The syntactic role of pronouns. Pronoun

Using a computer in a Russian language and literature lesson allows the teacher to communicate at the modern technological level, make the lesson more attractive, and prepare well for passing the unified state exam In Russian.

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Akhtyamova Firaya Kayumovna,teacher of the Russian language and literature of the first qualification category, Novo-Arysh secondary school, Rybno-Slobodsky municipal district

The use of a computer in the lessons of the Russian language and literature allows the teacher to communicate with students at the modern technological level, make the lesson more attractive, and prepare well for passing the unified state exam in the Russian language.

Among the indisputable advantages of working with a computer can be called the presence of feedback, great possibilities of presentation visual material, an objective assessment of the actions of students. Computer technology contributes to increasing interest in the subject.

Topic. Pronoun. Classes of pronouns. Syntactic role. Spelling.

Lesson goals. 1) Educational. Repetition and generalization of students' knowledge about the pronoun as a part of speech (points to an object, person, event, etc., without naming them), about the role of pronouns as a means of connecting sentences in the text, about the syntactic function of pronouns. The ability to find pronouns in speech, determine their role in the text, use pronouns correctly, introduce students to the structure of the Unified Exam test; prepare students for serious work in preparing for the exam, repeat difficult questions on the subject of pronouns.

2) Developing. Awakening interest in students, positive motivation for learning the Russian language, development of oral and writing students.

3) Nurturing. To interest students in the personality of Marina Tsvetaeva; captivate with poetic creativity, in which loyalty to the Motherland, and the glorification of man, and passionate love. Education of kindness, morality.

4) Communicative.Organization speech communication, the formation of students' ability to communicate, self-esteem, readiness for interaction, mutual assistance.

Teaching method. Combined (a combination of verbal, visual, practical methods).

Lesson Form . Lesson in a computer class. Combination of general class and individual forms.

Equipment. Electronic edition (EI) “Preparing for the Unified State Examination. Russian language” (author of tasks A.Yu. Kuznetsov). Section "Morphology" (Theory), audio recording "The Life and Work of Marina Tsvetaeva", didactic material, tests, table.

Motivation. The use of visual reference materials of the computer complex “Getting Ready for the Unified State Examination. Russian Language” makes it possible to quickly and interactively check the degree of mastering by students of the relevant sections.

Pronouns in languages ... are secondary words, words are substitutes. What is it like

A paper currency that functions for the sake of convenience, thanks to

The presence of a gold fund. Golden fund for pronouns

Are significant words.

A.A. Reformatsky.

During the classes.

I . Organizing time.

II. Announcement of the goals and objectives of the lesson

Teacher: The purpose of our lesson is to repeat and generalize knowledge about the pronoun. Be able to eliminate unjustified repetition of pronouns in the text, distinguish between indefinite and negative pronouns, write them correctly, pronounce them.

Our other task is to prepare for the exam.

Despite the outward ease of tasks in morphology (pronoun), they require attention and concentration.

Introductory conversation.

Guys, what do you know about the pronoun?

The pronoun is a significant part of speech that combines words that do not name persons, objects, signs, quantities, but only point to them or ask about them.

Examples: After the death of her mother, Marina Tsvetaeva's interest in music gradually fades away, but a new hobby appears - books and poetry. She writes poetry both in Russian and in German and French.

From no one (negative, if there is a preposition, neither is a particle - it is written separately) nothing (in the absence of a preposition, neither (not) are prefixes - it is written together) to borrow, not to imitate, not to be influenced, “to be yourself” - such was Tsvetaeva and it has remained so forever.

The pronoun can denote any object, any sign, any quantity. The specific meaning of the pronoun in each case of use varies: it depends on which word in the context the pronoun corresponds to.

What can you say about the morphological and syntactic functions of pronouns.

The morphological and syntactic functions of pronouns most often depend on which part of speech they indicate. Therefore, pronouns do not have their own special morphological features.

In a sentence, they are subjects, objects, like nouns, or definitions, like adjectives.

