Video lesson “The concept of a non-union complex sentence. Intonation in a non-conjunct complex sentence. Types of non-union complex sentences. Semantic relations between parts of a non-conjunctive complex sentence

Skills.

During the classes

1. Organizational moment.

2. Linguistic warm-up.

Find the extra sentence, explain your choice (the signs are not placed):

Group A.

1. They opened the door to the garden and a thin and viscous smell wafted from there.

2. The winter forest breathes quietly, sensing the approach of spring and gradually awakens from sleep.

3. As soon as we entered the forest we immediately found ourselves on a path.

Group B.

4. He was glad that he had fun and that everyone was happy.

5. I remember well how we walked along the path, how it gradually began to wind, how I found a mushroom place and fell behind my friends.

6. When Narcissus became thirsty, he bent down to a stream in the waters of which he saw his reflection.

Group B.

1. It was already completely dark when we got to the camp to spend the night and move on in the morning.

2. It happens that if you are unlucky in the morning, you are unlucky all day.

3. When I entered the room, I saw a brother who had come from the city.

Group G.

1. There was silence in the midst of which the crying of a child was heard.

2. I didn’t make him wait for a minute, I immediately mounted my horse and we rode out the gates of the fortress.

3. Having gone through the familiar villages on my fingers, I discovered that they all stood on the river.

3.Explanation of new material.

Teacher's word.

So, already during the warm-up, we built a bridge from the old material to the new. Non-union proposals differ from union ones in their special expressiveness.

-And why? Why is intonation so important in BSP?

Yes, it is the absence of conjunctions and allied words that is compensated by intonation, which expresses the semantic relationships between the parts of the sentence. And punctuation marks depend on this.

Formally, the parts of the BSP are independent, independent, but the parts of the BSP can be both equal and unequal. And, having grasped this logical connection between the parts of the BSP, having felt the intonation, you can cope with punctuation marks.

Observation.

The grandmother was angry, the granddaughter did not listen.

The grandmother was angry: her granddaughter did not listen.

The grandmother was angry - her granddaughter did not listen.

(In the first sentence, the intonation is enumerative; it requires a comma.

Second sentence: the colon corresponds to a warning intonation with some lowering of the voice in the first part.

When reading the third sentence, the intonation easily rises in the first part and falls in the second.)

When it is difficult for us to catch intonation, we call on allied sentences for help. Let's try to replace the BSP data with SP.

The grandmother was angry, and the granddaughter did not listen.

The grandmother was angry because her granddaughter did not listen.

The grandmother was angry, but the granddaughter did not listen.

Independent work with the textbook (notes with construction of diagrams and recording of examples).

Row 1 prepares material on the use of commas and semicolons.

Row 2 – colons.

Row 3 – dash.

Student performances.

1.Comma, semicolon.

simultaneity of actions, listing of events

[complication]; [complication]

2. Colon.

: [reason] ( because)

: [explanation] ( namely)

: [ addition ] ( What; and saw that)

[ time ] - ( When)

[ condition ] - ( If)

- [opposition] ( A)

- [conclusion, consequence] ( So)

- [comparison] ( How)

- [fast change of events]

4.Consolidation of the studied material.

1)Orally explain punctuation, indicating semantic connections.

The weather had calmed down, the clouds were clearing, and a plain lay before him. (P.)

It's half December; the surrounding area, covered in an endless shroud of snow, quietly freezes. (S.-Sch.)

The birds were not heard: they do not sing during the hot hours. (T.)

Labor feeds, laziness spoils. (Proverb)

The clouds glowed brightly - it was impossible to look at them.

I went to the window: the snowfall was in full splendor.

Gruzdev called himself get in the body. (Proverb)

It was decided that we would leave for training camp tomorrow.

2)Write it down by omitting the highlighted conjunctions and turning these sentences into complex non-union ones.

I looked up and saw (i/e)l, What Birds were flying high in the sky above the village.

The headman asked him for his document, But the document (not) turned out to be.

Frost is not scary, because the air is dry, there is no wind.

So(?)ntse strongly p(a/o)lit, So In the evening there will (apparently) be a thunderstorm.

3)Warning dictation.

I loved you - you didn’t love me. (I. Turgenev)

Snow is falling in clumps on the windows, a storm is whistling at the gates. (A. Fet)

The light flashed - I closed my eyes.

