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Conjunctions are associated with prepositions. Conjunctions are particles of speech that denote logical-grammatical relations and connections not only between homogeneous words and phrases as part of a syntagm or sentence, but also between groups of words, between syntagmas, sentences, phrases in the structure of complex syntactic unities. In contrast to prepositions, which express the relationship of syntactic conditionality and dependence of case forms, the relationship of the “defining” name to the “defining” word, conjunctions express various syntactic relations of functionally homogeneous or syntactically compared and linked units of speech. Within the framework of the simplest syntactic units (syntagmas, sentences), all members of a phrase or sentence linked by conjunctions are united by thought as grammatically homogeneous or lexically and logically comparable elements of speech. The overwhelming majority of conjunctions that establish a connection between words or combinations of words push them into the structure of a larger whole as a coherent unity. “Just as the yoke of a scale simultaneously combines the forces applied along its edges and transfers them to the fulcrum, so the union simultaneously unites two members and relates them to the same third,” wrote A.M. Peshkovsky (1 ).
Conjunctions do not become “prefixes” of a word, like prepositions. They have nothing to do with the “prepositional inflections” of the name, to which weak prepositions approach and into which they turn when lost real values. Conjunctions within a sentence or syntagma are in no way connected or correlated with the grammatical forms of the words that they contribute to the structure of phrases, syntagmas and sentences (cf. the sharp grammatical difference between combinations like Polkan with Barbos and Polkan and Barbos) (2) . The very range of relations expressed by conjunctions within syntagmas and sentences goes far beyond the boundaries of the relations denoted by prepositions, and in any case only partially touches them (3). Conjunctions, writes Ovsyaniko-Kulikovsky, “serve to create a purely formal (syntactic) perspective within sentences and in their combination, but not perspective in the very content of the phrase, i.e., not perspective in space, in time and in other respects, as this make prepositions" (4).
There is a difference in the functions of conjunctions that link “sentences” and conjunctions that serve as bonds between individual words and homogeneous groups of words. The range of relations denoted and expressed by conjunctions in the concatenation of a “sentence” is much wider and more diverse than the range of relations expressed by conjunctions in intraphrase type combinations (conjunctive, adjunctive, disjunctive, enumerative, adversative, etc.). In the meanings of conjunctions serving the concatenation of syntagmas and sentences, one can even notice a partial logical-grammatical parallelism with the meanings of prepositions. Some of the relationships indicated by prepositions within a sentence are expressed by conjunctions in sentence combinations. These are, for example, temporary, causal, target, comparative, quantitative and other similar relationships. But even this type of conjunctions, unlike prepositions, do not directly affect the form of individual words, expressing semantic relationships and relationships of verbal groups within complex syntactic unities. And this type of conjunction cannot be compared without reservations with the “prefixes” of phrases (syntagmas) or sentences (5), since the relationships they express are for the most part bilateral. (Cf. “double” conjunctions: if-then, since-that, once-that, etc.; when-so, only-as, just-as and other similar ones; cf. a similar system of syntactic relationships and relationships in verbal concatenations according to the scheme: I didn’t have time to do something..., how...; it was worth doing something..., how... and others like that). It goes without saying that the degree of closeness of connections and the nature of the dependence of one sentence on another can be very heterogeneous in conjunctions different types.
The traditional analogy between the so-called subordinate clauses and members of a simple sentence, carried out in school textbooks with unwavering and one-sided straightforwardness, can in fact have only a very limited and conditional meaning.
Thus, conjunctions are, in essence, beyond morphology. “The union,” wrote A.A. Shakhmatov, “has meaning not in itself, but as an exponent of this or that combination, as a verbal manifestation of such a combination” (6).
Development of analytical trends in the structure of Russian literary language also affected appearance unions. Entire phraseological units, or idioms, are increasingly playing the role of conjunctions. The grammatical functions of conjunctions are increasingly associated with their lexical (“etymological”) nature.
Between the old simple, or “primitive”, conjunctions and the complex conjunctions of the later formation, there is a sharp difference in morphological composition (cf., for example, simple conjunctions a, but, and, whether, or, that, etc., on the one hand, and complex - on the other: nevertheless, for nothing, just as, because, then so that, since, meanwhile, despite the fact that, due to the fact that, due to the fact that and others similar). In this regard, there is a clear parallelism in grammatical development between conjunctions and prepositions (as well as particles).
In addition, in the Russian language the categories of hybrid or transitional words and expressions that combine the meanings of conjunctions with the meanings of others are expanding and multiplying. grammatical categories.
1. These are, for example, groups intermediate between conjunctions and modal words (and sometimes adverbs): so, on the contrary, finally, nevertheless, nevertheless, at the same time, with all that, in addition, nevertheless, true, as if, as if (not in an explanatory sense), exactly, exactly (colloquial), etc.
2. These are words and particles that are simultaneously subsumed under the categories of conjunctions and adverbs: then, but, for now, while, etc.
3. Even more words forming a transitional type from simple conjunctions To various kinds particles, for example: after all, here, too, also, and that, only, only and other similar ones.
Within the category of conjunctions itself, three morphologically heterogeneous types of particle words collide:
1. Simple, morphologically indivisible particle-unions. Their morphological simplicity and indecomposability are inversely proportional to the semantic complexity and diversity of their syntactic functions (cf. the meanings of conjunctions and, a, whether, etc.).