For example:

1. My poems, like precious wines,

Your turn will come.

M. Tsvetaeva.

Marina Tsvetaeva and Sergei Efron ... They met on May 5, 1991 on the deserted Koktebel coast.

Efron gave her a ring, on the inside of which the wedding date and the name Marina were engraved.

Teacher: -Guys, so we have come to the conclusion that our speech should be harmonious, correct, harmonious. We learned that the pronoun is the most important part of speech, as it allows you to avoid unnecessary repetition.

III. Training. Students take turns reading training exercises in the list of questions and justify their choice of answer.

IV. Teacher's comments.

v. Workshop on morphology. We work with an electronic textbook.Search path. Table of contents. Morphology. Pronoun.

Classification of pronouns by meaning.

Personal: 1l.i, we; 2l.ty, you; 3l.on, she, it, they.

Return: yourself.

Possessive: mine, ours, yours, yours, his, hers, theirs.

Indicative: this, that, such, such, so much.

Interrogative (used for the question): who ?, what ?, which ?, which ?, whose ?, how much?

Relative (used to connect parts of complex sentences): who, what, which, which, whose, how much.

Certain: himself, most, all, everyone, each, different, different.

Negative: nobody, nothing, nobody, nothing, none, nobody.

Indefinite: someone, something, some, some, several, some, someone, something, something.

Attention! It is necessary to distinguish between personal and possessive pronouns, since in some forms they are homonymous. Compare, for example: This is his book - He was not at home.

Teacher's comments.Remember that some possessive pronouns (his, her, them) only match the genitive forms of personal pronouns (his, her, them).

Students perform training exercises from an electronic textbook.

Teacher. And now, guys, open the next page of the electronic textbook. We study the theory of pronoun spelling.

1. Indefinite pronouns are written with particles - something, - either, - something, something - through a hyphen: someone, someone, something.

2. Negative pronouns have a particle not only under stress, but not without stress: nobody, nothing, nobody, nothing. In the absence of prepositions, these particles are written together, and with a preposition - in three words: with no one, no one.

3. Combinations should be distinguished by none other than; nothing but no one else, nothing else. We advise you to use the following features to distinguish between these combinations (Table No. 3 from the electronic textbook).

Completing tasks.

VI. The next stage of our lesson is working with text. 1. A little information about the life and work of Marina Tsvetaeva (tape recording is used). 2. A text about Marina Tsvetaeva is displayed on the interactive whiteboard. Expressive reading text.

I underestimated Tsvetaeva for a long time. She had to get into it. When I did this, I gasped at the abyss of purity and power that opened up to me. There was nothing like it around...

In the spring of 1922, when she was already abroad, I bought a small book in Moscow. I was immediately captivated by the lyrical power of Tsvetaeva's form ... I wrote a letter to Tsvetaeva in Prague, full of delight and surprise at the fact that I recognized her late. She answered me. Correspondence began between us ... In the summer of 1935, I, not myself from almost a year of insomnia, ended up in Paris, at an anti-fascist congress. There I met my son, daughter and husband Tsvetaeva ...

Members of the Tsvetaeva family insisted on her return to Russia. They spoke of homesickness...

Tsvetaeva asked what I thought about this. I didn't have a definite opinion on this. I did not know what to advise her, and I was too afraid that it would be difficult and restless for her and her wonderful family to live with us. The total tragedy of the family immeasurably surpassed my fears.

Boris Pasternak "Airways".

Vocabulary work.

Abyss - 1) upkyn 2) iksez-chiksez 3) bik kүp.

Power-kuat. Ködrät, zur koch.

Surpass- 1) өsten chygu, uzdyra 2) arttyr.

Tasks:

1. Read the text. Determine the style and type of speech. Title the text. Divide into semantic parts. Find pronouns and prove that they allow you to avoid stylistic mistakes. What is the syntactic function of the pronoun?

