Lesson 46. Unionless complex sentences with an enumeration value. Comma and semicolon in non-union complex sentence(§ 33)

Lesson objectives: 1) to acquaint students with the conditions for setting a comma and a semicolon between parts of a non-union complex sentence with an enumeration value; 2) to teach to determine the semantic relations between parts of a non-union complex sentence depending on intonation, to distinguish simple sentences with homogeneous members connected only by enumerative intonation, and non-union complex sentences with the meaning of enumeration, correctly put the necessary punctuation marks (comma, semicolon) between parts of a non-union complex sentence, justify the conditions for choosing a punctuation mark between its parts, compose non-union complex sentences, between parts of which must be comma and semicolon.

I. Homework check.

The first student reads non-union complex sentences with enumeration meaning, causal, conditional (Exercise 189), pronounces these sentences with the desired intonation. The class evaluates the response.

The second student reads Kozma Prutkov's aphorisms, expressing semantic relations with the help of intonation. The class reviews the reading.

Students read non-union complex sentences compiled at home on the topic "First Snow", the teacher monitors the pronunciation of sentences, makes comments, pays attention to the intonation features of non-union complex sentences with the meaning of listing, comparison, reason, explanation.

II. Updating the basic knowledge of students.

1. Sentences with missing letters and punctuation marks are projected onto the board.

1) People are happy with the summer and the bee - with the bloom.

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

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

4) For every flower, a bee sits .. but not (from) every flower, a diarrhea b .. rёt.

5) When summer birds .. st .. thaw (with) them and summer leaves.

Tasks:

1. Write down sentences, placing punctuation marks and missing letters.

2. Make an outline of each sentence.

III. Explanation of the new material.

Sentences are written on the board.

1) The sun did not appear for four days, the hurricane wind mixed the salty water dust with torrents of torrential rain. (I. A. Efremov)

2) Suddenly, the whole physiognomy of the wolf changed; he shuddered when he saw, probably never seen before, human eyes fixed on him. (L. N. Tolstoy)

Students expressively read sentences, observing the peculiarities of intonation, determine semantic relations between parts of a non-union complex sentence, explain the setting of punctuation marks. Ninth graders conclude that in the first sentence, parts of a complex sentence denote a listing of simultaneous phenomena. The comma must be read with short pauses between sentences.

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

Recommendations for the teacher: pay attention to the fact that the main sign that determines the choice of a comma or a semicolon is the semantic relationship between parts of a complex sentence and the degree of their prevalence, that sometimes a semicolon is also put in the case when there are no punctuation marks from - due to the weak connection of parts in meaning, more independent in relation to each other.

Ninth graders read theoretical material on p. 126-127.

IV. Securing the material.

1. Selective dictation on exercise. 191.

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

2. Construction.

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

a) a simple sentence with homogeneous members (no unions);

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

c) a non-union complex sentence, between the parts of which you must put a semicolon.

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 arrived with provisions; there was an officer in the transport, a young man of about twenty-five.

2) On both sides of the road stood naked, black stones; here and there bushes peeped out from under the snow.

3) Saklya was stuck with one side to the rock; three slippery, wet steps led to her door.

4) Meanwhile, the moon began to dress in clouds and a fog rose on the sea, as soon as the lantern at the stern of the nearest ship shone through it; the foam of the boulders sparkled along the coast, threatening to sink him every minute.

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

2. Insert alliances in the sentences, determine what changes were manifested in the sentences.

Ninth graders conclude that after the insertion of conjunctions, sentences lose their original expressiveness.

Test tasks

1. Indicate a non-union complex sentence.

a) This journey, I hope you enjoy it.

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

c) Today it is hot, it is soaring, it is warm outside.

d) It's hot during the day, fun, in blue sky white clouds are swirling.

Answer: in, g.

2. Specify a non-union complex sentence in which commas should be inserted between simple sentences.

a) Zarya says goodbye to the earth

Steam lays down at the bottom of the valleys

I look at the forest covered with fog,

And on the lights of its peaks.

b) Only the song needs beauty

Beauty does not need songs either.

c) The nightingale sings comforting himself.

d) It was so out of the deep darkness,

Fiery throwing up a blade,

Searchlight beam duct

Crossed obliquely.

Answer: a, b.

3. Indicate a non-union complex sentence in which a semicolon should be placed between simple sentences.

a) Spring waters rustled

Merry thunderstorms thundered

In the robes of resurrected nature

Hyacinths and roses bloomed.

