And sentences, but gives them additional meaning, coloring, and in some cases serves to form new forms of words. The most common is the particle “not”, expressing negation. Often these auxiliary parts of speech are used to enhance emotional connotation: “really”, “even”, “directly”, “exactly”, etc.
If, based on the characteristics given, you could not determine what part of the speech in front of you is a conjunction or a particle, there is one way that can help you. Try to isolate what interests you from the phrase and look at the result. If you remove the conjunction, then either its parts will be inconsistent with each other (for example, remove the “or” in this one). Isolating a particle in most cases will not lead to such a matching problem (try removing the “zhe” particle here). Also, if you remove a particle, the meaning of the phrase may change to the opposite (in the case of particles “not”, “not at all”, “hardly”, etc.).
There are so-called parts of speech. They are, but spelled differently. For example, the conjunction “too” and the pronoun with the particle “the same”. In such cases, replacing the word comes to the rescue. The conjunction can usually be replaced by a simple one (“and”): “I was there too” = “And I was there.” The combination “same” cannot be replaced in this way. In addition, the “same” particle can be removed from it without losing the meaning of the sentence: “He re-read the same publication again” = “He re-read that publication again.”
Students first become acquainted with unions in elementary school. Later, when they begin to study the structure of compound and complex sentences, they will need to learn to distinguish between types of conjunctions, and also - unions from allied words (pronouns and adverbs).
First of all, you need to know that unions- these are auxiliary parts of speech. They do not answer any questions, unlike independent parts of speech, and do not have any independent meaning (attribute, action, state, etc.). Conjunctions are necessary in order to connect homogeneous members or simple sentences into complex ones . For example, in the sentence “Forests, fields and meadows are covered with a blanket of snow,” the conjunction “and” connects homogeneous “fields” and “meadows.” But in the sentence “Forests, fields, meadows are covered with a blanket of snow, and winter is coming into its own,” the conjunction “and” connects simple sentences as part of a compound sentence. Conjunctions are divided into two main groups: coordinating (and, or, either, a, yes , but, but, however, etc.) and subordinates (what, that, if, because, etc.). Remember that essays unions are needed both to connect homogeneous members when listing, and in complex ones to connect two independent simple sentences. And here are the subordinates unions and conjunctions help to attach a subordinate clause in a complex sentence. Learn to distinguish subordinate clauses unions from allied words (and adverbs). Conjunctive words perform the work of conjunctions, but they answer a question, have a specific meaning and perform some syntactic role, like any other independent part of speech (adjective, pronoun, etc.). So, in the sentence “I knew what was for lunch today” the word “what” is, because. it is the subject, answers the question “what?”, indicates the subject. But in the sentence “I knew that I wouldn’t make it to the station in time,” the word “what” is a subordinating word. It does not have any specific meaning, it is not, but only attaches a subordinate (explanatory) clause to the main sentence. Keep in mind that all coordinating unions belong to three: connective (and, not only - but also, yes - in the meaning and), divisive (either, or) and adversative (but, but, and, yes - in the meaning but). In addition, unions can be simple (consisting of one word) or compound (include two or more words). For example, in the sentence “I couldn’t come to visit them because I didn’t calculate my time,” the conjunction “since” is subordinating and compound. And in the sentence “The winter was cold, and we rarely go to the mountains,” the conjunction “and” is coordinating, connecting and simple.
Particles are a functional part of speech. They are intended to form the forms of words or introduce different shades of meaning into a sentence. Difficulties in the Russian language are caused by homonymous conjunctions, as well as prefixes and suffixes. You need to learn how to differentiate between them in order to avoid grammatical errors when writing.
Instructions
Particles give statements various modal and emotional shades of meaning (denial, reinforcement, bewilderment, admiration, limitation, etc.). They never change and are not members of a sentence. According to their meaning and role in a statement, particles are usually divided into three categories: formative, negative and modal (or subjective-modal).