2. Tell me which digits by value and grammatical features share pronouns? Which of them predominates in this text?

3. Analyze the spelling and punctuation of the last paragraph of the text. Make diagrams complex sentences text.

VII. Features of the use of pronouns.

To personal pronouns of the 3rd person in indirect cases, after prepositions, n is usually added, for example: I went to him, talked with him, near him and. others

Note. Attachment n does not happen after adverbial prepositions that control the dative case (like him, contrary to her, towards them, according to them), and also after a preposition thanks to (thanks to them) and comparative degree adjectives and adverbs (she is younger than him, he studies better than her).

Pronouns of the 3rd person usually indicate the nearest previously named nouns, for example: The girl sang a song, and everyone liked her (i.e. the song). If this rule is not observed, ambiguity or distortion of meaning may arise, for example: The fitter was called to the head of the shop, but he (fitter or head of the shop?) did not appear.
Should not be replaced by a 3rd person personal pronoun plural collective nouns(students, foliage, majority, etc.). For example, the following sentences are incorrectly constructed: Most of our class is leaving for a tourist camp. They will stay there for two weeks (instead of the pronoun they should use the noun schoolboys or guys).
The possessive pronoun own and the reflexive self indicate persons who reproduce the action, for example: 1) Liza raised her clear eyes to him. If this rule is not observed, when using pronouns, ambiguity and ambiguity may arise, for example: I asked a friend to bring my suitcase into the car (whose suitcase: the narrator or the comrade?). To eliminate ambiguity, the sentence can be restructured as follows: I asked a friend to bring my suitcase into the car; I asked a friend to carry my suitcase into the carriage; I asked a friend to bring his suitcase into the car.
Often pronouns act as a means of connecting sentences in a text.

Student messages about difficult cases spelling of pronouns (from my small research papers).

- We perform exercise 266. (V.F. Grekov, S.E. Kryuchkov, L.A. Cheshko Manual for Russian language classes in high school). Task. Read and indicate what inaccuracies were made when using pronouns. Write by correcting the sentences.

VIII. Fixing the material. On the magnetic board there is a blind diagram (blank).

Ranks Examples

Personal
myself
Interrogative-relative
this one, that one.
Possessive
someone, something, somebody.
Negative
each, most, himself.

IX. Work with tests (for average and weak students).

The pronoun is: 2. They

A) member of the proposal; a) personal

B) part of speech; b) returnable

B) phrase c) possessive

3. The pronoun itself indicates: 4. Find the excess

A) an object a) I, you, he

B) quantities; b) mine, yours, ours

In the face. c) each, the most, his own

5. Changes by birth 6. Nobody is

A) self a) negative

B) i b) index

C) this c) indefinite

7. Does not have a nominative case: 8 There is no pronoun

a) oneself a) subject

b) my b) predicates

c) yours. c) definitions

X. Option 2 (for strong students). Performing credit tests on the topic using EI training exercises. (A1-A5).

A1. In which sentence is not (or) written separately with the word?

The breeze (not) how much did not interfere with us.
(nickname) no one in the house knew about the alleged escape.
More (not) from whom to expect help.
Children (not) when to take a walk.

A2. Which sentence contains a demonstrative pronoun?

A) This includes the extralinguistic content of the text and the totality of linguistic means by which it is transmitted.

B) Conventionally, they can be divided, as psychologists do, into two groups: objective and subjective.

AT) Modern psychology and psycholinguistics determine a number of factors that affect the perception of the text.

D) The properties and qualities of the text itself are objective.

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

A3. Give the correct spelling of the underlined word.

It is necessary to be enriched with knowledge and at the same time learn to use this knowledge in life.

too - always written together;
the same - always written separately;
also - here it is coordinative union, therefore it is written together;
the same - here this pronoun is with the same particle, therefore it is written separately.

A4. What part of speech is the word What in sentences A and B.