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

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

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

V. Homework: § 33, exercise. 194.

Lesson 47. Detailed presentation of the "Manilovka village 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 sentences does the writer use to paint a picture of the village of Manilovka?

3. What subjects of this general picture are described in each of the non-union complex sentences?

II. Punctuation of text: Students explain punctuation marks (comma or semicolon) in non-union complex sentences.

III. Verbal answers to additional question:

What character traits of the landowner Manilov speaks of the description of his estate?

IV. Written presentation "Manilovka village and its owner".

Lesson 48. Unionless complex sentences with the meaning of a reason, explanations, additions. Colon in a non-union compound sentence (§ 34)

Lesson objectives: 1) to acquaint students with the conditions for setting the colon in non-union complex sentences; to understand the text-forming role of non-union complex sentences with explanatory, explanatory and cause-and-effect relationships; 2) teach how to pronounce the indicated sentences with a warning intonation, determine the semantic relations between its parts (reason, explanation, addition), correctly put the necessary punctuation marks, justify the conditions for their choice, 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 the presentation, work on the mistakes made in the presentation.

II. Announcement of the topic and objectives of the lesson.

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

In what non-union complex sentences does the second part explain, reveal, concretize the content of the first part?

What separating mark is used in these demons union proposals?

What is the name of this sign in the text? Why?

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

Table 18

Colon in a non-union complex sentence
Setting conditions	Examples of
1. The second part indicates the reason for what is said in the first part (you can put a union between both parts because)	1. Not a single bird was heard: everyone took shelter and fell silent. (I. S. Turgenev)
2. The second part explains, reveals the content of the entire first part or any of its members (between both parts you can put a union namely)	2. Most agreed on one thing: the old laws would not work. (A. A. Fadeev)
3. The second part explains the predicate of the first part (you can put a union between both parts what or verbs saw, heard, felt with the union what)	3.a) Suddenly I feel: someone takes my shoulder and pushes. (I. S. Turgenev) b) Seryozhka looked around: the fire was engulfing the school more and more. (A. A. Fadeev)

III. Securing the material.

1. Control. 195 students perform orally: they read expressively non-union complex sentences with 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 lower voice), explain the setting of the colon.

2. Control. 196 students do it independently: they write off, placing the missing punctuation marks, make 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. Construction.

Simple sentences are written on the chalkboard.

1) A leak has formed. The boat began to sink into the water.

2) The dog was lying at the very gate. I was afraid to move on.

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

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

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

6) Feet bogged down in mud. We turned off the road.

Exercise: from two simple sentences, make a non-union complex sentence with a colon.

5. Explanatory dictation. Students dictate difficult non-union proposals explain the punctuation marks before writing.

1) It is difficult to notice a hare lying in the snow: it is the first to notice a person and quickly runs away. (I.S.Sokolov-Mikitov)

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

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

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

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

6) The eccentric had one feature: something constantly happened to him. (V.M.Shukshin)

7) One thing amazes in Crimea: all the most beautiful and majestic was created in the nineteenth century. (F. N. Abramov)

8) The conversation did not touch on the upcoming business: everything was discussed in advance. (S. A. Mayorov)

Test tasks

1. Indicate non-union complex sentences, between parts of which you need to put a colon (punctuation marks are not placed).

a) The train left its lights disappeared.

b) The street was still empty above the rooftops of the houses the sun was rising.

c) Trouble happened mudflow washed out the railway track.

d) Do not be afraid to be backed up.

Answer: in, g.

2. Indicate non-union complex sentences in which the second sentence indicates the reason for what the first one says.

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

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

c) The senior political instructor was silent: it is not necessary 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 of its furniture.

Answer: b, c.

3. Indicate non-union complex sentences in which the second (or several sentences) clarifies the first, that is, reveals its content (no punctuation marks are placed).

a) Evening came, it was raining from the north, a gusty wind blew.

b) By the first day of the holiday, everything was ready, the paintings were hung, the flag posts were whitewashed, the area was abundantly watered from long green barrels.

c) The train left quickly, its lights soon disappeared after a minute there was no more noise.

d) In the evenings, near the log house, the entire population gathered who raked chips, who were digging at their farmsteads.

Answer: b, d.

IV. Lesson summary.

V. Differentiated homework:

a) learn the rules on p. 130-131, § 34;

b) prepare an oral communication on the topic "Colon in simple and complex sentences";

c) perform exercise. 198;

d) make up eight to ten non-union complex sentences on the topic "Do I consider myself a cultured person."