The sounds of wonderful songs have fallen silent, they cannot be heard again: the singer’s shelter is gloomy and cramped, and there is a seal on his lips. (M. Lermontov)

The whole difference between a smart and a stupid person is in one thing: the first will always think and rarely say, the second will always say and never think. (V. Klyuchevsky)

The leaf has turned green - the forest has become beautiful. (Proverb)

It was forbidden to light fires - we went to bed without undressing.

The hares' fur has turned white - winter is coming.

4)Test.

1.Indicate the non-union proposal:

A) The moon rose very purple and the gloomy stars also frowned.

B) Khlestakov even managed to deceive the mayor, whose trickery is known throughout the city.

C) The cold water of Baikal looks like liquid glass through it in the spring you can see forty meters deep.

2.What sign should stand in place of the question in a sentence? Grandfather turned out to be right (?) In the evening a thunderstorm came ?

A) comma;

B) colon;

D) semicolon.

3. In which sentence should a colon be inserted in place of the gap?

A) A night watchman is walking along the street (...) a dog is shaking next to him.

B) He tried to move his left hand (...) it did not move.

B) I loved wandering through the forests with him (...) he knew all the paths, all the remote corners of the forest, all the grasses, shrubs.

4. In which sentence should a dash be placed in place of the gap?

A) The weather was completely unfavorable (...) at times there was a light autumn rain and a terrible wind was constantly blowing.

B) The cloud will go (...) the lake will sparkle again, the fields will be covered with gold.

C) We usually help each other (...) one peels the potatoes, the other lights the stove.

5.Which explanation for placing a colon in a sentence is correct?

Objects lost their shape: everything merged into a homogeneous mass.

A) This is a non-union sentence, the second part of which indicates the reason for what is said in the first part.

B) This is a sentence with a generalizing word with homogeneous members.

C) This is a non-union sentence with the meaning of opposition.

D) This is a non-union sentence with the meaning of enumeration.

6. What numbers should be replaced by a colon in a sentence?

Opening my eyes slightly, I saw (1) that I found myself in an unfamiliar place (2) a carpet of unprecedented colors was spread around (3) the trees around (4) were entwined with some strange, creeping ivy.

A) 1 B) 2 C) 3 D) 4

7. What numbers should be replaced by a colon in a sentence?

The goals of education are the same at all times (1) to awaken in a growing person (2) curiosity about everything (3) that breathes, turns green, blooms, makes sounds, which constitutes the concept of “life.”

A) 1 B) 2 C) 3 D) 1, 3

5.Independent work.

6.Result.

7.Homework.

Non-union is a complex sentence, the parts of which are connected in meaning, intonation, the relationship between the aspectual and tense forms of the predicate verbs and the order in which the parts are arranged . The main feature of a non-union sentence is the absence of conjunctions and allied words.

Since semantic shades and intonation features may not be sufficiently differentiated, the classification of non-union sentences does not have a clearly expressed and defined basis.

For a long time, BSPs were considered as sentences with omitted conjunctions, As a result, the types of non-union sentences were established according to the allied ones; in practice, this was carried out by substituting a conjunction that was suitable in meaning - either coordinating or subordinating. However, this approach was not fruitful enough, since many proposals do not lend themselves to such a distinction. For example, the semantics of the sentence Father will return - everyone will be happy can be conveyed by the sum of the meanings of two conjunction clauses: When father returns, everyone will be happy and If father returns, everyone will be happy.

More A.A. Potebnya drew attention to the fact that many meanings, in particular those dictated by semantic dependence, can be conveyed without the help of conjunctions. We find attempts to highlight particularly non-union proposals in A.M. Peshkovsky, who considered it possible to separate non-union from union composition and subordination. Analyzing the intonation of sentences Call yourself a milk mushroom - climb into the back and try it on seven times, cut it once, A.M. Peshkovsky comes to the conclusion that dividing such “combinations” into composed (with the meaning of opposition) and subordinate (with the meaning of conditional) would be risky, and classifies them as complex ones that are undifferentiated in this regard. Since the 50s, non-union complex sentences have increasingly been considered as a special type of complex sentence. Pospelov, Beloshapkova.