A. Talking about what is happening at the stadium is really not that difficult.

B. Sports report...

Q. It seems that it is so difficult - talk and talk to yourself!

1) in both cases - a pronoun

2) in both cases, the union

3) in a sentence with an A-conjunction, in a sentence with a B-pronoun

4) in sentence A - by a pronoun, in a sentence by a B-conjunction.

A5. In this impulse, I was grateful to her for the fact that she remained alive.

but - always written together
for that it is always written separately
but - here it is a composing union, therefore it is written separately
for that - here the pronoun is with the preposition for, therefore it is written separately.

Option 3 - similar tasks. When performing this type of task, students name the correct answer, arguing their choice. The teacher comments on the answers.

1. Personal pronouns indicate a participant in a conversation or an object: I, we, you, you, he, she, it, they. They change in cases and numbers, the pronoun he changes by gender.

The proposal may include:

Subject: I I freeze in delight.

Predicate: A who this gentleman?

Addendum: The old man spoke with him irritated, bilious tone.

Circumstance: Under him a stream of lighter azure, under him golden sunbeam.

2. reflexive pronoun myself indicates the person they are talking about. It has no form Im.p., gender and number. In the sentence is an addition: Roshchin looked to myself into the mirror.

Attention!Get past yourself- here the word "to itself" is a particle with the verb.

3. Interrogative pronouns replace adjectives: who?, what?, who?, whose?, what?, what?, how much? and others. Pronoun what? only varies by gender and number. Pronouns who?, what?, how much? change only in cases. Interrogative pronouns are used in interrogative sentences. The proposal may include:

Subject: Who did not conclude such conditions with his conscience?

Addition: About what would you like to know?

Definition: Which a flower fell at my feet?

4. Relative pronouns: who, what, which, whose, what, what, how much? and others. They are used in complex sentences, where are allied words. The proposal may include:

Subject: Then the bit any, who could hold a rod in his hand.

Predicate: What is Apple tree, these are and apples.

Addendum: They learned of the existence poet, whose poems were popular.

Definition: I saw a cat in which had yellow eyes.

5. Indefinite pronouns point to unknown objects. They are formed from interrogative pronouns with the help of prefixes not-, something- and suffixes -something, -either, -nibud: someone, something, some, some, several, some, something, some someone, something. Some, some vary by gender and number.

The proposal may include:

Subject: someone from the summer residents went out the gate.

Definition: Masha wondered some rustling at the door.

Addendum: Leaves whispered about something his.

Circumstance: Several days it rained.

6. Possessive pronouns indicates that an object belongs to something or someone: mine, yours, his, hers, theirs, ours, yours, yours. They change by gender, number and case, except for pronouns him, her, them. The proposal may include:

Definition: Lisa picked up on him their clear eyes.

Nominal part of the predicate: Cherry Orchard became mine.

7. Demonstrative pronouns indicate an object among other objects: that, this, such, such, this, so much. They change by case, except such is. They vary by gender and number, except this, as much as. The proposal may include:

Subject: Yes, pathetic that in whom the conscience is not clear.

Predicate: What is the question - such is answer.

Definition: This the conversation brought no relief.

Addition: In the village only about it and spoke.

Attention! When declining pronouns so many and How many the stress always falls on the first syllable: so many, about how many.

8. Definitive pronouns indicate a generalized attribute of the subject: all, everyone, everyone, himself, the most, any, different, other. They vary by gender, number of cases, except everyone.

The proposal may include:

Subject: Not any able to jump from a height.

Predicate: Lara was different, any.

Definition: The sun has cleared all shadows.

Addition: About everything what happened, I don't regret it.

9. Negative pronouns indicate the absence of an object: no one, none, no one, no one, nothing. They are formed from interrogative pronouns with the help of prefixes not-, nor-. They vary by gender, number and case, except nobody, nothing.

The proposal may include:

Subject: The night was dark, but nothing did not please.

Addition: Houses nobody did not have.

Definition: None persuasion did not help.

Students are already well aware that the distribution of words into parts of speech is based on three groups of signs:

General lexical meaning.
Morphological features.
The syntactic role of the word.