Lesson 49. Unionless complex sentences with the meaning of opposition, time, condition and effect. Dash in a non-union compound sentence (§ 35)

Lesson objectives: 1) to acquaint students with the conditions for setting a dash in non-union complex sentences; to understand that in some cases the meaning of the first part can be defined both as conditional and as temporary; 2) teach how to pronounce the indicated non-union complex sentences with a comparative or explanatory intonation, determine the semantic relations between the parts (opposition, time, condition, effect), draw up intonational schemes of these sentences, correctly put the necessary punctuation marks, justifying the conditions for choosing a punctuation mark between the parts of a non-union complex suggestions.

I. Homework check.

The first student gives a verbal message “Colon in simple and complex sentences. The class is reviewing the answer.

The second student writes down the non-union sentences drawn up on the blackboard (exercise 198), underlines the main members in them. Students read non-union complex sentences on the topic "Do I consider myself a cultured person." The class reviews their responses.

II. Repetition of material.

1. The board is projected exercise: make up two sentences each with the given words, in which they would act as:

a) a noun with a preposition; b) a derived preposition: (c) consequence, (c) continuation, (in) flow, (in) mind, (on) account, (in) genus;

a) adverbs; b) an adjective, a pronoun, a numeral with a preposition: (c) empty, (according to) spring, (according to) yours, (c) third, (c) manual, (still), (according to) that;

a) adverbs; b) a noun with a preposition: (at) meeting, (at) top, (at) deep, (at) home, (at) luck, (at) side, (at) the beginning.

III. Explanation of the new material.

1. Reading § 35 on p. 133-134, analysis of paragraph examples.

2. Observation of the intonation of a non-union complex sentence with a dash.

Recommendations for the teacher: students should be drawn to the fact that a dash in a non-union complex sentence requires an increase in voice in the first part and a long pause. Students must learn: in order to correctly place punctuation marks in a non-union complex sentence, it is necessary to know well the conditions for setting a dash, to determine the semantic relations between parts of a non-union complex sentence. In a weak class, you can offer a table.

Table 19

Dash in a non-union compound sentence
Dash setting conditions	Examples of
1. The first part points to time of that, as discussed in the second part (before the first part, you can insert the union when)	1. The evening will come - the stars will light up in the sky.
2. The first part denotes the condition of what is said in the second part (before the first part, you can insert the union if)
3. The first part indicates the reason for what is said in the second part (before the first part, you can insert the union because), and the second part indicates a consequence of what is said in the second part (between the parts of a complex sentence, you can insert the word That's why)	3. Swallows fly low above the ground - wait for rain.
4. The first part in content is sharply opposed to the content of the second (between the parts of a complex sentence, you can insert the union a or but)	4. Everyone expected to see him at the ball - he dropped everything and went to a distant village.
5. The second part contains a comparison, a comparison with what is said in the first part (between the parts of a complex sentence, you can insert conjunctions of a sentence, explain the setting of punctuation marks in complex proposals... Exercise in recognizing simple and complex proposals, apply them ...

§ 1 Unionless complex sentence with enumeration meaning

In this lesson, we will expand our knowledge of non-union complex sentences, we will learn to establish semantic connections between simple sentences in non-union constructions, depending on the intonation in oral speech, we systematize the knowledge of the setting of a comma and a semicolon in a non-union complex sentence and a simple one with homogeneous terms.

It is known that

a non-union complex sentence is such a complex sentence in which its equal parts are interconnected only in meaning and by means of intonation, i.e. without the help of conjunctions and union words.

For example, in a complex non-union sentence

simple sentences are united by content ( common topic) and intonation with the meaning of the reason.

The connection between simple sentences as part of a non-union complex is expressed using different semantic relations based on different types intonation. In this regard, non-union complex sentences are distinguished with the meaning of enumeration, explanation, addition, cause, condition, time, comparison and effect.

Let us dwell in more detail on non-union complex sentences with the meaning of enumeration.

In such sentences, the simultaneity or sequence of facts, events, phenomena is expressed, and they are characterized by enumerative intonation.

§ 2 Comma and semicolon in a non-union compound sentence

A comma is placed between the parts of a non-union complex sentence with the meaning of enumeration when writing, and a pause is clearly felt in oral speech.

For instance:

As a rule, in such sentences the predicates are expressed by verbs of the same kind and in the same tense - they made noise, left, lit up - the verbs of the perfect kind are in the past tense.

