Spelling unions too, also, but to Explain the punctuation

• The rain beat angrily against the window and the wind blew sadly howling.
• The sky in the east brightened and shimmered a little green.
• The ducks shivered in the thickets and quacked plaintively all night.
• Softly spread and hard to sleep.

Let's repeat

• 1. Do not judge by words, but by deeds.
• 2. Softly spread, but hard to sleep.
• 3. Either pan or gone.
• 4. Grow up quickly and keep up with work.
• 5. As it comes around, it will respond.
• 6. Either snow or rain interfered with me on the way.

• Highlight alliances by defining their group.

• I heard about the blizzards there and knew
• that entire convoys were carried by them.
• (A. Pushkin)
• 1) What is the union.
• 2) Serves to connect parts of a complex sentence.
• 3) Subordinating, adverbial, goals.
• 4) Is not a member of the proposal.

• Find an error in the morphological analysis of the union.

• The boy was watering the flowers so that they would not wither.
• The horses stopped because it was raining heavily.
• I will go hiking with my friends if the weather is good.
• I was glad that the weather had cleared up.
• I don't get bored when I'm with my friends.
• There was a very beautiful clearing, as if a magician had invented it.

• Highlight the union, determine its meaning.

• Explain merged and separate spelling
• highlighted words by identifying them syntactic role.
• The day stopped, the wind also died down.
• Complete the same task.
• The day went the same as yesterday.
• Everyone repeated physics before the test, I also decided to look into the textbook.
• What would I do without you.
• I came to the library to get the right book.

Remember!

• But = but
• Also, also = and
• To = in order to
• And = besides
• because = because

Distinguish between conjunctions and homonymous independent parts of speech

• Unions

• Independent parts of speech

• also, also = and
• I also (=and) read this book.
• I also read this book.

• The pronoun is the same
• The adverb is the same.
• The particle can be omitted.
• I read the same as you. I read what you. I know it as well as you. I know it as well as you.

To

• To
• I came to the library
• to read
• the book I need.

• Pronoun
• with a particle whatever.
• Particle can
• separate and transfer
• to another place:
• What should I read on this subject? What should I read on this subject?

But = but

• But = but
• Everything became
• colder, but (=but)
• rain stopped

• Preposition for
• with pronoun then.
• Hide behind that tree.

• And = besides
• The students were given leaflets with assignments, and (= moreover) they were warned about the complexity of the work.

• Pretext at with pronouns what, volume
• Documents are attached with the application.

Union

• 1. you can not put a question
• 2. are not members of the offer
• 3. are written together
• 4. can be replaced by another union

• Pronoun
• or adverb
• 1.you can put a question
• 2.are members of the proposal.
• 3. with particles, would and prepositions are written separately

• a) To (b) teach others, you need to sharpen your mind.
• b) And whatever (whatever) she did, everything came out beautifully.
• c) Whatever happens, you can count on me.
• d) To (would) recognize a person, you need to eat a pound of salt with him.

• 1) I will read this (same).
• 2) It was the same (same) place.
• 3) We did everything to make the holiday a success.
• 4) So that the child does not cry, they gave him a toy.
• 5) His young sons looked at themselves from head to toe.
• 6) He knew how to have fun just like my father.
• 7) He trained for a long time to swim across the river.
• 8) The job was done just as well as last time.

• Mark the sentences in which the words are spelled together.
• a) For (the) time that you spent, you could do a lot.
• b) Truth has a harsh tongue, for (then) a kind soul.
• c) Not for (that) they beat the wolf, that it is gray, but for (that) that they ate the sheep.
• d) Spring was early, for (then) severe, like winter.

• Mark the sentences in which the words are written separately.
• a) By observing the movement of radiosondes, scientists also receive (same) information about the winds.
• b) Mustachioed, just like the other artist, was dressed.
• c) This problem was solved in the same way as the previous one.
• d) Petya understood that there was no need to ask, but also (same) no need to be angry at the irritability of the pope.

Class: 7

Lesson type: a lesson in the integrated application of knowledge, skills, and abilities of students.

The purpose of the lesson: to distinguish unions from independent parts words for correct spelling.