Considering the syntactic function of pronouns, one should proceed from the fact that this is a part of speech that is syncretic in nature, combining the features of the pronoun itself, as well as the features of a noun, an adjective, a numeral, an adverb or impersonal predicates (words of the state category), i.e. the student must learn to correlate pronouns with nouns, adjectives and numerals.

This part of speech is conducted in two directions:

Awareness of the syntactic role of pronouns in phrases and sentences.
Assimilation of the norms of the use of pronouns in speech.

syntax function personal pronouns are familiar to students.

In this case, it is necessary to bring the children to the generalization that personal pronouns in a sentence play the same role as nouns (they are not only appeals).

Considering returnable pronoun myself, students will learn that the reflexive pronoun myself For myself live - smolder.

Starting to study interrogative pronouns, it is desirable to repeat interrogative sentences and practically get acquainted with interrogative pronouns in the role of various members of the sentence. Consolidation of the syntactic function of interrogative pronouns is provided when compared with relative pronouns.

relative pronouns as members of a sentence, but also the use of these pronouns as connecting means in complex sentences. Children's attention should be drawn to the method of distinguishing between relative and interrogative pronouns similar in sound and spelling (definition of their syntactic function). Students should be aware that relative pronouns

Work on uncertain pronouns begins with clarifying the semantics of indefinite pronouns - indefiniteness. Indefinite pronouns can act as the main word of a phrase ( anyone from students; someone from the class; someone on a horse).

When studying negative not neither nothing did not know. It is useful to add that negative pronouns with neither are usually used in sentences in which there is already a negation (no, not, impossible), and serve to strengthen the negation.

Possessive pronouns in syntactic role correlate with possessive adjectives. They are just like possessive adjectives, indicate belonging and act as definitions in the sentence.

syntax function index demonstrative pronoun + noun ): about this event; from such books; in those Enchanted in this forest...(S.A. Yesenin)

studying defining pronouns, it should be noted that these pronouns have the same morphological features as adjectives, i.e. change by gender, number and case, in the sentence they act, as a rule, in the role of a definition.

In the sixth grade, work continues on syntax in connection with the study of morphology. Children for the first time, in fact, meet with the pronoun as a part of speech. They are only familiar with personal pronouns. They unmistakably determine the subject expressed by a personal pronoun, the addition is somewhat worse. Sixth graders are still unfamiliar with the rest of the categories of pronouns. That is why work on syntax is of great importance for understanding the functions of the studied part of speech and its morphological categories.

The first two groups of signs, as a rule, do not cause difficulties in the study. The syntactic functions of pronouns are quite specific and difficult to master.

In this work, I will try to consider only one aspect of the study of the pronoun as a part of speech, in my opinion, the most difficult, namely: its syntactic role in the sentence and phrase.

At the first stage of mastering this material, it is desirable to start working with a table of lexical and grammatical categories of pronouns, indicating their possible syntactic role in the sentence.

This work is carried out in notebooks for schemes that students have been keeping since the 5th grade.

The table will be filled in as you get acquainted with new lexical and grammatical categories.

Considering the syntactic function of pronouns, one should proceed from the fact that this is a part of speech that is syncretic in nature, combining the features of the pronoun itself, as well as the features of the noun, adjective, numeral, adverb or impersonal predicates (state category words), i.e. student must learn to correlate pronouns with nouns, adjectives and numerals. For example, pronouns he, who, someone, nobody etc., like nouns, denote an object, in a sentence they are subjects or objects:

She is was at school? (Who is she? Katya) Was Katya at school?

Her did you buy a briefcase? (To whom? Katya) Did they buy a briefcase for Katya?

Pronouns my, some, each etc., like adjectives, denote a sign, agree in gender, number and case with the noun being defined; in a sentence there are usually definitions (Sister took my pen).

Pronouns how much, so much in terms of meaning, declension and syntactic relations with a noun, they correspond with a quantitative numeral (cf. four books / how many books - management; four books / how many books - agreement).

