course of the decision.
Organizes independent work.
- Choose 2-3 schemes and draw up to them
proposals on the topic "Leaf fall". Do not forget,
that names make our speech beautiful
adjectives. What are the leaves in the fall? (Gold,
multi-colored, carved.)
- Now get down to the task.
Linguistic patterns that lie in
based on the concept or rule being studied.
Analyze the formulation of the rule (concept),
given in the tutorial. Observations on
material of coherent texts.
Write down simple sentences. Put
missing commas. Underline the main
members of the proposal.
The wind on the sea is walking and the boat is urging on.
Autumn winds blow in the gloomy oak forest.
The wind rushed merrily, shook all the trees.
Do didactic exercises, answer
to questions, express their opinion. Apply
new knowledge based on new language material.
Analytical exercises are performed. Participate
in the discussion of issues on the topic.
Make up proposals for these schemes.
4
Realize
analysis
objects with
reliance on
visualization
Consciously and
arbitrarily
build
speech
utterance
orally
form,
justify
your opinion.
Reconcile
efforts to
decision
educational

Continuation of table.
4
tasks.
Number of points
Negotiate
i
and come
to the general
opinion at
work in pairs.
Consider
neighbor's opinion
on the desk.
Realize
the control
by result
3
Scheme
].
1 point
2 points
2 points
2 points
3 points
3 points
3 points
During the test, the responding student calls
the circuit number and reads out the sentence, and
rest
checked and shown with signal cards,
whether the proposal matches the scheme.
They work in pairs.
Prepare an oral story on the topic “What do I know about
complex proposal "according to the plan.
1
2
Checks independent work.
- How many points did you manage to score?
- State the number of the scheme and read the most
 and ].
interesting offer.
and
- Pay attention to Diagrams 2-5. Why in the diagram
and
5 before the conjunction "and" is a comma, and in the rest
no cases? (A comma is used if
the sentence is difficult because she shares
the letter contains two simple sentences.)
[- \u003d], and [\u003d -].
[- \u003d] and [\u003d -].
[- \u003d] but [\u003d -].
]
Work in
couples.
Organizes work in pairs.
- Prepare in pairs a coherent story on the topic
"What do I know about a difficult sentence." Build
your story will help you plan. Don't forget that
every thought needs to be confirmed
example.
Plan of oral communication:
1. Which sentence is called difficult? how
to distinguish it from a simple one?
2. How the parts can be related
complex sentence?
3. What do the unions "and", "a", "but" have in common, and how are they
differ?

1
2
3
4
Continuation of table.
4. Statement and role of a comma in a complex
proposal.
5. What you need to remember in order not to be mistaken in
placing a comma in a complex sentence with
unions "and", "a", "but" and in a sentence with
homogeneous members?
- Read it. Where are the commas missing?
- First, write out simple sentences with
homogeneous members, and then complex
offers.
- Put, where necessary, commas and define,
what letters are missing in words.
- Explain the use of commas in sentences
Organizes work in a workbook.
- Read an excerpt from the poem by Z.
Fedorovskaya. Insert the missing letters and
commas.
- Which of these schemes is suitable for the first
proposal and why? Circle the number of this
schemes
in a circle. (See RM, Appendix 5, 6.)
Job
by textbook
(exercise
no. 54)
Vi.
Further
job
by
consolidation
and generalization
acquired
knowledge and
skills.
Work in tet
for (back
no. 52)
Write out simple and then complex
offers. Insert missing letters and
commas.
Sound-letter analysis of the word "lunch" is performed.
(See RM, Appendix 4.)
Complete the task in the workbook: insert
missing letters and commas.
(See RM, Appendix 7.)
Realize
analysis for the purpose
finding
conformity
given
standard.
Will formulate
have your opinion
and position

2
3
1
Vii. Outcome
lesson.
Reflection
Homemade
the task
Organizes the evaluation of execution results
assignments in the lesson. Asks children to rate them
work in the lesson by filling out the self-assessment table.
Conducts a conversation on:
- What especially interested you during the lesson?
- What new did you learn in the lesson?
- Which sentence is called difficult? How is it
to distinguish from simple?
- With the help of which the parts of the complex are connected
offers?
- Does the setting of the comma depend on which
it is the union that connects the parts of a complex
offers?
- Did you like the work in the lesson? Rate
myself
Speaks and explains homework.
Formulates the tasks of the exercise,
gives accompanying comments.
- Complete task 53 in the workbook,
exercise 55 in the textbook
The end of the table.
4
Realize
self-control
educational
activities
Answers questions. Define their
emotional state in the lesson. Carry out
self-esteem, reflection. Speak out the goal
lesson, determine whether the result is achieved or not,
speak out about the difficulties with which
collided in the lesson.
Continuing statements:
I managed…
I learned…
Today in the lesson I was able to ...
The lesson gave me for life ...
For a lesson I ...
Listen carefully, ask clarifying
questions
Realize
take,
save
educational
tasks
Attachment 1
Checking readiness for the lesson. General installation for the lesson. Greetings from students.
- Let's check the readiness for the lesson.
Organization of the beginning of the lesson

The main difference between a two-part sentence and a one-part sentence is the presence of a subject and a predicate. That is, it has both main members.