2. Composite conjunctions, often having the appearance of phraseological unities and idioms. Morphological analysis reveals in the composition of many of these conjunctions traces and living forms of various other parts of speech (cf., for example: after, before, only, etc.). The etymological background of such unions seems to be visible from under their modern use. The increasing complexity of syntactic relations between the elements of speech, the increasing variety of compositional techniques of speech construction appear even in the morphological “appearance” of these compound conjunctions.
The lexical certainty of the composition of these conjunctions limits the range of their meanings to a strictly defined sphere of logical-syntactic relations. The morphological motivation of their meanings (cf., for example: due to the fact that, since, etc.) closes their use within the tight confines of one semantic circle of relations.
3. Hybrid conjunctions, combining the meanings of conjunctions with the meanings of other, very diverse categories. This typological classification of conjunctions, of course, does not in the slightest degree coincide with their syntactic division by function.
Even less related to the morphological differences in conjunctions is the division that has become established in the grammatical tradition into coordinating and subordinating ones (7). It is usually said that subordinating conjunctions are more closely fused with the subordinate sentences, forming with them “one integral semantic mass” and thereby somewhat approaching the role of syntactic prefixes. Sometimes it is added that with the help subordinating conjunctions one sentence determines the other. On the contrary, coordinating conjunctions are characterized by the fact that they “not only physically, but also in meaning stand between the quantities being connected, without merging in the least with any of them” (8). The closer connection of the subordinating conjunction with the subordinate sentence is often illustrated by artificial logical analogies between the “subordination” of sentences and the “subordination” of members within a sentence.
However, from a morphological point of view, the line between coordinating and subordinating conjunctions is very slippery and uncertain (9). It would be more careful, instead of composing and subordinating sentences, to speak (as Academician A.A. Shakhmatov suggested) about different types cohesion of sentences and about different degrees of their dependence, expressed by conjunctions and other grammatical means: forms of mood, forms of relative tenses, word order, pronominal words, intonation, etc.
Syntactic dependence is most clearly indicated by the conjunction so with the subjunctive mood (so- -l, -la, -lo, -li), especially after verbs with negation. Less definitely, but more diversely, it is expressed in the forms of explanatory (through conjunctions that and that), relative and conditional connections.
Particularly free and varied are the connections expressed by temporary, comparative and causal conjunctions.
But these forms of dependence are easily subject to syntactic transformation, especially in oral speech. In styles colloquial speech The widespread technique of modal neutralization of dependent syntactic relations, the technique of bringing constructions traditionally recognized as subordinates to the “denominator of the composition.” Many conjunctions expressing syntactic dependence are easily transformed into modal words (cf.: as if, as if, not so much, etc.). In addition, in everyday dialogue the system is generally poorly developed. complex sentences with different degrees of union coupling1.
The use of many conjunctions is characterized by sharp fluctuations in the degree of tightness and dependence expressed by them syntactic connections.
The amplitude of these fluctuations is especially large in concessional, temporary and comparative unions. It is not without reason that even traditional grammarians (under the influence of Prof. D.N. Ovsyaniko-Kulikovsky) classified such concessive conjunctions as although (at least) as coordinating conjunctions (11). For example: “Everyone listens to him with their mouths open, even though he speaks such nonsense that their ears wither” (Krylov). Compare: “An irresistible, although quiet force carried me away” (Turgenev).
Here although and although are very close in meaning to the conjunctions a and but. Wed. rapprochement even though with union however: “She was dressed in a neat, although faded, cotton dress” (Turgenev); “The comparison used by Pavlik, although correct and apt, did not bring a smile to anyone’s face” (Turgenev).
The use of comparative conjunctions is characterized by a wide semantic extensibility of the syntactic relations they express. In many cases, the addition of syntagmas or sentences of comparison has the character of a free associative chain, carried out without direct grammatical dependence on the main syntactic group. Therefore, both parts of the comparative combination are easily separated and can exist as adjacent, separate syntactic units. For example: “Ellis’s hand suddenly moved towards my eyes, as if a white fog from a damp valley embraced me” (Turgenev, “Ghosts”); “I was immediately overcome by an unpleasant, motionless dampness, as if I had entered a cellar” (Turgenev); “Yesterday’s excitement disappeared. It was replaced by heavy bewilderment and some kind of unprecedented sadness - as if something had died in me” (Turgenev, “First Love”); “I love it when you talk. It’s like a brook babbling” (Turgenev, “Fathers and Sons”). But compare: “Of all the couples filling the grove, this one reacted most anxiously to the onset of night and rushed to leave her as if she was chasing them on their heels” (Pasternak).
The lack of differentiation of logical-syntactic relations inherent in the structure of colloquial speech is also reflected in the constant confusion of the features of indirect speech with direct speech when conveying other people's thoughts. Continuous leaps from the syntax of indirect speech to direct or improperly direct speech characteristic Russian folk colloquial speech. Forms of direct dramatic transmission often break into indirect speech and make its structure intermittent and mixed (for example: “You and your master, he says, are swindlers, and your master is a cheat. We, he says, have seen such swindlers and scoundrels” - Gogol , "Inspector").
A.M. Peshkovsky strenuously argued that “we have not developed forms of indirect speech... Indirect transmission of speech is not characteristic of the Russian (colloquial - V.V.) language. That is why we constantly jump from indirect speech to the direct speech we are accustomed to. .. The distinction between direct and indirect speech is at the earliest stage of development in our country" (12).