To teach schoolchildren to correlate a pronoun with a noun, adjective and numeral, it is necessary to constantly use method of analysis and method of comparison.

In practice, it looks like this: in this text, next to the pronoun in brackets, indicate the part of speech (noun, adjective, numeral) instead of which it is used:

Spring is on the doorstep. Soon she (spring) will come into her own. And now it's still cold. Such The (frosty) weather will not last long. Through several(seven to ten) days the spring sun will shine and the real spring will open.

Such a record contributes to the awareness of the generalization and relativity of the meaning of the pronoun (pronouns do not have their own lexical meaning and acquire it in a sentence in conjunction with other words).

Exploring Syntactic Function This part of speech is conducted in two directions:

awareness of the syntactic role of pronouns in the phrase and sentence;
mastering the norms of the use of pronouns in speech.

Some students make a variety of syntactic errors in the use of pronouns. Here it is advisable to give tasks like:

find errors in the use of pronouns;
write the sentences in correct form.

Work can be done collectively in a weak class. In a strong case, children manage on their own. An erroneous option is given on the board or through a graph projector, for example:

I took the fish from the basket and gave it to my father.
When Dubrovsky killed the bear, Troekurov did not take offense at him, but ordered to tear off his skin.
Troekurov had a son, Sasha, and he took on a teacher(from student essays).

Children need to be taught self-control, they must monitor their speech, be aware of what pronouns indicate, what they mean.

syntax function personal pronouns are familiar to students. In this case, it is necessary to bring the children to the generalization that personal pronouns in a sentence play the same role as nouns (they are not only appeals).

The new syntactic material is the acquaintance with the phrase according to the model verb + personal pronoun in the indirect case (worry about me - about whom?).

It is necessary to include phrases in the lesson I miss you, I miss you, I miss you.

In order to avoid errors in the formation of grammatical forms of these pronouns, it is advisable to enter these phrases in the “Speak Correctly” dictionary. Any other way to focus on them: make a sentence, write a letter to someone in the lesson using these phrases.

In strong classes, it is possible to stipulate cases when pronouns I, you, we, you, he, she, it, they lose the pronominal meaning of objectivity, enrich it with specific content and turn into nouns.

At the same time, their morphological properties also change: these words become immutable, acquire neuter gender, the invariable form of the singular, change by case, like the words metro, cafe, etc. For example:

The noosphere in the era of nuclear energy requires a restructuring of human consciousness. Decreases "I", increases "we" (D. Granin);
Fyodor Ivanovich somewhere in the depths of his "I" felt pain(V. Dudintsev).

Considering returnable pronoun myself , students will learn that the reflexive pronoun myself inflected, but not in the nominative case; therefore, in a sentence, it can never be the subject. Its most commonly used syntactic function- addition: For myself live - smolder.

It is important to acquaint students with phraseological units, which include a pronoun myself (to come in yourself, yourself mind, etc.).

It is advisable to recall that the phraseological unit as a whole is one member of the sentence:

Everything is settled by itself(circumstance); After the holidays the children do not look like themselves(predicate).

Starting to study interrogative pronouns, it is desirable to repeat interrogative sentences and practically get acquainted with interrogative pronouns in the role of various members of the sentence. The work must be done collectively, as students do not yet have the skill to qualify an interrogative pronoun as a member of a sentence. It is useful to write on the board and make a complete analysis of 2-3 sentences with interrogative pronouns:

Who knits colorful mittens, sings old songs?

Whose the hair of the snow is whiter, and the hands are yellow and dry?

Consolidation of the syntactic function of interrogative pronouns is provided by comparing them with relative pronouns.

New for students is not only acquaintance with relative pronouns as members of a sentence, but also the use of these pronouns as connecting means in complex sentences. Children's attention should be drawn to the method of distinguishing between relative and interrogative pronouns similar in sound and spelling (definition of their syntactic function).