- educational: consolidating knowledge and spelling skills of unions and independent parts of speech with prepositions and particles;
- developing: improve the ability to perceive new information in a generalized form; development of oral and writing; development of memory, attention, logical thinking; create a psychologically comfortable environment in the classroom;
- educational: humanistic orientation of education; students worked with texts taken from fiction; organization of active mental activity of students; fostering a careful and respectful attitude to the Russian language.

1. Checking homework.
2. New material.
a) Work with the table.
b) Compare offers.
3. Exerc. 296 (oral analysis).
4. Train. ex. (work in pairs).
5. D./z. ex. 297
6. Independent work.
7. Text editing.

During the classes

Organizing time.

Today we continue to study general theme"Unions". We have the fifth lesson on this topic, the final one. In 2 lessons we will write a dictation on this topic. We will work according to the following plan ... (on the board).

1. At home you did morphological analysis conjunctions and repeated coordinating and subordinating conjunctions.

(1 student goes to the board to do a morphological analysis. 2 more students fill out the table.)

(From exercise 293, disassemble 3 unions.)

2 students at the blackboard are preparing a message on the topic “Distinguishing unions and independent parts of speech in writing”.

Sample table to be completed by students on the board:

WRITING CONNECTIONS:
Connecting (and, yes (= and), not only-but and, how-so and);
Dividing (or (il), or, something, not that, not that);
Opposite (a, but, yes (= but), however, but).
SUBJECTIVE UNIONS:
Causal (because, because, due to the fact that, due to the fact that);
Target (to (to), in order to, in order to);
Concessions (despite the fact that, no matter how);
Explanatory (what, to, how);
Comparative (as, as if, as if, exactly);
Conditional (if, if, how soon, once, whether);
Temporary (when, barely, just, only).

Examination. Submitting scores on scorecards.

2. Look at the 2 sentences on the board.

How do they differ from each other? Which sentence contains an alliance?

1. Serezha completed the task, I did it too.
2. Seryozha completed the same task as me.

– Can we ask a question for the word too in the first sentence? (Not.)

And in the second? (Yes: what?)

Since in the first sentence we cannot ask a question, therefore, too is not a member of the proposal.

The second one is the definition.

- Can we too replace with another union? (Yes: I did too.)

And in the second we remove the particle.

(A table opens: how to distinguish a union from a pronoun or adverb.)

In the first sentence, it is impossible to omit, in the second - it is possible. Therefore, in 1-conjunction, in the second - a pronoun with a particle.

Let's analyze 3 more pairs of sentences (the teacher analyzes the board with a commentary).

1. Olya easily solves problems, she also writes essays well.

Olya solved the problem in the same way as everyone else.

2. Parents asked us to be careful on the hike.

What would I tell you interesting?

3. You worked hard, but you got good results.

My friend was praised for doing an excellent job.

3. Exerc. 296 (oral analysis).

Also named...

The same word is included...

Common also and in other areas...

Plyos too is the title...

(The answers of the most active students are evaluated (in the evaluation sheets).

4. Training exercises(in pairs).

1st option:

1. Kindness for the soul Same, what health is for the body.
2. He was silent for a second, his mother looked at him too silently.
3. Same way,
like yesterday, people were noisy in the square. I love the Meshchersky region for what that he is beautiful.

2nd option:

1. The glass door to the balcony was closed, to no heat came from the garden.
2. About a hundred mackerels got entangled in a network cell, but got caught also one strange fish.
3. Everything was same way, as always.
4. The song behind the house is silent, but beyond the pond, the nightingale started his own.

The proposals are written on cards attached to the files. With a felt-tip pen on the file, students make a sign of separation or connection. Mutual check on control charts.

Evaluation - in the evaluation sheet.

5. House. exercise. Ex. 297.

6. Independent work (Test):

1. We write the union together, put +. Not an alliance - separately, we set.

1. His friends play football very well, his brother plays same way, like them.
2. To me he too advises to play sports.
3. Oleg too did not sit in the chaise.
4. Same way,
as in the sea, fresh winds blow over the meadows.
5. Everyone is very tired but goals have been reached.

2. Indicate the correct explanation for the spelling of the highlighted word(s) in the sentence “We felt that my father did not want to talk. Inna (then) was silent.