If parts of a non-union complex sentence are significantly widespread and have commas or other punctuation marks inside them, then a semicolon is placed between them.

For instance:

Sometimes a semicolon is also put in the case when the parts of a non-union complex sentence are less interconnected in meaning, that is, more independent.

For instance:

Placing a semicolon requires a significant pause between sentences and an obvious lowering of the voice, almost like a period. In addition, such sentences are read in slow motion, in a calm and somewhat lowered voice.

§ 3 Use of non-union complex sentences with enumeration intonation

Unionless complex sentences with enumeration intonation are often used by word masters to describe nature. Let us listen to the wonderful lines of the famous artist of the words of I.S. Turgenev.

It's fun to wade along the narrow path, between two walls of tall rye. Ears quietly beat you in the face, cornflowers cling to your legs, quails scream all around, the horse runs at a lazy trot. Here is the forest. Shadow and silence. Stately aspens babble high above you; long, hanging branches of birches barely move; a mighty oak stands like a fighter next to a beautiful linden tree.

§ 4 Unionless complex sentences with enumeration intonation and simple sentences with homogeneous members

It is necessary to distinguish between non-union complex sentences with enumerative intonation and simple sentences with homogeneous members, also associated with enumeration intonation.

Compare:

Everything stirred, woke up, began to sing, rustled, began to speak.

A simple sentence with homogeneous predicates stirred, woke up, began to sing, rustled, began to speak.

A complex non-union sentence, consists of three simple ones.

§ 5 Summary of the lesson

Thus, the ability to establish semantic relations between parts of a non-union complex sentence and to determine the intonational features of these sentences is necessary for the right choice punctuation marks in the indicated constructions.

List of used literature:

1. D.E. Rosenthal Practical stylistics of the Russian language: Textbook for universities. - M .: graduate School, 1977.- 316s.
2. Egorova N.V. Lesson studies in the Russian language: a universal guide. Grade 9. - M .: VAKO, 2007 .-- 224p.
3. Bogdanova G.A. Russian lessons in the 9th grade: a book for the teacher. - M .: Education, 2007 .-- 171s.
4. Baranov M.T. Russian language: Reference materials: a manual for students. - M .: Education, 2007 .-- 285p.

Unionless are such complex sentences in which the parts are connected only with the help of intonation. The main feature of such complex structures is the lack of alliances. Instead, they use punctuation marks in the BSP.

general characteristics

Semantic relations are established between sentences in BSP, similar to relations in allied sentences: complex and complex.

For instance:

• Night was falling, the forest was moving closer to the fire. V the sentence reveals semantic relations of enumeration of simultaneously occurring events.
• One fine day the pickets, knocking down from the running, bring the news: the fortress is surrendered. In this sentence, the semantic relations are similar to the explanatory ones.
• He spoke the truth - they did not believe him. The sentence combines temporary, concessive and adversarial relationships.

Depending on how the parts relate to each other in meaning, there are BSPs with different Examples given above serve as evidence of this. Depending on this, non-union complex sentences are divided into three groups.

BSP with comma and semicolon

There are several punctuation features associated with non-union sentences. In particular, there are two rules governing the use of a comma and a semicolon in a sentence.

In the BSP. Table with examples
A comma in the BSP is put, if there is a listing of certain facts, you can use the union and... In this case, the intonation when reading will be enumerating, and before each comma, you need to make a short pause.	My head was spinning, the stars danced in my eyes. My head is spinning and stars danced in my eyes.
If the sentence is widespread and has commas inside ( homogeneous members, detached members, introductory words and addresses), then it is separated from the other part by a semicolon.	Green frogs are jumping on stones near the stream; on the largest stone lies, basking in the sun, a golden one.

Should I choose a comma or semicolon?

If the rule is well understood and mastered, then you can easily cope with the following exercises:

1.Explain the setting of the semicolon:

1) The sun rises, cheerful and radiant from the cold; the window glows with a gleam.

2) All morning, clean and bright, colors sparkled; frosty chrysanthemums glittered on the window for half a day.

2. What are the missing punctuation marks in BSP in brackets?

A happy irreversible time - childhood! How not to love the memories of her? They are so refreshing and uplifting my soul.

You run to your fill (...) you sit at the table on your stool (...) it's already late (...) a cup of milk has been drunk for a long time (...) sleep obscures your eyes (...) but you don't move (...) you sit and listen. Mom is talking to someone (…) her voice is so sweet (…) so friendly. The sound of my mother’s voice speaks so much to my heart, so echoes in my soul!