group (the name of the group characterizes the relationship)		some examples
1st category ( COORDINATING )
express syntactic relationships between homogeneous members of the sentence and parts of the SSP		connecting, VJ enumeration relations and, and... and; too, yes ( in Z "and"), Also .
and etc		comparative-adversative, VJ relations of opposition or juxtaposition
however, but, nevertheless		separative, VJ or relations of alternation of events, or relations of mutual exclusion either, or, or... or, then... then,
not that... not that, either... or, either... or		gradational, VJ relationship between compared parts in such a way that the second part turns out to be more significant not only but,
not only... but even 2nd category. SUBORDINATE (tied up subordinate clause
with the main one as part of the SPP)	when, how, while, barely, since, before
explanatory	what, as if
	so that, in order to, then in order to
causal	because, because, since, due to the fact that
conditional	if, if, if
concessionary	although, meanwhile, despite the fact that
comparative	as if, as if, as if, exactly
consequences	So - one union
explanatory, they have not found a place for themselves either in the works or in the subordinates, since they combine both those and others. ZZ			that is, namely, like that

According to the nature of the expressed z, conjunctions

Union structure (2 classifications)

Simple/composite (multiple words)

Single/recurring (double/multiple)

The concept of allied words

In addition to conjunctions, the connection between sentences can be carried out with help. CS. Relative pronouns are called relative pronouns (local noun who, what, local adj. which, which, whose, etc.), the pronominal numeral how many and pronominal adverbs (where, where, from where, how much, why, etc.).