A non-union complex sentence in semantic terms represents unity. For example, in the sentence The crimson rays of the sun drenched the walls and towers of the city in blood, the glass of the windows shone ominously, the whole city seemed wounded (M. G.) a general picture of the city is drawn, the details of this description are recorded by parts of a non-union complex sentence, which are united by content and, therefore, lexically.

Intonation serves as a means of connecting parts, which, with all its diversity in different types of non-conjunctive complex sentences, characterizes each sentence as an intonationally integral utterance, the intonation of the end is observed only in the last part of the complex sentence. Here are examples of different intonation design of sentences and at the same time general intonation integrity: enumeration intonation:Sultry day, silence (M. G.); conditional intonation: A seagull will fly by, lazily flapping its wings, and the water will show another bird, whiter and more beautiful than the one in the air (M. G.);intonation of opposition: Summer stores - winter eats (last); intonation explanation: Now they faced the most difficult thing: they had to leave their comrade... (Fad.); warning intonation(in the first part) and attachment, additional message(in the second part): I raised my head: in front of the fire, on an overturned tub, the miller’s wife was sitting... (T.).

The order of arrangement of parts, which affects their semantic relationships, can also serve as a means of expressing a syntactic connection in a non-union sentence. This is usually characteristic of sentences with conditioning relations. For example, in the sentence The electric lights flashed and everyone present stood up. the time sequence of events is transmitted; with a different intonation design, the sentence can be transformed into a sentence with a cause-and-effect meaning, and in this case, the semantic relationships of the parts are influenced by the order of their arrangement, cf.: In electric lights flashed - everyone present stood up

(relationships are cause-and-effect; the cause is indicated in the first part, the effect - in the second.

In “Russian Grammar” such sentences are called be with allied compounds of sentences and are qualified as “special syntactic formations, more or less correlative with complex sentences” (Vol. 2. - P. 634). are divided into two groups:

1) sentences with structurally determined parts and 2) sentences with structurally unconditioned parts. Sentences of the first group have structural indicators of the unification of parts. Such indicators are pronominal words so, such, like, that (sometimes in combination with the particle here), warning about subsequent clarification, for example: Danilov formulated the task to himself as follows: Dr. Belov must be made into a train chief (Pan).

The second part in these sentences fills the pronominal word of the first part with specific content. Sentences have explanatory and attributive meanings. The second part may contain pronominal words ( sometimes with the particle here), which are lexically correlated with the members of the sentence of the first part, representing a kind of lexical reference. For example: The public quickly came running from the city; a black cloud of flies covered the narrow strip of land... (M. G.); In sentences like I couldn’t take my eyes off: the girl was so beautiful

the meaning of the reason is transmitted. In the first part of a non-conjunctive complex sentence there may be an unsubstituted syntactic position, which is functionally compensated by the second part of the sentence, for example: It was clear: Kitty was fooling around

(H). Such sentences have explanatory value., except for the correspondence of aspectual and tense forms of predicate verbs (by the way, such a correspondence may not exist). In the second group of sentences, the connection between the parts is ensured by content and intonation.

Sentences with similar parts(when expressing enumerative and comparative-adversative relations). They may contain the meaning of simultaneity or sequence of actions, For example: The horses started moving, the bell rang, the wagon flew away... (P.); It was already September, the last harvests in the garden and taiga were ripening (Dist.);meaning of comparison and contrast : You are a prose writer, I am a poet... (P.); I would be glad to serve, but being served is sickening (Gr.); performance value, For example: Suddenly men with axes appeared - the forest rustled, groaned, crackled (N.).

Sentences with non-uniform parts(when expressing interdependent relationships). Such proposals may have condition value: If you like to draw, draw for your health... (Pan.); concessive meaning: It’s time for everyone to go back their own way - they are walking side by side! (N.); meaning of cause and reason: The airport building is crowded, noisy and chaotic - people are attacking the ticket counters (Drun.); corollary meaning: ... I will interrogate him carefully, he won’t even notice (Ch.); explanatory meaning: Here the farewell bell rings - the bells are striking (A. Galich); comparison value: Says a word - the nightingale sings.

Some apart Among the proposals with interdependent components there are BSP with the value of append and append message in the second part, for example: Varvara listened: the noise of the evening train could be heard (Ch.); The first parts of such sentences are distinguished by warning intonation and the presence of a predicate verb naming the action leading to perception, and the second part indicates the object of perception. This second part contains primary, not additional information.