Shaping particles serve to form the morphological moods of the verb (conditional, subjunctive and imperative). These are the particles “would”, “let”, “let”, “so that” and “-those”, which in writing merges with the verb. For example, “would go”, “let (let) go”, “”; “if only he were my friend”, “let’s sing”, “so that it’s quiet.” Please note that the particle “would (b)” can appear not after, but before the verb to which it refers: “I would learn to draw,” “I would do it even better.”
The particles “not” and “neither” are considered negative. They should be distinguished from homonymous prefixes, which are written together with words. The particle “not” gives a negative meaning to a sentence or individual words, but sometimes (with a double negative) it brings a positive meaning. For example, in the sentence “This should not happen,” the particle “not” makes the entire statement negative. And in the sentence “He couldn’t help but help,” the double negative “not - not” takes on a positive meaning.
Modal or subjective-modal particles introduce various semantic shades into a sentence, and also serve to express the feelings and attitudes of the speaker.
Particles that serve to introduce semantic nuances into a sentence are divided into four groups: interrogative (“a”, “whether”, “”, “really”); demonstratives (“here”, “there”); clarifying (“exactly”, “just”) and restrictive (“only”, “only”, “exclusively”, “almost”).
Particles expressing feelings are also divided into four groups: exclamatory (“what the”, “how”); intensifying (“same”, “even”, “nor”, “after all”, “really”, “everything”), indicating doubt (“hardly”, “hardly”) and mitigating (“-ka”).
It is necessary to distinguish between particles and other parts of speech homonymous to them. For example, the conjunction “to” from the pronoun “what” with the particle “would”: “We’re going to the forest to get some fresh air” and “What would you like?” To the conjunction “so that” one can meaningfully add the expression “in order.” The particle “would”, it can be separated and rearranged to another place without loss of meaning: “What would you wish for?” or “What would you like?”
In the same way, one can distinguish the conjunctions “too”, “also” and the particle “the same”, which comes after the pronoun “that” and the adverb “so”. For example, in the sentence “The same as yesterday”, the particle “same” with the demonstrative pronoun “that”. It can be omitted, and the meaning of the sentence will not change: “The same as yesterday.” The conjunctions “also” and “also” are close in meaning to the conjunction “and”. For example, in the sentence “He also came,” the conjunction “also” can be replaced by: “And he came.”
note
The particles “-taki”, “-s”, “-ka”, “-that” are written with a hyphen: “wrote after all”, “go-ka”, “no-s”, “he”.
Sources:
- Spelling particles in Russian
- how to distinguish a conjunction from a pronoun
The particle can sometimes be confused with other service particles. Although it is not a full-fledged part of the sentence, it can cause confusion, which can lead to, for example, adding an extra comma. From time to time it is worth reviewing the school curriculum and refreshing your memory of basic things in order to avoid simple mistakes.
The particle belongs to the auxiliary parts of speech and serves to express various semantic shades of the words and, as well as to form the forms of words. They are not members and do not change. All existing particles can be divided into two categories: semantic and formative.
Although particles are not members of a sentence, in school it is customary to underline a particle not together with the word to which it refers; As a rule, this word is a verb.
Semantic particles, as the name suggests, are necessary to express shades of meaning, subtleties, and nuances. Depending on the meaning, they are classified into the following groups:
1) negative: not, neither, not at all, far from, not at all;
2) interrogative: really, really, whether (l);
3) indicative: here, there;
4) clarifying: exactly, directly, just, exactly, exactly;
5) restrictive / excretory: only, only, almost, solely, then;
6) exclamation marks: what for, how, well (and);
7) intensifying: even, same, neither, after all, really, after all, well;
8) emollients: -ka, -to, -s;
9) with the meaning: hardly (hardly), hardly (hardly).
Shape-forming particles are particles necessary for the formation or conditional mood: would, let, let, let, yes. Such particles are always components of the verb form, and therefore are part of the same part of the sentence as.