CSakh combines the properties of significant and auxiliary PDs, since they serve to connect words in a sentence and at the same time are members of the sentence.

Unlike conjunctions, which are both a morphological and syntactic phenomenon, CSа is ONLY a SYNTACTIC phenomenon.

Methods of differentiation The conjunction and the allied word are as follows:

CS is a member of Pius, therefore you can ask a question to him, but not to the union.

Here is a gift for you that (CS, = gift) has long been promised.

A conjunction word cannot be omitted, but a conjunction can.

If you omit the union, Pie turns into a non-union.

Show everyone that you are tired of this gray sinful life (Chekhov). =

Show everyone: you are tired of this sinful life.

Logic does not fall on the union. emphasis.

A conjunction can only be replaced by a conjunction, and CS can only be replaced by CSom:

The village where Evgeniy was bored was a charming place.=

The village where Evgeniy was bored...

These techniques help, but are not universal.

Coordinating conjunctions connect components on the basis of their equality, without indicating the dependence of one of the components. According to the relationships expressed, coordinating conjunctions are divided into groups:

1) connectives, which express enumeration relations: and, and., and, neither... nor, yes (=and), etc.;

2) adversatives, expressing relations of opposition, inconsistency, difference: a, but, yes (= but), however, same, but, etc.;

3) dividing, expressing relations of mutual exclusion, alternation: either, either, whether... or, then... then, or... or, not that... not that, etc.;

4) explanatory, explanatory relationships: somehow, exactly, namely, that is;

5) adjuncts, used to attach words, phrases, sentences containing additional remarks: yes and, and, also, also, and also, etc.

Subordinating conjunctions serve to connect syntactically unequal units, most often parts of NGN, and indicate the dependence of one of the components on the other: The apartment is comfortable, although small. Subordinating conjunctions are distinguished by meaning:

1) explanatory (showing that the part attached with their help reveals the specific content of the individual words of the other part): what, what if (as if);

2) temporary: when, while, while, after, barely, until, before and etc.;

3) comparative: than, rather than, as if, as if, as if, exactly and etc.;

4) consequences: so;

5) causal: because, since, for, because, in view of the fact that and etc.;

6) target: to; then to; so that;

7) conditions: if, once, if only, if;

8) concessional: although, despite the fact that and etc.

SPELLING CONJUNCTIONS

1. The conjunction so should be distinguished from the pronoun that with the particle would: the conjunction so is written in one word, and the pronoun with a particle - in two words: that would, the particle from the pronoun can be separated and transferred to another place, for example: I came to the reading room to read the book I need. What should I read on this issue? What should I read on this issue?

2. An adverbial expression by all means consists of six parts, which are written separately.

3. Conjunctions are also written in one word, and the pronoun and adverb are written separately with the particle; in the latter case, the particle can be omitted. Very often, with the pronoun then and the particle there is the pronoun that, and with the adverb so with the particle there is the adverb how.

4. Union Same equal in meaning to the union Also, and both are equal to the union And , replacing each other, for example:

1) I Same read this book. - I Also read this book. - AND I read this

book.

2) I read Same , as are you. - I have Same the gray coat you're wearing

I saw you last year. - I have That the grayest coat.

3) I know Also , just like you. - I know So , just like you.

5. The word so, meaning “therefore,” acts as a conjunction. It must be distinguished from the combination of a conjunction and an adverb, which is written in two words, for example: So, it’s all over. (Hence, it's over.) I fell and hurt my leg so badly that I had to see a doctor.