Roman didn't complete his homework today.

Autumn has come.

Having warmed up, ladybug crawled out onto the stone.

One-piece sentences

Have only one of the main members of the proposal. They have a complete idea and are understandable outside the text.

Lake Shore.

It was getting dark.

In winter I will go to the mountains.

Types of one-part sentences diagram and table with examples

One-piece sentences are divided into two groups depending on which of the main members is present. If this is a subject, then it will be a nominative, if a predicate, then it can be one of 4 types: definitely personal, indefinite personal, impersonal and generalized personal (the latter type is not distinguished by all linguists, sometimes they talk about the meaning of generalization in definite personal and vaguely personal proposals).

So, there are five types:

• , they are also called nominative;
• generalized personal;

In our general table, we will combine all types.

In speech, one-part and two-part sentences enter into synonymous relations: we can convey the same idea with different syntactic constructions, that is, syntactic synonyms.

For instance:

Evening came. (Two-part).

Evening. (One-part nomenclature).

It is getting dark. (One-part impersonal).

One-piece video sentences

Lesson summary for grade 8

Note:

The abstract was compiled according to the textbook by L.M. Rybchenkova.

Two-part and one-part sentences (of different types) as syntactic synonyms.

Lesson objectives:

• generalization of the studied material according to one-part sentences;
• working out the ability to determine the types of one-part sentences, use two-part and one-part sentences in speech, of different types as synonymous structures;
• development of the ability to work in pairs.

Lesson type:

Lesson in generalization and systematization of knowledge.

1. Check homework.

   The student at the blackboard fills in the table "Types of one-part sentences", gives examples.

   At this time - checking the written homework: selectively several works are checked by the teacher; one student reads aloud, everyone is checked.

   Student's answer according to the table (class participates: give examples from homework, come up with their own).

   Creating a problem situation:

   What are one-part sentences used for in speech?

   Is it possible to replace two-part one-part ones (and vice versa)? Will the meaning change?

   This is the topic of our lesson today.

   (Announcement of the topic, pay attention to the organization of work in the lesson: work in pairs).

Jobs (printed by number of pairs):






(Click on the plus sign to read the text.)

Answers by cards:

Option 1: I want to learn how to ice skate. Petya was not well yesterday. Children don't want to come home from camp.

Option 2: Due to the threat of an epidemic, it is forbidden to visit children in the camp. Quarantine was ordered. It is recommended for everyone to use gauze bandages.

Option 3: Snow covered winter crops. - Winter crops were covered with snow. - Winter crops were covered with snow. The sand put out the fire. - They put out the fire with sand. - The fire was extinguished with sand. The explosion destroyed the building - The explosion destroyed the building. - The explosion destroyed the building.

Option 4: Blowing through the window. The pipe howls. It rumbles somewhere.

Option 5: You're having fun. Can you see the inscription? Can you call me?

Option 6: You cannot convince me. You are the first to speak at the meeting. We should have a chat with you before class.

The assignments are given 3-5 minutes. The 4th and 5th tasks can be given to weaker students, the 3rd - to strong ones. When checking, one student from a pair writes down one example on the board, the second reads all sentences, answers the question about their meanings. The class records the example from the board.

The students conclude: there are synonymous constructions in the language - one-part and two-part sentences, they have differences in shades of meaning, and this must be taken into account.

"Constructor": from two simple sentences we construct one complex one (continuation of work in pairs).

Two students go to the blackboard and write down one sentence, which is dictated by the teacher. They emphasize the main members, determine the type (two-part or one-part, if one-part, then which one). We build the complex: one student writes down (and the whole class with him), explaining the spelling he encountered, the second builds a diagram and writes down his characteristics.

Mid January. - one-part, naming. The whole sentence is subject.

There is almost no snow in the fields. - one-piece, impersonal. The predicate consists of two words: no snow.
It's mid-January, and there is almost no snow in the fields. , and .
Complex, consists of two simple, 1st - one-part, naming, 2nd - one-part, impersonal.


Here is a new building kindergarten... A stadium is being built next to it.

The moon was covered with a huge shaggy cloud. It started pouring rain.

In the morning you will go to the city. Be sure to buy a collection of scanwords.

Late fall. It is getting dark and cool.

We bring students to the solution of a problem situation, to the conclusion: what role do one-part sentences play in speech, what are they used for?

(Create a variety of forms of expression of thought; there is no repetition of similar structures; speech becomes bright and expressive).

2. Observations on the techniques of creating expressiveness in a literary text (excerpts are pre-recorded on the closed part of the board).
   

   Blew chill

   From the approaching cloud.

   And her blackness

   In nature, everything was eclipsed.

   Suddenly a lightning spear,

   It flashed and broke.

   The forest is crumbling across the river.