With foggy eyes, I gaze intently into her sweet face (...) suddenly she becomes all small - her face becomes no larger than a button (...) but I still see him clearly. I love to see her so tiny. I squint my eyes even more (...) she is no longer than those boys (...) which are in the pupils (...) when you look closely in the eyes (...) but I moved and the miracle disappeared (...) I narrow my eyes again (... ) I try in every possible way to renew the vision (...) but in vain.

BSP with dash

Punctuation marks in BSP directly depend on the semantic relationships of its parts. To set a dash in non-union sentences, one of the conditions given in the table must be present.

Punctuation marks in BSP. Dash setting table with examples
Conditions for using the dash
	I'm glad to understand you - understand me too. (I am glad to understand you, but you also understand me).
One sentence contains an indication of the time or condition of what is said in the other sentence. You can use a comma and conjunctions IF and WHEN.	If it rains, we will cancel the trip. (If it rains, we will cancel the hike. When it rains, we will cancel the hike).
The second sentence contains a conclusion or consequence of what is said in the first sentence. You can put a comma and conjunctions SO or SO WHAT.	There is a lot to be done tomorrow - you have to get up early. (There is a lot to be done tomorrow, so get up early.)
If a fast change of events is drawn in the sentence. You can put a comma and the union I.	There was a loud stomp - everything was silent. (There was a loud stomp, and everything was silent).

Dash or not dash?

1. What punctuation marks are used in the BSP below?

1) The teacher ordered to submit the diary (...) I didn't have the diary.

2) There is a terrible stuffiness (...) by nightfall there will be a thunderstorm.

3) She sat down in the wagon near the hussar (...) the coachman whistled (...) the horses rushed off.

4) There was a shout (...) he started to run.

5) You will chase after the big (...) you will lose the little.

2. The text contains a BSP with different signs punctuation. With which?

A song was heard (...) the voices immediately ceased (...) the prodding subsided (...) and the whole train moved on in silence (...) only the clatter of wheels and the sound of mud under horse hooves could be heard at these minutes (...) when the words of a sad song were sounded.

3. In which sentence is the dash?

1) The sun has already set, but it is still light in the forest (…) the air is so clean and transparent (…) the birds are chirping and whistling (…) the young grass glistens like emerald.

2) At heart I have fun and festively (...) spring is in the yard (...) and the air is so clean and transparent (...) the birds are chirping dazedly and joyfully (...) young grass is breaking through.

BSP with colon

Intonation plays a huge role in determining the connection between parts in the BSP. If you need to raise the tone of your voice at the end of the first part, then you probably need to put a colon. So it turns out that the punctuation marks in the BSP depend on intonation. But semantic relationships are of paramount importance. Consider the conditions for setting the colon.

Punctuation marks in BSP. Colon examples table
Colon staging conditions
The second sentence states the reason for what the first sentence says. You can put a comma and the union BECAUSE.	I disliked rainy weather: it drove me into melancholy. (I disliked rainy weather, because it drove me into melancholy).
One sentence serves to clarify the other, reveals its content. You can put a comma and introductory word And EXACTLY, then the colon will appear after this word.	A riot of colors reigns in the field: among the bright green grass, chamomile bushes whiten with fragrant snowdrifts, small carnation stars shine, and sometimes shy cornflower eyes peep out. (A riot of colors reigns in the field, namely: among the bright green grass, chamomile bushes whiten with fragrant snowdrifts, small carnation stars are scarlet, and the shy eyes of a cornflower are occasionally peeping through).
The second sentence complements the first. In this case, you can put a comma and the union HOW, WHAT or SEE WHAT between the sentences.	I feel: carefully, as if fearing something, fingers slowly move up to the shoulder. (I can feel my fingers slowly moving up to my shoulder, as if in fear of something.)

Colon or not colon?

In this case, there are also rules.

1. Which ones are missing in the sentence?

Somehow it happened (…) that Vera left ahead of schedule (…) but now this did not frighten Sergei at all (…) he knew (…) that his father and everyone else would be back in the evening.

2. Arrange punctuation marks in the BSP. Examples of sentences are given below.

1) The picture has changed (…) already on the white tablecloth of the fields, in some places, black spots and stripes of thawed earth were visible.

2) I really liked listening to the girl (...) she painted to me about the world, unknown to me.

3) A little bit more (...) her eyes will come to life, a smile will bloom on her face.