6. The conjunction is close in meaning to the union but is also written in one word; the preposition for with a demonstrative pronoun is written separately, for example:

1) It was getting colder, but the rain stopped (but = but).

2) Hide behind that tree.

7. Unions and And besides are close in meaning to the expression at the same time and are written in one word; pretext at with pronouns volume And how written separately, for example: The students were given sheets of paper with tasks and besides They warned that they would have two hours to solve them. - The students were given sheets of paper with tasks. and warned... - The students were given leaflets and at the same time warned... But: Moreover The application is accompanied by the necessary documents. What does it have to do with will you stay?

8. Conjunctions are written separately as if, because, because, since, so, as soon as, not that... not that, that is.

THE DIFFERENCE OF CONJUNCTIONS IS ALSO, AS WELL AS, BUT FROM HOMONYMOUS WORDS

DIFFERENCE OF CONJUNCTIONS FROM HOMONYMOUS WORDS
UNIONS	HOMONYMOUS WORDS
· you cannot omit or move part of the union;	Can be replaced with a synonym;
· play a connecting role; · are not a member of the proposal.· you can omit or move part of the union to another place; cannot be replaced by a synonym;.	· are a member of the sentence. SO THAT (= IN ORDER TO) Example: I came here to (in order to)
to see you WHAT (pronoun + particle) (the particle can be omitted or rearranged). EXAMPLE:	What else could you come up with? Compare:
What else could you come up with? ALSO (=AND) EXAMPLE:	-Have you also vacationed in the Caucasus? And did you vacation in the Caucasus?. THE SAME (pronoun and particle) THE SAME (adverb and particle) (the particle can be omitted or rearranged to another place). Don't do the same thing as everyone else if everyone else is doing it badly. AND BOTH (they mean “in addition to this”).
EXAMPLE: The experiment was carried out successfully, and for the first time. The speech is meaningful and, moreover, interesting in form.	AT WHAT (preposition + pronoun) is used in interrogative sentences

What does he have to do with his claims?

AT THAT (determines the noun that follows it). That publishing house has a small printing house. THEN (= BUT) And The climb up the mountain here is steep, but the road is beautiful.

FOR THAT (preposition + pronoun) The workers received a bonus for completing the repairs three days ahead of schedule. And USING CONJUNCTIONS IN SIMPLE AND COMPLEX SENTENCES

General rule

use of prepositions

V

on Using prepositions V on

Lesson topic: “Conjunction as part of speech. Functions of conjunction in speech" 7th grade. SLIDE 1

Lesson objectives: cultivate interest in the subject through entertaining material, an attitude of confidence and importance in general and personal file every student.

Lesson objectives:

Subject:

- be able to determine the role of conjunctions in speech.

Metasubject:

- are able to analyze the proposed text from the perspective of the stated topic of the lesson.

Personal:

- search for answers based on existing knowledge;

- observe, analyze, draw conclusions.

Lesson type: lesson in learning new knowledge

Equipment: handouts, cards with individual assignments, multimedia equipment (computer, projector, screen).

Forms of work : frontal, group, individual.
Planned result : students will receive a complete understanding of unions and their features; will develop the ability to use them, improve information processing skills, self-organization and self-development skills; will learn to recognize, analyze, and classify linguistic phenomena associated with auxiliary parts of speech; will learn to apply knowledge and skills in their own speech practice.

During the classes :
1. Org. moment . Checking readiness for the lesson. Greetings.

The bell has already rung.

The lesson begins.

They closed their eyes and mentally said: “I am attentive, I can, I will succeed!” Inhaled. We exhaled.

I wish you success, and you wish me luck. Thank you.

We're in a great mood

Let's wish each other well,

It's time for us to start our lesson.

2. Updating knowledge. Preparing to learn new material.

Teacher: And we will start our lesson with intellectual game into a cube with tasks indicated on the sides. Whoever the cube lands on will have to answer.

In the meantime, we will play. 1 student will complete the task at the board.