   The swamp turned yellow behind the forest.

   And in the autumn blue of heaven

   The thread of the crane is twisting.

   Look and listen my friend

   As these wise birds cry

   Flying away to the sunny south

   To return to the north then.

   What are these verses about? What artistic technique is used in them? (Metaphor). What offers are being used? ( One-part and two-part, in the first passage - impersonal, in the second - impersonal as part of a complex).

   Lesson conclusion:

   the use of one-part sentences makes speech brighter and more expressive, helps to avoid repetitions, so we find them in literary texts; when using synonymous sentences, you need to be careful, as the shades of meanings change.

Lesson summary, assessment, reflection.

Homework: exercise. 141 (preparation for a speech development lesson). Read the text. Why is it called that? Complete tasks:

Text is a statement made up of two or more sentences. The sentences in the text are united by a common theme and are related to each other in meaning. The text can be titled.

The topic of a text is who or what the text is talking about.

The main idea of \u200b\u200bthe text is the main thing that the author wanted to say to the writer.

The text has a beginning, a main part, an ending.

Text is a statement made up of two or more sentences. The sentences in the text are united by a common theme and are related to each other in meaning. The text can be titled.

The topic of a text is who or what the text is talking about.

The main idea of \u200b\u200bthe text is the main thing that the author wanted to say to the writer.

The text has a beginning, a main part, an ending.

Text is a statement made up of two or more sentences. The sentences in the text are united by a common theme and are related to each other in meaning. The text can be titled.

The topic of a text is who or what the text is talking about.

The main idea of \u200b\u200bthe text is the main thing that the author wanted to say to the writer.

The text has a beginning, a main part, an ending.

TYPES OF TEXT

Text narration

Text Description

(what? what? what? what?)

Text reasoning

TYPES OF TEXT

Text narration

is told, reported about something.

(what? where? how? when did it happen?)

Text Description

described appearance someone or something.

(what? what? what? what?)

Text reasoning

explaining, proving something; talks about the causes of phenomena, events.

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TYPES OF TEXT

Text narration

is told, reported about something.

(what? where? how? when did it happen?)

Text Description

describes the appearance of someone or something.

(what? what? what? what?)

Text reasoning

explaining, proving something; talks about the causes of phenomena, events.

_____________________________________________

TYPES OF TEXT

Text narration

is told, reported about something.

(what? where? how? when did it happen?)

Text Description

describes the appearance of someone or something.

(what? what? what? what?)

Text reasoning

explaining, proving something; talks about the causes of phenomena, events.

_____________________________________________

SENTENCE.

Incentives: Go quickly!

2.By intonation:

SENTENCE.

A sentence is a word or several words that express a complete thought.

The words in the sentence are related in meaning.

Each sentence has the most important word in meaning that expresses main idea offers.

1. According to the purpose of the statement, sentences are:

Narratives: The weather is fine outside.

Interrogative: Why aren't you walking?

Incentives: Go quickly!

2.By intonation:

Exclamation points: I got a puppy!

Non-exclamation points: I got a puppy.

3. By the presence of secondary members:

Uncirculated: Spring has come.

Common: The long-awaited spring has come.

4.Simple and complex sentences:

A narrow path went far into the forest. - simple (Has one grammatical basis)

In the morning the sun warmed up, and by the evening frost hit. - complex

(has two or more grammatical bases)
5. With homogeneous members and without homogeneous members.

MEMBERS OF THE PROPOSAL.

to whom? what?

whom? what?

about whom? about what?

and underlined by a dotted line --------. Addition is most often expressed by a noun or .5. 5. A circumstance is a minor member of the proposal that answers the questions: where? where? where from? as? when? and is underlined by a broken line and a dot. A circumstance is most often expressed by a noun or adverb.

MEMBERS OF THE PROPOSAL.

1. The subject is the main member of the sentence, which denotes who or what the sentence is talking about, and answers the question who? or what? The subject is most often expressed by a noun. It is underlined by one line.

2. The predicate is the main member of the sentence, which means that the sentence says about the subject, and answers the question what does it do? what are they doing? What did you do? what did you do? Most often expressed as a verb. It is underlined by two lines.

3. Definition - this is a minor member of the proposal, which answers the questions which? what? what? what kind? and emphasized

wavy line. The definition is expressed by an adjective.

4. An addendum is a minor member of the proposal that answers the questions: who? what?

to whom? what?

whom? what?

about whom? about what?

and underlined by a dotted line --------. Addition is most often expressed as a noun or pronoun. 5. 5. A circumstance is a minor member of the proposal that answers the questions: where? where? where from? as? when? and is underlined by a broken line and a dot. A circumstance is most often expressed by a noun or adverb.

For example: In a green grove travelers were greeted by cheerful voices of birds.

LEXICAL MEANING OF WORDS

What a word stands for is its lexical

value.

Words can name: people, animals, plants, things, natural phenomena, feelings, actions, signs, numbers, etc.

If words have several meanings, then they are called polysemous.