Students should be aware that relative pronouns who, what, which, whose, what, which, how much serve to connect parts of a complex (complex-subordinate sentence). Interrogatives do not act in this function.

It is useful to offer students the following exercise: read, indicate interrogative pronouns, then make complex sentences so that these sentences become their second part (with relative pronouns who, to whom, about what, what).

Who won the Russian language olympiad?
To whom awarded an award?
About what does the TV presenter say?
What interested in football fans?

Sample: Whom coaches will send to the competition? Everyone wanted to know whom coaches will send to the competition.

In a strong class, one should consider not only the problem of delimiting relative pronouns from interrogative pronouns, but also the problem of delimiting relative pronouns from subordinating conjunctions, propaedeutically acquaint children with a new syntactic phenomenon, which they will study in more detail in high school. Do not delve into the intricacies of the problem. It is enough to conduct a comparative analysis of the two proposals:

In the first sentence what is only a means of connecting parts of a complex sentence, i.e. union, since it is not a member of the sentence and, most importantly, it cannot be correlated with the word of another part of speech.

In the second - a member of the sentence (it can be correlated with a noun), and therefore - a relative pronoun.

Work on uncertain pronouns begins with clarifying the semantics of indefinite pronouns - indefiniteness.

As a rule, students find it difficult to independently determine which member of the sentence is this or that indefinite pronoun. Therefore, it is useful to suggest mentally replacing these pronouns with nouns or adjectives. Uncertainty will disappear, and students will accurately determine which members of the sentence are pronouns:

someone walked along some road and found something.

some he gave part of what he found to a friend, and something threw.

Indefinite pronouns can act as the main word of a phrase ( anyone from students; someone from the class; someone on a horse).

They can be joined by nouns in the genitive and prepositional cases. This phrase model is also formed by negative, attributive and demonstrative pronouns:

I nobody did not invite from friends.
Those from the students which wrote an essay for five, were happy.

When studying negative pronouns, new syntactic information is the indication that if the predicate has a particle not , then a negative pronoun with neither reinforces the negative meaning of the sentence: Father nothing did not know.

It is useful to add that negative pronouns with neither are usually used in sentences in which there is already a negation (no, not, impossible), and serve to strengthen the negation.

When analyzing pronouns and delimiting them from homonymous words of other parts of speech, it should be remembered that the meaning of a pronoun and its function depend on the context and situation.

As an illustration of what was said in a strong class, we can consider the feminine pronoun draw and noun draw , as well as the pronoun nothing and adverb nothing :

The dog was draw (draw - pronoun).
Breed - draw!- shouted several voices at once... (M. Gorky) (draw - noun).
to me nothing did not pass(nothing is a pronoun).
– Well, how do you live, can you? – Nothing. (F. Reshetnikov) - ( Nothing - adverb - “good”, “tolerable”) (SRYA, 1986)

Possessive pronouns in syntactic role correlate with possessive adjectives.

They, like possessive adjectives, indicate ownership and act as definitions in a sentence. At the same time, in their meaning, possessive pronouns also correlate with personal pronouns, since they indicate that the object belongs to the 1st person (mine, ours) or the 2nd person (your, yours). There is no special possessive pronoun of the 3rd person in Russian: to indicate belonging to the 3rd person, Genitive 3rd person personal pronoun: him, her, them . Pronoun mine indicates belonging to any of the three persons ( I took my notebook; He took my notebook).

It is also necessary to keep in mind such a linguistic phenomenon: possessive and demonstrative pronouns are usually not distributed by other parts of speech, therefore they do not act as the main word of the phrase.

It should be noted that pronouns can be substantiated own, own, own ; at the same time, their lexical meaning changes, and consequently, their syntactic role: noun mine meaning "relative"

Your own involuntarily friend (proverb); people close in beliefs, friends.
The workers knew Klychkov closely, loved, considered their (D.Furmanov).

syntax function index pronouns in phrases - to be a dependent word (model demonstrative pronoun + noun ): about this event; from such books; in those time); in a sentence, demonstrative pronouns are usually attributives: AT this enchanted forest...(S.A. Yesenin)

When working on the text, at first the definitive pronouns are indicated along with the words on which they depend, then it is recommended to write out these phrases, designating the main word in them, and from it to the dependent word put a question.