§ 1 Non-union complex sentence

In this lesson, we will remember groups of complex sentences and dwell in more detail on non-union complex sentences, systematizing our knowledge about them.

It is known that all complex sentences, depending on the means of communication between the parts, are divided into allied and non-unionized.

For example:

We are faced with a complex union proposal. The conjunction between the parts is carried out using the conjunction because and intonation).

We are faced with a complex non-union proposal. Non-union communication between parts is carried out only with the help of intonation.

In a non-conjunctive complex sentence, simple sentences are connected to each other only in meaning and intonation, i.e. without the help of conjunctions and allied words.

§ 2 Intonation in a non-union complex sentence

Unionless complex sentences are particularly expressive: the lack of conjunctions between parts is compensated by intonation, which expresses the semantic relationships between the parts of the sentence. It is this or that intonation that gives the syntactic structure “life” and dictates the need to place certain punctuation marks between parts.

Intonation in writing is indicated by various punctuation marks: comma, semicolon, colon, dash. Of course, these signs cannot correspond to the intonation richness of live speech, but they help to understand the general meaning of the phrase.

The parts of a non-union complex sentence are formally independent and independent, but in meaning they are often unequal. Having grasped the logical connection between the parts of a complex sentence and felt the correct intonation, it is not difficult to cope with the correct placement of punctuation marks.

§ 3 Examples

Let's look at a few examples.

The mother stopped singing and the child fell asleep.

In this sentence, the intonation is enumerative; it requires a comma between parts. This punctuation mark can be replaced with the conjunction I.

Compare:

And the mother stopped singing, and the child fell asleep.

Consider the following non-union complex sentence.

The mother stopped singing: the child fell asleep.

In this sentence, the colon corresponds to a warning intonation with some lowering of the voice in the first part. This punctuation mark can be replaced with the conjunction because.

Compare:

The mother stopped singing because the child fell asleep.

When reading the third sentence, the intonation easily rises in the first part and falls in the second, expressing opposition.

The mother stopped singing - the child fell asleep.

This intonation requires the placement of a punctuation mark on the letter, such as a dash, which can be replaced with the conjunction a.

Compare:

The mother stopped singing and the child fell asleep.

§ 4 Use of non-union complex sentences

It should be noted that non-union complex sentences are often used in oral conversation, in proverbs, sayings, and aphorisms. They help to concisely, laconically express various semantic relationships between parts, and the absence of unions is compensated by intonation, facial expressions and gestures.

For example:

Finished the job - go for a walk safely.

Summer stores, winter eats.

It's not a bear: it won't go into the forest.

It is necessary to distinguish between non-union complex sentences and simple sentences with homogeneous members connected by a non-union connection.

Compare:

Before us is a non-union complex sentence, which consists of three parts.

The fog dispersed, covered the tops of the forest, and melted into the distance.

Before us is a simple sentence with homogeneous predicates diverged, closed, melted.

A non-union connection between parts of a complex sentence, as well as between homogeneous members of a simple sentence, is often used as a stylistic device called non-conjunction or asyndeton.

Using precisely this stylistic device, A. S. Pushkin paints a picture of the battle in his poem “Ruslan and Lyudmila.”

There the formation is cut down with the formation;

A footman fights with a horseman there;

There a frightened horse rushes;

There a Russian fell, there a Pecheneg;

There are shouts of battle, there there is escape;

He was knocked over with a mace;

He was lightly struck by an arrow;

Another, crushed by a shield,

Trampled by a mad horse...

This stylistic device consists of deliberately omitting connecting conjunctions between members of a sentence or between sentences in a complex sentence. The absence of conjunctions gives the statement speed, dynamism, and richness.

§ 5 Brief summary of the lesson

To summarize the lesson, it is worth emphasizing that the ability to determine semantic relationships between parts of a non-union complex sentence depending on intonation in oral speech allows you to correctly place punctuation marks in these constructions.

List of used literature:

1. Rosenthal D.E., Telenkova M.A. Dictionary-reference book of linguistic terms: A manual for teachers. – M.: Education, 1985. – 399 p.
2. Bogdanova G.A. Russian language lessons in 9th grade: a book for teachers. – M.: Education, 2007. – 171 p.
3. Mironova N.I. Russian language in tables and diagrams for preparing for the Unified State Exam. – M.: Eksmo, 2011. – 224 p.