Some researchers identify an additional group of particles that do not fall into any of the above categories: supposedly, they say.
Classifications
Particles are also divided into primitive and nonprimitive by origin. The first group includes mainly colloquial and little-used particles like, see, let, say, I suppose, those, tea, well, sir, in, de, as well as yes, -ka, nor, yet. All other particles belong to the second group.
Please note that many particles in their properties are close to adverbs, conjunctions, interjections and introductory words.
There is a division and: into simple, composite, dissectable and non-dissectable particles. The first includes all particles consisting of one, the second - formed from two or more words, the third - all particles that can be separated by other words (as if not, if only not, even if, rather, if only, at least, almost (was), almost, etc.), to the fourth - those that cannot be separated in any way. There is also a small group of so-called phraseologized particles: whatever (it is), exactly, that’s the case, not otherwise (as), no matter what, that and (look / wait).
Video on the topic
A word, 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 sentences that are part of 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 the sentence: “A 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?) to do it sooner” (expository clause). Or: “The book will be published (under what condition?) if it is accepted by the publishing house” (clause 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 still snowing today.”
2) Adversatives: “but”, “a”, “yes” (meaning “but”), “but”, “however”. For example: “We were born in different countries, but we all don’t want war!”
3) Dividing, this group includes conjunctions “or”, “either”, “that... that”, “not that... not that”. For example: “Now to the right, now to the left the roar of falling trees.”
In turn, subordinating conjunctions are divided into:
1) Temporal: “when”, “before”, “while”, “only”. For example: “We were still sleeping when the telephone 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.”
Video on the topic
1. Conjunction as a part of speech.
2. Meanings of conjunctions.
3. Syntactic relations expressed by conjunctions.
4. Types of unions by structure.
§ 1. Conjunction as a part of speech.
Conjunctions are function words that express syntactic relationships between members of a sentence, parts of a complex sentence and individual sentences: 1) His mother listened to his weak, shudderingAnd brittle voice. His speech flowed heavily,But free(Bitter). Unions and, but connect homogeneous members of a sentence. 2) The sky was still grayBut there was no rain,And the sun appeared through a dense veil of clouds(N. Nikitin). Unions but also connect parts of a complex sentence. 3) The intention to find his son did not leave him.But it ripened in fits and starts—then the heart would ache, then it would quiet down and be forgotten(Fedin). Union But connects individual sentences.
Unions occupy a strictly defined place in the sentence, but are not members of the sentence. Like prepositions, they express a variety of syntactic relations.
Being unchangeable words, conjunctions do not have special morphological indicators for expressing syntactic relations and are not used in morphology. Conjunctions are not isolated from other categories of words. They are formed on the basis of various parts of speech (pronouns, adverbs, modal words and particles, etc.). In modern Russian, the replenishment of conjunctions at the expense of other parts of speech is a living and active process. In this regard, “in the Russian language, the categories of hybrid or transitional words and expressions that combine the meanings of conjunctions with the meanings of other grammatical categories are expanding and multiplying.” Thus, they uniquely combine the meanings of modal words and conjunctions on the contrary, true, nevertheless, as if, precisely, at the same time, besides etc., meanings of adverbs and conjunctions then, but, barely, for now, for now etc. It is not always easy to draw the boundaries of polysemy and homonymy here, as evidenced by the materials of explanatory dictionaries.
Finally, conjunctions can move into other parts of speech. For example, union But , denoting “objection, obstacle”, used as an indeclinable noun: There is a smallBut . NoneBut -follow the order.
Many independent words relating to different parts of speech (conjunctive, relative words) are used in the function of conjunctions: who, what, how many, which, which, whose, where, where, when, why, where, why and etc.
§ 2. Meanings of conjunctions.
Conjunctions express abstract syntactic relations. Their semantics, as well as the semantics of prepositions, combines lexical and grammatical meanings. Grammatical (categorical) meaning conjunctions are a general indication of the connection between syntactic units and the nature of the syntactic connection between them. According to their grammatical meanings, conjunctions are divided into coordinating and subordinating conjunctions.