Individual work.

1 student works at the board : writes down phrases with prepositions, explains their spelling:

Thanks to the support of… parents

(As) a result of... a (small) big disagreement with my brother

Get a gift from (under) the tree

(In) the course of... family dinner

(Despite) different views

Talk about a gift for grandma.

SLIDE 2

Use the Bloom's Cube technique

Name it derived prepositions

Come up with it sentence with homogeneous members

Explain spelling prepositions due to, from under, on-for, on-over

Offer a word in which the number of letters is less than the number of sounds

Why in the word family the number of letters and sounds is the same

The performance of the work is checked at the board.

Teacher: Guys, what do you think? common theme Can you combine the phrases written on the board?

SLIDE 3

(Family).

There is nothing more important, closer and dearer in the life of any person than family, parents, grandparents, brothers and sisters. What is family? (Students' answers).

Teacher:

Family is happiness, love and luck,
Family means trips to the country in the summer.
Family is a holiday, family dates,
Gifts, shopping, pleasant spending.
The birth of children, the first step, the first babble,
Dreams of good things, excitement and trepidation.
Family is work, caring for each other,
Family is a lot homework.
Family is important! Family is difficult!
But it is impossible to live happily alone!
Always be together, take care of love,
Drive away grievances and quarrels,
I want my friends to say about us:
How nice your family is!

Family is a strong union.SLIDE 4

Pay attention to the words written on the board.

The ties that bind your true family are not ties of blood, they are based on the respect and joy we discover in each other's lives. Richard Bach

Guys, what are bonds? Name related words.SLIDE 5 (knot, knit, tied).

You and I know that a morpheme is smallest part words with meaning. Let's think about the meaning of the prefixco- in words

sympathy, assistance, empathy, co-author SLIDE 6

3. Assimilation and consolidation of new knowledge.

The theme of our lesson is contained in the last line of the poem:

Our task is to connect

In reliable, strong bonds.

You guys should know us well!

They call us -….. (unions). SLIDE 7

AND OUR TASK TODAY IN THE LESSON (listen to the children) – expand the idea of ​​the union as a functional part of speech; improve the ability to determine the role of conjunctions in sentences and texts.

SLIDE 8

Teacher : from the point of view of etymology, the word UNION came from the Old Church Slavonic language. It is formed using the prefix Съ (СО), which means CONNECTION, CONNECTION, CONNECTION, for example: COMMONWEALTH, Harmony, Co-creation).

SLIDE 9

The name of this part of speech - union - appeared in the 17th century. There are about 250 conjunctions in the Russian language. In the 19th century in " Explanatory dictionary living is great Russian language“Vladimir Ivanovich Dal defined the meaning of the word UNION as follows: “Mutual bonds, connection, bond, connection, closure, adhesion; part of speech, particle that connects words.” And in the “Explanatory Dictionary” of Sergei Ivanovich Ozhegov, the word UNION is defined as follows: “In grammar: a function word connecting sentences and words within a sentence.”

Let's identify the main functions of unions.

SLIDE 10

Recording proposals with subsequent analysis and selection of schemes. SLIDE 11

1. In a difficult situation, my mother and father, brother and sister are always with me.

[Ɵ and Ɵ, Ɵ and Ɵ]. SLIDE 12

2. I can always turn to mom for advice, and dad can give sound advice, and the elder brother will not leave you in trouble.

[ = - ], and [ - = ], and [ - = ].

What words are included in the diagrams?(Unions) .

What do the conjunctions in these sentences connect?

(In the first sentence, the conjunction connects homogeneous members, and in the second sentence - parts of a complex sentence).

Based on the work done, determine what a conjunction is as a functional part of speech.

SLIDE 13

(A conjunction is an auxiliary part of speech used to connect homogeneous members and parts of a complex sentence).

But, in addition to the fact that conjunctions are used to connect homogeneous members of a sentence and simple sentences as part of a complex one, it has another function.

From Pushkin's poem Peter is feasting. Both proud and clear.