3. In ex. 187 proverbs are read expressively, observing the intonation of comparison. The teacher pays attention to the peculiarities of intonation: the first part ends with a slight increase in the voice, the second - with a decrease. Students give two or three examples of proverbs expressed in non-union complex sentences with the meaning of comparison.

Teacher's addition. In proverbs and sayings, complex non-union sentences help to briefly, concisely and laconically express comparative, cause-and-effect, conditional and other semantic relationships.

4. In ex. 188 proverbs with cause-and-effect and explanatory relationships between parts are read expressively, observing a warning intonation.

5. Design.

Three simple sentences are written on the board:

The sun was setting. The wind was getting stronger. The sunset was glowing purple.

Exercise: from three simple sentences, you must first compose a non-union complex sentence, in which the simple sentences will be separated by commas, then a non-conjunctive one, in which there is a semicolon, compare them and explain punctuation marks and stylistic use.

Teacher's addition. To ensure that the entire statement has a lively pace of speech, it is preferable to separate sentences with a comma. Using a semicolon slows down the pace of speech and changes the stylistic coloring of the phrase.

6. Speech warm-up. Students write a miniature essay “Winter Morning” with justified use of non-conjunctive complex sentences.
V. Lesson summary. The teacher can let him down in a question-and-answer conversation:

Is the topic clear?

What is the most important means of communication in this type of complex sentence?
VI. Homework: § 31, 32, ex. 189, 190 (orally), compose eight non-union complex sentences on the topic “First snow”.

Lesson 46. Unconjunct complex sentences with the meaning of enumeration. Comma and semicolon in a non-union complex sentence (§ 33)

Lesson objectives: 1) introduce students to the conditions for placing a comma and semicolon between parts of a non-conjunction complex sentence with the meaning of enumeration; 2) teach to determine the semantic relationships between the parts of a non-conjunct complex sentence depending on intonation, to distinguish between simple sentences with homogeneous members connected only by enumerative intonation, and non-conjunctive complex sentences with the meaning of enumeration, to correctly place the necessary punctuation marks (comma, semicolon) between the parts a non-union complex sentence, justify the conditions for choosing a punctuation mark between its parts, compose non-union complex sentences, between the parts of which it is necessary to put a comma and a semicolon.
I. Checking homework.

The first student reads non-union complex sentences with the meaning of enumeration, causal, conditional (Ex. 189), pronounces these sentences with the required intonation. The class evaluates the answer.

The second student reads Kozma Prutkov’s aphorisms, expressing semantic relationships using intonation. The class reviews the reading.

Students read non-conjunct complex sentences compiled at home on the topic “First Snow”, the teacher monitors the pronunciation of the sentences, makes comments, pays attention to the intonation features of non-conjunctive complex sentences with the meaning of enumeration, comparison, reason, explanation.
II. Updating students' basic knowledge.

1. Sentences with missing letters and punctuation marks are projected onto the board.
1) People are happy about the summer and the bee is happy about the flowers.

2) If bees play in the morning, it will be a clear day.

3) If early in the morning the bees go for prey, it means it will be a good day.

4) A bee sits on every flower, but doesn’t scold every flower.

5) When the summer birds... melt away (with) them the summer goes away.
Tasks:

1. Write down the sentences, adding punctuation marks and missing letters.

2. Make an outline of each sentence.
III. Explanation of new material.

Sentences are written on the board.
1) The sun did not appear for four days, a hurricane wind mixed salty water dust with streams of torrential rain. (I. A. Efremov)

2) Suddenly the whole physiognomy of the wolf changed; he shuddered when he saw, probably never before seen, human eyes fixed on him. (L.N. Tolstoy)
Students read sentences expressively, observing the peculiarities of intonation, determine the semantic relationships between the parts of a non-union complex sentence, and explain the placement of punctuation marks. Ninth-graders conclude that in the first sentence, parts of a complex sentence indicate a listing of simultaneous phenomena. The comma requires reading with short pauses between sentences.

The intonation of the second sentence differs from the previous one: the semicolon suggests a significant pause and lowering of the voice between its parts. The sentence is read at a slow pace, in a calm and slightly lowered voice.