Each the student values the honor of the class ( each student);
On the shelf were all sorts tools ( all sorts tools).

We should also consider such a syntactic construction, where the definitive pronoun acts as a subject:

Each comes to class without delay. Any knows the basic rules of hygiene.

At the end of the study of the entire topic, it is useful to suggest the following work:

Determine which pronouns act as subjects.

Yesterday I came to Pyatigorsk, rented an apartment on the edge of the city(M. Lermontov) .
Somebody shouted that Petya had broken his leg.
FROM those since nobody did not speak to Tatyana(I. Turgenev).
All that daydreaming others, y us came true in the country(S.Mikhalkov).
it cabinet? it bedroom? And here what? (A.Chekhov)
All fortunately sought, all in the world has changed several times(N. Nekrasov).
Started our going to.
All and all me pleased.

Establish which members of the sentence are the pronouns in these sentences:

She is said: "It's him!" (A. Pushkin)
Holy Russia, Fatherland! I am yours! (A. Pushkin)

I wish success in mastering this topic to your students. I would be glad if I could be of any help.

Literature

M. Baranov. Teaching Russian in the 6th grade. M., Enlightenment 1984
E.I. Dibrova. Modern Russian language. 3rd part. Syntax.
V.V. Babaitseva. Guidelines to the educational complex in the Russian language. 6th-7th grades. M., Education. 1994
Deikin, Trostentsova, Nevskaya. Workbook on the Russian language. 6th-7th grades.

Pronoun- this is independent part speeches, which indicates objects (things, persons, their number), but does not name them: you, they, so much. Pronouns answer questions of nouns who? what?, adjectives which? whose? and numerals How many?: I laughing my sister, several horses.

Morphological and syntactic features of the pronoun depends on which part of speech in this case it replaces.

Classes of pronouns.

Ranks of pronouns differ lexically and grammatical features.

According to lexical terms pronouns are:

personal pronouns: I, you, he, she, it, we, you, they. Personal pronouns indicate the participants in a dialogue or conversation, as well as objects.

possessive pronouns: mine, yours, ours, theirs, his, hers. Possessive pronouns indicate that something belongs to someone or something: my house, your bed.

demonstrative pronouns: that, this, such, such, so many, and obsolete this and this. As you might guess from the name, these pronouns indicate the quantity or attribute of an object: this closet, so many hands.

reflexive pronoun: myself. This pronoun means that the person or thing that acts as the subject is identical to another person or thing (which is called the pronoun itself): He loves himself very much.

interrogative pronouns: what, who, which, what, whose, how much. These pronouns serve to form questions and indicate objects, persons, signs or quantities: Who's come? What kind of students? How many?

relative pronouns- the same interrogative ones, but they do not serve to form questions, but to connect in complex sentences, acting as allied words: I understand, who was my secret admirer. It was a guy which the studied with me at the same faculty.

defining pronouns: most, himself, everyone, all, each, other, any, obsolete - everyone and all kinds. Definitive pronouns indicate the attribute of an object: the best husband, every rogue, every Tuesday.

negative pronouns: nothing, no one, no one, no one, nothing, no one, none. These pronouns do not indicate, but, on the contrary, deny the presence of an object or feature: I not at all was not offended. Nobody was not to blame for my distraction.

indefinite pronouns: something, someone, some, some, several. The remaining indefinite pronouns are formed using suffixes something, something, something and the bases of the interrogative pronoun: some sweets, someone knocked, give me at least something.

According to grammatical pronouns can be divided into:

Noun pronouns: I, you, he, she, it, they, we, you, they, someone, something, nobody, yourself and others. These pronouns have their peculiarities.