And his gaze is full of glory.

And his royal face is beautiful.

What functions do conjunctions perform in this passage?

Here are lines from A.S. Pushkin’s famous poem “Poltava”

Determine the task for the children.

(The conjunction connects sentences into a single text).

SLIDE

Thus, we have identified three main functions of the union:

connection

homogeneous members of the sentence,

parts of a complex sentence,

proposals into a single text.

14 return to 13 slide

Which conjunction do you think is the most commonly used? (conjunction I).

Scientists examined the conjunction I, its meaning, frequency of use and found:

The word I is one of the most ancient conjunctions of the Russian language,

The word I – over the millennia – has not changed its sound,

The word I has not changed its meaning over the millennia,

The word I was and remains an exclusively frequency word.

Why do you think?

(Obviously, the whole point is in the meaning of the union I. After all, according to some scientists, it means similarity, proximity, equality, the connection of objects when they are compared. And this is general property all over the world. Therefore, the conjunction I is used more often than other words)

By the way, A.S. Pushkin loved this union very much.

Slide 13 instead of 17

(They connect homogeneous members of a sentence, connect simple sentences into complex ones; connect sentences into text).

Pay attention to the repeated repetition of the conjunction I.

Such repetitions are specialmethod of expressiveness in the texts.This technique is called polyunion.

SLIDE 16

Polyunion ( polysyndeton) By slowing down speech with forced pauses, polyunion emphasizes the role of each word, creating unity of enumeration and enhancing the expressiveness of speech.

SLIDE 17

Physical education minute. When sitting at a table, bend your shoulder blades straight, how to maintain your health, blink hard...

I’ll ask everyone to stand up: I say a sentence, if you agree with this statement - tilt to the left, if you don’t agree - tilt to the right).

Phonetics studies the writing of letters.

Supplement – ​​answers case questions

Short adjective is always a definition.

The conjunction is a functional part of speech.

Prepositions connect homogeneous parts of a sentence.

The adverb answers the question how?

SLIDE 18

Work with text (Handout). Task: insert and explain the missing letters, place the missing punctuation marks, find conjunctions in the text, put them in an oval, determine the function of the conjunctions.

(Chain check).

Our family is very friendly because we love and respect each other. And good traditions... protect happiness, peace and well-being in the home. And I want the warmth from our house (n...) when (not) wow.

In terms of frequency of use, the conjunction ranks 7th in speech. They can be found both in fiction and popular science literature. I suggest you join groups and play a linguistic game "Collect a proverb ».

SLIDE 19.

LINGUISTIC GAME “COLLECT A PROVERB”

The whole family is together, and the soul is in place. 2. No good will come if there is enmity in the family.

A family without children is like a flower without a scent. 4. Away is good, but home is better.

You have to be strong and courageous to serve your Motherland. 5. In your home, the walls also help.

6.The absent-minded one knows nothing, because the raven is counting. 7. A man without friends is like a tree without roots.

Summing up the lesson. SLIDE 20

The FISHBONE technique is used Fishbone technique (fish skeleton)

The head is the problem of the lesson, the upper bones are the basic concepts of the topic, the lower bones are the essence of the concepts, the tail is the conclusion: the answer to the question.

Entries should be brief and contain key words or phrases that capture the essence.

Reflection.

And now I will ask you to systematize and summarize what you learned today in class and answer the questions:

Today's lesson for me...

Grading for the lesson.

SLIDE 21

Homework : Make up sentences on the topic: “ Family rules», that will help you preserve, appreciate and take care of your family - continue the sentences:

Appreciate and take care of your loved ones, because...

When you're in a bad mood...

Never be rude to your family, because...

If you accidentally offended someone...

To make mom less tired...

Increased difficulty task: write an essay on the topic: " My family traditions"

SLIDE 22

The lesson is over and the plan is completed.

Thank you guys very much.

Because you know how to work together,

This knowledge should definitely be useful to you!

THANK YOU FOR THE LESSON!