Lexical meaning conjunctions are an indication of specific types of syntactic relationships. These are spatial, temporal, target, causal, defining, comparative, etc. meanings and their shades. For example, in the dictionary of S. I. Ozhegov the union or characterized as follows: “1. dividing Connects two or more sentences, as well as homogeneous members of a sentence that are in a mutually exclusive relationship. Heor I. IL and she will leaveor you won't see me again... 2. connecting. Usage when adding the last member of the enumeration, when adding to the previous one. Look carefully on the table, on the shelvesor in the closet. 3. adversarial. Otherwise, otherwise. Go awayor I'll tell you too much. 4. interrogative. Usage at the beginning of the sentence in meaning. really, really(colloquial). Or you don't know about this?... 5. explanatory. Usage to combine different names of one concept into a meaning. "otherwise". Airplane, or airplane".
Lexical polysemy is especially developed among simple, non-derivative conjunctions. The range of relationships they express is very wide. The weakness of the lexical and morphological weight of such conjunctions is compensated by their semantic-syntactic load. For example, in the dictionary ed. D. N. Ushakov Union Yes fixed in connecting (DayYes night-a day away. Proverb), connecting (Shel I one,Yes still at night) adversative (The crow perched on a spruce tree, was just about ready to have breakfast,Yes thought about it. Krylov) meanings; And used in connective (She forgot the shameAnd honor. Pushkin), connecting (Yesterday I received a money transfer,And very useful, because I was sitting without money), enumerative (AND nspach, And arrow, And the crafty dagger spares the winner for years. Pushkin), narrative (Once upon a time there were three brothers,And they lived very poorly.AND found a mountain of gold. Fairy tale), amplification (AND This scoundrel dares to claim his integrity! Pushkin), concessive (AND I want to go to a friend, but there’s no time) adversative (Man,And crying!) values.
Subordinating conjunctions are also ambiguous: conjunction What expresses comparative, temporal, explanatory, quantitative, investigative, causal meanings, How : temporary, comparative, conditional, causal, connecting and other meanings.
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 sentences that are part of 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 the sentence: “A 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?) to do it sooner” (expository clause). Or: “The book will be published (under what condition?) if it is accepted by the publishing house” (clause 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 still snowing today.”
2) Adversatives: “but”, “a”, “yes” (meaning “but”), “but”, “however”. For example: “We were born in different countries, but we all don’t want war!”
3) Dividing, this group includes conjunctions “or”, “either”, “that... that”, “not that... not that”. For example: “Now to the right, now to the left the roar of falling trees.”
In turn, subordinating conjunctions are divided into:
1) Temporal: “when”, “before”, “while”, “only”. For example: “We were still sleeping when the telephone 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.”
Lesson topic: Union as part of speech.
Lesson type: introductory lesson
Didactic goal: create conditions for awareness and comprehension
educational material, its application in familiar and
new learning situation, checking the level of mastery
systems of knowledge and skills using technology
developmental education.
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; to write correctly; determine the type of complex sentence, distinguish between a complex sentence and a sentence with homogeneous members, correctly place 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 skill 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.
DURING THE CLASSES
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? (A conjunction is an auxiliary part of speech that 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 conjunction is an ancient name for a part of speech and is Greek in origin. 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 prevails 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. intentionally often uses Pushkin Union AND . A stylistic means of artistic representation, called polyunion, is based on the use of conjunctions, which slows down the phrase, gives smoothness to the sentence, 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. Also, coordinating conjunctions connect homogeneous members of a sentence and parts of a complex sentence, and subordinating conjunctions connect parts of a complex sentence. 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 the 18th-19th centuries, a certain Toleyrand Périgord, Prince of Benevento, lived in France. 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 to do. 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 teeth, 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, There is no sadness, no worries. The children worked hard, the lesson ends.