4) I looked out the window (...) the stars flared up brightly in the cleared sky.

5) How many years have I served (...) this has not happened to me yet.

Let's summarize the studied

BSPs are a complex system that includes four types of sentences, depending on the punctuation marks between the parts of a complex sentence - comma, semicolon, colon, dash.

Punctuation marks in BSP. Table with examples
	semicolon		colon
A shot slammed, then a machine gun crackled.	Near the door I saw a boy who turned blue from the cold; he was wearing wet clothes that had stuck to his body; he was barefoot, and his little feet were covered in mud as in socks; a shiver went through me from head to toe at the sight of him.	In the summer, the trees merged into one green mass - in the fall, each stands separately, by itself. Dawn began to dawn - we woke up and went out into the street. Life without joy is a day without a sun. If you give it, I won't take it.	Here's what I’ll do: at night I’ll come with a detachment, set fire to explosives and raise that house, that is, the research station, into the air. He thought to himself: the doctor should be called. The bird could not fly: its wing was broken.
BSP with punctuation marks. The rule
A comma is used if sentences with connecting relations.	A semicolon is put if sentences with connecting relations have their own commas inside them.	A dash is put if sentences with opposing, temporary, comparative, concessive, investigative relations.	A colon is put if sentences with explanatory, additional, causal relations.

What is the difference between punctuation marks in SSP, SPP, BSP

Relationships are established between the parts of the BSP, similar to those found in union sentences: complex and complex.

Unionless
A floorboard creaked in one corner, a door creaked.	A floorboard creaked in one corner and a door creaked (SSP).
It was already evening, the sun disappeared behind the pine grove, which was behind the garden; her shadow ran endlessly across the fields.	It was already getting dark, the sun disappeared behind the pine grove, which was behind the garden, and its shadow ran endlessly across the fields.
He felt ashamed to kill an unarmed man - he thought and lowered the gun.	He felt ashamed to kill an unarmed man, so he thought and lowered the gun.
I entered the hut: two benches along the walls and a large chest near the stove made up its entire furnishings.	I entered the hut and saw that two benches along the walls and a large chest near the stove made up its entire furnishings.

As can be seen from the table, the setting of punctuation marks in the BSP is much richer than in union sentences that use only commas. But in allied constructions, the semantic relations of the parts are understandable and clear, thanks to the unions:

• simultaneity, consistency - the union And;
• the reason is the union BECAUSE;
• the consequence - the union THEREFORE;
• comparison - the union AS;
• time - union WHEN;
• conditions - union IF;
• addition - the union WHAT;
• explanation - the union that IS;
• opposition - the union of A.

The placement of punctuation marks in the BSP is needed to express semantic relations between sentences, they serve as unions.

Examples of BSP

Examples illustrate BSP options:

• with a conditional relationship: If you stay here for a day, then you will find out.
• with a temporary relationship: If you do it, we will transfer you to a manager.
• with the meaning of the consequence: The rain is over - you can move on.
• with conditional relationships: the sun is shining - we are working, it is raining - we are resting.
• with concessional attitudes: I would have such a dog - I don't need a cow.
• with adversarial attitudes: The city is beautiful - a rural mile to me.

• with a connecting relationship: A man sitting at a table talking on the phone; the child was still asleep on the couch.
• with an explanatory relationship: I advise you: do not lift other people's wallets.
• with the relationship of the consequences: The land was needed for crops: we had to plow the gardens.
• with explanatory relationships: Occasionally voices were heard: late pedestrians were returning home.
• with a relationship of reason: We must give him his due - he was very hot, bold and persistent.
• with the relationship of comparison: It is not the wind that makes noise in the open, it is not the sea that rages in a storm - my heart yearns for my homeland, there is no peace and happiness in it.

An example of an OGE assignment

Among the proposals, you need to find complex ones with a non-union connection between parts:

1) The Holy Sea - this is what Baikal has been called for a long time. 2) We will not assure you that there is nothing in the world better than Baikal: everyone is free to love something of their own, and for the Eskimo his tundra is the crown of creation. 3) We love paintings from our youngest nails native land, they define our very essence. 4) And it is not enough to think that they are dear to us, they are our part. 5) You cannot compare icy Greenland with the hot sands of the Sahara, the taiga of Siberia with the steppes of the Central Russian strip, the Caspian with Baikal, but you can convey your impressions of them.

6) But still Nature has her favorites, which she creates with special care and endows with special attractiveness. 7) Such a creation is undoubtedly Baikal.