Recommendations for the teacher: Please note that the main feature that determines the choice of a comma or semicolon is the semantic relationship between the parts of a complex sentence and the degree of their prevalence, that sometimes a semicolon is placed even in the case when there are no punctuation marks from inside the parts of a non-union complex sentence -due to a weak connection of parts in meaning, more independent in relation to each other.

Ninth graders read theoretical material on p. 126-127.
IV. Fixing the material.

1. Selective dictation according to exercise. 191.

Students write out from the exercise. 191 first simple sentences with homogeneous members, and then non-union complex sentences, place the missing punctuation marks.

2. Design.

In ex. 193 sentences of the following types are constructed:

a) a simple sentence with homogeneous members (without conjunctions);

b) a non-union complex sentence, between the parts of which commas must be placed;

c) a non-union complex sentence, between parts of which a semicolon must be placed.

3. Linguistic experiment.

Complex non-union sentences from the work of M. Yu. Lermontov are projected onto the board.
1) Once, in the fall, a transport with provisions arrived; There was an officer in the transport, a young man of about twenty-five.

2) Bare, black stones stuck out on both sides of the road; Here and there bushes peeked out from under the snow.

3) The saklya was stuck on one side to the rock; three slippery, wet steps led to her door.

4) Meanwhile, the moon began to be covered with clouds and fog rose on the sea, barely a lantern on the stern of the nearest ship shone through it; the foam of boulders sparkled near the shore, threatening to drown him every minute.
Tasks:

1. Find out the semantic relationships between the parts of complex non-union sentences, justify the use of a semicolon.

2. Insert conjunctions into the sentences, determine what changes appeared in the sentences.

Ninth-graders conclude that after inserting conjunctions, sentences lose their original expressiveness.
Test tasks

1. Indicate a non-union complex sentence.

a) This is a journey I hope you enjoy.

b) The night was quiet and bright, although there was no moon.

c) It’s hot today, it’s steaming, it’s warm outside.

d) The day is hot, cheerful, white clouds are swirling in the blue sky.

Answer: c, g.
2. Indicate a non-conjunction complex sentence in which commas should be placed between simple sentences.

a) Dawn says goodbye to the earth

Steam lies at the bottom of the valleys

I look at the forest covered in darkness,

And to the lights of its peaks.

b) Only a song needs beauty

Beauty doesn't even need songs.

c) The nightingale sings to amuse itself.

d) It was so out of deep darkness,

The fiery blade raised,

Spotlight beam to the duct

Crossed diagonally.

Answer: a, b.
3. Indicate a non-conjunction complex sentence in which a semicolon should be placed between simple sentences.

a) The spring waters rustled

Cheerful thunderstorms thundered

In the robes of resurrected nature

Hyacinths and roses bloomed.

b) She [Nastya] raised her eyes with an effort and immediately averted them. Gogol looked at her, grinning.

c) The river winds for ten miles, the watery-green meadows behind it dimly blue through the fog.

d) And when I saw my painting again, I couldn’t believe my eyes, instead of a lush carpet of herbs and flowers in the painting there was only bare earth.

Answer: c.
V. Homework: § 33, ex. 194.

Lesson 47. Detailed presentation of “The Village of Manilovka and its owner” (with an additional task - exercise 192)
I. Work on the content of the text.

1. Determine the style and type of text. What is its main idea and how is it expressed?

2. What kind of sentence structure does the writer use to paint a picture of the village of Manilovka?

3. What objects of this general picture are described in each of the non-union complex sentences?
II. Punctuation analysis of the text: students explain punctuation marks (comma or semicolon) in non-union complex sentences.
III. Oral answers to an additional question:

What character traits of the landowner Manilov does the description of his estate indicate?
IV. Written presentation “The Village of Manilovka and its owner.”

Lesson 48. Unconjunct complex sentences with the meaning of reason, explanation, addition. Colon in a non-union complex sentence (§ 34)

Lesson objectives: 1) introduce students to the conditions for placing a colon in non-union complex sentences; understand the text-forming role of non-union complex sentences with explanatory, explanatory and cause-and-effect relationships; 2) teach how to pronounce the specified sentences with a warning intonation, determine the semantic relationships between its parts (reason, explanation, addition), correctly put the necessary punctuation marks, justify the conditions for their selection, compose non-union complex sentences, between the parts of which it is necessary to put a colon, understand the text-forming role non-union complex sentences.
I. Analysis of presentations, work on errors made in the presentation.
II. Announcing the topic and objectives of the lesson.