8) Even if we do not even talk about its wealth, Baikal is glorious for others - for its wonderful power, timeless reserved power.

9) I remember how my friend and I went far along the shore of our sea. 10) It was the beginning of August, the most blessed time, when the water has warmed up, the hills are raging with colorful flowers, when the sun makes the snow that has fallen on the distant Sayan mountains shine, when Baikal, having stocked up with water from the melted glaciers, lies sated and calm, gaining strength for autumn storms, when a fish splashes merrily to the cries of seagulls.

EVLADENKO IGOR NIKOLAEVICH

TEACHER OF RUSSIAN LANGUAGE AND LITERATURE

MSI "MIRONOVSKAYA SECONDARY SCHOOL"

TAYINSHINSKY DISTRICT

NORTH-KAZAKHSTAN REGION

Test. Unionless complex sentences.

Attention! Several correct answers are possible.

Punctuation marks omitted.

1. Specify the BSP with the enumeration value.

A) Measure seven times, cut once.

B) The snowstorm did not subside; the sky did not clear up.

C) I'm not sad with my friend.

D) He thought he smelled it smells like honey.

E) Doors and windows are wide open in the garden leaf does not move.

2. Specify a BSP with a match value.

A) It was not only grief, it was a complete life change.

B) The oak is kept to the ground, the reed has fallen down.

C) Hands numb breathing was interrupted by wheezing chest.

D) A terrible thought flashed in my mind, I imagined it in the hands of the robbers.

E) Do you like to ride and carry sleds.

3. Indicate BSP with the meaning of explanatory relations.

A) You will get nothing if you kill.

B) Grushnitsky turns around.

C) It occurred to me why mother is sleeping so soundly?

D) Oblomov looked around before him stood Stolz.

E) The grass underfoot is strewn with dew; birds are sleeping.

4. Specify the BSP with the conditionality value.

A) Somewhere a door creaked, cautious steps were heard.

B) So decided I will not show fear.

C) If you delay, you will be punished.

D) We decided not to surrender to the enemy.

E) Who will enter jump out the window.

5. Indicate BSP with the meaning of attributive relations.

A) At the end of the quarter, I solved quite 3s.

B) I know for sure you have talent.

C) Like everyone in Moscow, your father would like him to have a son-in-law with stars and ranks.

D) He raised his head high in the sky as a caravan of cranes was sailing.

E) He is a guest I am the host.

6. Indicate the BSP with the value of the cause-effect relationship.

A) Sometimes the horses fell through the belly, the soil was very viscous.

B) The rich cannot sleep. The rich is afraid of the thief.

C) Through a dream, the persistent thought of robbing the shop and bringing the horses began to disturb me.

D) I could not sleep in front of me in the darkness a boy with white eyes was spinning.

E) Varvara listened to the noise of the evening train.

7. Specify the BSP with the value of the temporal relationship.

A) Defeat a stone house and build it.

B) One day he woke up and sees a cancer right in front of his hole.

C) I drove here rye was starting to turn yellow.

D) The puddles glittered in the early sun.

E) They plow arable land without waving their hands.

8. Specify a BSP with a comparison value.

A) It was scary to touch cloths, canvases and household materials, they turned to dust.

B) The nightingale sings the word.

C) Looks like a ruble will give.

D) Wheels squeak, oxen mooing, drivers shout.

E) I know nothing can kill a living soul.

9. Indicate the BSP with the meaning of the investigation.

A) I'm dying I have nothing to lie to.

B) Here are our terms, you deny what was said.

C) Alexei decided to delay it enough.

D) Suddenly I feel someone takes my hand and pushes me.

E) The phone was ringing incessantly, I had to pick up the phone.

10. Specify the BSP with the value of the quick change of events.

A) In the evening, if you walk through the village, you will not meet anyone.

B) I came to meet you.

C) The cheese fell out with it was the cheat like this.

D) He raised his hand all froze.

E) I like to draw and draw for health.

11. Specify a BSP with an explanation value.

A) From an early age, Tatyana was kept in a black body, she worked for two and never saw any affection.

B) Silence was gradually broken in the house in one corner, somewhere a door creaked, someone's footsteps were heard in the yard, someone sneezed.

C) Crossbills squeak, titmice tinkle, cuckoo whistles, oriole ...

D) For sixteen years in my service, this has not happened to me.

E) Seryozhka was silent, he did not like verbal oaths and assurances.