1. Students analyze the material on p. 129-130 and answer the questions:

In which non-union complex sentences does the second part explain, reveal, and specify the content of the first part?

What separator is used in these non-union sentences?

What is this sign called in the text? Why?

2. Students analyze the theoretical information on p. 130-131 of the textbook, get acquainted with the conditions for placing a colon in non-union complex sentences.

III. Fixing the material.

1. Ex. 195 students perform orally: read expressively non-union complex sentences with a warning intonation (the first part is pronounced with a restless lowering of the voice, after which there is a significant pause, the second part ends with a lowering of the voice), explain the placement of the colon.

2. Ex. 196 students do it on their own: they copy, add missing punctuation marks, and draw up BSP diagrams.

3. Selective dictation (exercise 197).

Students write out BSPs in which:

a) the second part explains the content of the first;

b) the second part explains the predicate of the first part.

4. Design.

Simple sentences are written on the board.
1) A leak has formed. The boat began to sink into the water.

2) The dog was lying right next to the gate. I was afraid to move on.

3) We are going to the forest. The wood was running out.

4) I began to listen. We walked near the house.

5) The clock struck eleven. It's time to go to bed.

6) My feet got stuck in the mud. We turned off the road.
Exercise: From two simple sentences, create a union-free complex sentence with a colon.

5. Explanatory dictation. Students write down complex non-conjunctive sentences from dictation and explain punctuation marks before writing.
1) It is difficult to notice a hare lying in the snow: he is the first to notice a person and quickly runs away. (I. S. Sokolov-Mikitov)

2) Everything was clear: they had confused the direction and were going in the completely opposite direction. (A.F. Ivanov)

3) Look: the river waters flow resignedly. (E. A. Baratynsky)

4) Here they write: the existence of Bigfoot can be considered documented. (V.S. Pelevin)

5) We won’t see you tomorrow: I’m leaving before dawn. (N.V. Gogol)

6) The weirdo had one peculiarity: something always happened to him. (V. M. Shukshin)

7) One thing is striking in Crimea: everything that is most beautiful and majestic was created in the 19th century. (F. N. Abramov)

8) The upcoming matter was not touched upon in the conversation: everything was discussed in advance. (S. A. Mayorov)
Test tasks

1. Indicate non-union complex sentences, between the parts of which a colon must be placed (no punctuation marks are placed).

a) The train left; its lights disappeared.

b) The street was still empty and the sun was rising over the roofs of the houses.

c) There was a disaster: a mudflow washed away the railway track.

d) Don’t be afraid, they will insure you.

Answer: c, g.
2. Indicate non-union complex sentences in which the second sentence indicates the reason for what is said in the first.

a) If you ever accidentally touch the trunk of a birch tree on a hot day, you will notice a strange phenomenon: even in the sun, the trunk of the birch tree remains cool.

b) He opened his eye wider and immediately closed his eyes tightly: in front of him, sitting on his hind legs, was a large, skinny, tattered bear.

c) The senior political instructor was silent: there is no need to interfere with the commander’s decision.

d) I entered the hut: two benches and a table and a huge chest near the stove made up all its furniture.

A complex sentence is called non-union, the parts of which are connected in meaning, intonation, the relationship of aspectual and tense forms of predicate verbs and the order of arrangement of the parts. The main feature of a non-union sentence is the absence of conjunctions and allied words.

For a long time, non-conjunctive complex sentences were considered not as a special structural variety, but as sentences with omitted conjunctions, as a result of which the types of non-conjunctive sentences were established according to the conjunctive ones. The semantic-intonation features of non-conjunctive complex sentences are less differentiated than the features of conjunction-type sentences. For example, the semantics of the sentence The father will return - everyone will be glad can be conveyed by the sum of the meanings of two conjunction sentences: When the father returns, everyone will be glad and If the father returns, everyone will be glad.

Since about the 50s, non-conjunctive complex sentences have increasingly been considered as a special variety of complex sentences. A non-union complex sentence in semantic terms represents unity. Intonation also serves as a means of connecting the parts, which, with all its diversity in different types of non-union complex sentences, characterizes each sentence as an intonationally integral statement; the intonation of the end is observed only in the last part of the complex sentence. Here are examples of different intonational design of sentences and at the same time general intonational integrity: enumeration intonation; conditioning intonation:; intonation of opposition, intonation of explanation; intonation of warning (in the first part) and joining, additional message (in the second part): I raised my head: in front of the fire, on an overturned tub, the miller’s wife was sitting... (T.).

In non-union complex sentences, the forms of the predicate verbs are usually homogeneous, which reveals the connection between the individual parts, for example: Flies buzzed, mosquitoes whined, a cricket cracked somewhere. (M.G.).

The order of arrangement of parts, which affects their semantic relationships, can also serve as a means of expressing a syntactic connection in a non-union sentence. This is usually characteristic of sentences with conditioning relations. For example, in the sentence The electric lights flashed, everyone present rose, a temporal sequence of events is conveyed; with a different intonation design, the sentence can be transformed into a sentence with a cause-and-effect meaning, and in this case, the semantic relationships of the parts are influenced by the order of their arrangement, cf.: The electric lights flashed - everyone present stood up (the relationships are cause-and-effect; the reason is indicated in the first part , consequence - in the second, cf.: Electric lights flashed, and therefore everyone present stood up). - All those present rose: the electric lights flashed (relationships of causality, cf.: All those present rose, as the electric lights flashed; the reason is indicated in the second part).

Types of non-union complex sentences

Two groups: 1) sentences with structurally determined parts and 2) sentences with structurally unconditioned parts.

Sentences of the first group have structural indicators of the unification of parts. Such indicators are the pronominal words such, such as, that: To himself, Danilov formulated the task as follows: Dr. Belov must be made the head of the train.

In the first part, nouns can be used, the content of which is revealed by the second part of the sentence. The second part can contain pronominal words (sometimes with the particle here), which are lexically correlated with the members of the sentence of the first part, representing a kind of lexical reference. Rows of fires were burning, black brands sticking out of them in all directions... (M.G.). In the first part of a non-union complex sentence there may be an unreplaced syntactic position, which is functionally compensated by the second part of the sentence, for example: And it became mercilessly clear: life made a noise and went away (Bl.). Such sentences have explanatory value.

Sentences of the second group do not have special structural indicators of the unity of parts, except for the correspondence of aspectual forms of predicate verbs (by the way, such a correspondence may not exist). In the second group of sentences, the connection between the parts is ensured by content and intonation.

Sentences with similar parts (when expressing enumerative and comparative-adversative relations). They may contain the meaning of simultaneity or sequence of actions, for example: The horses started moving, the bell rang, the carriage flew... (P.).

Sentences with non-uniform parts (when expressing interdependent relationships). Such sentences can have the meaning of the conditions: If you like to draw, draw for your health... (Pan.); concessional meaning: It’s high time everyone went back their own way - they walk side by side! (N.); meaning of cause and reason: The airport building is crowded, noisy and chaotic - people are attacking ticket offices (Drun.); investigative meaning: ...I will interrogate him carefully, he won’t even notice (Ch.); explanatory meaning: The farewell bell is ringing - the bells are ringing (A. Galich); meaning of comparison: Says a word - the nightingale sings.

Standing somewhat apart among sentences with interdependent constituent parts are non-union complex sentences with the meaning of accession and additional message in the second part, for example: Varvara listened: the sound of the evening train was heard (Ch.). The first parts of such sentences are distinguished by warning intonation and the presence of a predicate verb naming the action leading to perception, and the second part indicates the object of perception.

A complex sentence is called unconjunct, the parts of which are connected not by conjunctions or allied words, but only by intonation.

In non-union complex sentences, there are four main types of intonation: enumeration, comparison, conditionality, explanation. In the first case, the predicative parts of a non-union sentence are connected by enumeration intonation and a comma is placed between them in writing. In the second case, the colon is due to the intonation of the explanation, in which the second part contains the rationale for the content of the first.

Along with intonation, which is the main means of connecting parts of a non-conjunctive complex sentence, other additional means are noted:

a) the form of the type and tense of predicate verbs in connecting parts;

b) incompleteness of the first part and the presence in it of indicative words that require specification;

c) relatively free or fixed order of parts;

d) number of parts.