12. Specify the number of punctuation marks in the BSP.

He noticed some particular dilapidation on all the village buildings. The logs on the huts were dark and old, many roofs shone like a sieve; on others, only a ridge remained at the top and poles on the sides in the form of ribs.

13. Indicate the BSP with the missing dash.

A) The huts and yards were empty, everyone went to the gardens to dig potatoes.

B) I am convinced people will live without wars.

C) If he had not come then everything would have been different now.

D) She stood for a long time tired legs and eyes.

E) I tried to walk, my legs buckled.

14. Specify BSP with missing colon.

A) Finches arrived, the forest came to life.

B) The weather was awful, the wind was howling wet snow was falling in flakes.

C) I called out to the owners, no one answered me.

D) The nanny can't sleep here so stuffy.

E) Come to the theater.

15. Indicate the quantity grammatical foundations in BSP.

The correct way is to learn what your predecessors did and move on.

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Slide captions:

BSP with enumeration value. Comma and semicolon in BSP

Repetition Which sentences are non-union? Unionless is a complex sentence, the parts of which are interconnected only with the help of intonation, without the help of allied words and alliances. The semantic relations between the parts in the BSP are expressed less clearly than in the union proposals. What meanings can non-union sentences express? Lists, comparisons, causal, explanations, conditional, with an equal, etc.

Determine what values ​​are expressed in these sentences. 1) The sun burned like yesterday, the air was still and dull. Enumeration; with oyuz AND 2) Do not leave me: I am so glad to be with you. Causal; union SO HOW 3) Summer is in store - winter eats. Comparative; with union A

Determine what values ​​are expressed in these sentences. 4) Somewhere beyond the river a cart creaked dejectedly, gophers whistled. Enumeration; with oyuz I 5) I like to draw - draw for health. Conditioning; union IF 6) I looked around: the night was solemn and regal. Explanatory; with the union WHAT + saw

The rains have come, the winter has turned bright green. , Punctuation marks in BSP. The third is put: between the parts of a non-union complex sentence, if its parts are related to the thought and they list the facts. It is possible to insert the union of I.

The sun was just beginning to rise from behind the clouds; the air was fresh and dewy. ; Punctuation marks in BSP. Use a semicolon: If the parts of the BSP are less closely related in meaning. If its parts are significantly widespread and have commas inside them.

PREPARATION SIGNS IN BSP [- =], [- =] [- =]; [- =] The parts are closely related, the intonation of the enumeration. Substitution of the union I. Parts of the sentence are less closely related, common, have commas inside.

Reinforcement: Explain the setting of punctuation marks 1) Streets expanded, wide highways made their way, ancient walls collapsed. 2) The sun was scorching dazzlingly reflected in the dark water reeds rustled blue velvet dragonflies noiselessly flew from one pine to another.

Reinforcement: explain the setting of punctuation marks 3) The bats were already hovering over the asleep tops of the aspen grove, mysteriously circling and trembling in the dim sky, a hawk quickly and directly flew overhead in a hurry to its nest. 4) In dry and clean air, it smells like sagebrush, compressed rye, buckwheat, even an hour before the night, you do not feel dampness.

Reinforcement: explain the setting of punctuation marks 5) The sun did not show for four days, a hurricane wind mixed the salty water dust with streams pouring rain... 6) The language should be simple and precise, this gives it strength, relief, colorfulness.

Test tasks: 1) Indicate a non-union complex sentence A) This journey, I hope you enjoy it. B) The night was quiet and bright, although there was no moon. C) Today it is hot, it is soaring, it is warm outside. D) It is hot during the day, merrily, white clouds are circling in the blue sky.

Test tasks: 2) Specify the BSP in which commas should be put between the parts. A) Zarya says goodbye to the earth, steam falls on the bottom of the valleys. B) Only a song needs beauty. Beauty doesn't need songs either. C) The nightingale sings comfortably. D) It was so out of the deep darkness, throwing a fiery blade, the beam of the searchlight crossed the channel obliquely.

Test tasks: 3) Specify the BSP in which a semicolon should be put between the parts. A) Spring waters rustled merry thunderstorms. B) She raised her eyes with an effort and immediately averted them. C) The river winds about ten miles, dimly blue through the fog, watery-green meadows behind it. D) And when I saw my picture again, I couldn’t believe my eyes, instead of a lush carpet of herbs and flowers, there was only bare ground in the picture.

Homework: Paragraph 33, pp. 128- 129. Exercise number 191