1. too - always written together;
2. the same - always written separately;
3. also - here coordinative conjunction, therefore it is written together;
4. the same - here is a pronoun then with particle same, so it is written separately.

3. Indicate the number of the answer in which the spelling of the highlighted word is explained correctly.

AT THE SAME time, on the other side of the park, in a cool dining room, Varvara Ivanovna was sitting alone by a dying samovar.

1. THEN (SAME) - always written together;
2. THEN (SAME) - always written separately;
3. THAT (SAME) - here it is a composing union, therefore it is written together;
4. TO (SAME) - here it is the pronoun TO with the particle SAME, therefore it is written separately.

7. The results of the lesson. Grading.

8. Text Editing:

1. To be a truly literate person, you need to constantly refer to books.
2. How an ant manages to lift a burden many times heavier than its own weight is the same mystery.
3. The same word, but it would not be so to say.
4. A log across the water, and a creaky wooden bridge, and a booming railway bridge exist so that we do not sit too long on one bank, so that the water does not serve as an obstacle for those who want to go somewhere, look for something.
5. Whatever you do, whatever you do, you will always need a smart and faithful assistant - a book.
6. Short, but clear.
7. He was in a hurry because he was afraid to be late.
8. There was a spruce tree - the same place as an ice hole in the pond in winter.
9. Nastya rushed to the side where two trees loomed - there was no path there either.

slide 1

Spelling unions too, also, but to

slide 2

Explain punctuation marks
The rain beat angrily against the window and the wind blew sadly howling. The sky in the east brightened and shimmered a little green. The ducks shivered in the thickets and quacked plaintively all night. Softly spread and hard to sleep.

slide 3

Let's repeat
1. Do not judge by words, but by deeds. 2. Softly spread, but hard to sleep. 3. Either pan or gone. 4. Grow up quickly and keep up with work. 5. As it comes around, it will respond. 6. Either snow or rain interfered with me on the way.
Highlight alliances by defining their group.

slide 4

I heard about the blizzards there and knew that entire wagon trains were covered by them. (A. Pushkin) 1) What is a union. 2) Serves to connect parts of a complex sentence. 3) Subordinating, adverbial, goals. 4) Is not a member of the proposal.
Find an error in the morphological analysis of the union.

slide 5

The boy was watering the flowers so that they would not wither. The horses stopped because it was raining heavily. I will go hiking with my friends if the weather is good. I was glad that the weather had cleared up. I don't get bored when I'm with my friends. There was a very beautiful clearing, as if a magician had invented it.
Highlight the union, determine its meaning.

slide 6

Explain the continuous and separate spelling of the highlighted words, defining their syntactic role. The day stopped, the wind also died down. Complete the same task. The day went the same as yesterday. Everyone repeated physics before the test, I also decided to look into the textbook. What would I do without you. I came to the library to get the right book.

Slide 7

Remember!
On the other hand = but Also, also = and In order to = in order to Moreover = because = because

Slide 8

Distinguish between conjunctions and homonymous independent parts of speech
Unions
Independent parts of speech
Also, also = And I also (=and) read this book. I also read this book.
The pronoun is the same. The adverb is the same. The particle can be omitted. I read the same as you. I read what you. I know it as well as you. I know it as well as you.

Slide 9

Slide 10

But = but It was getting colder, but (= but) the rain stopped
Preposition for with the pronoun that. Hide behind that tree.
And = besides, the students were given leaflets with tasks, and (=moreover) they warned about the complexity of the work.
Preposition at with pronouns what, that At that statement, documents are attached.

slide 11

Distinguish conjunctions from homonymous forms of other parts of speech.
Union 1. cannot be asked 2. are not members of the proposal 3. are written together 4. can be replaced by another union
Pronoun or adverb 1. you can put a question 2. are members of the sentence. 3. with particles, would and prepositions are written separately

slide 12

Mark the sentences in which the words are written separately. a) To (b) teach others, you need to sharpen your mind. b) And whatever (whatever) she did, everything came out beautifully. c) Whatever happens, you can count on me. d) To (would) recognize a person, you need to eat a pound of salt with him.

In this lesson, you will learn about which unions are written separately and which are combined, learn to distinguish a union from a combination of pronouns or adverbs with prepositions and particles, complete tasks to consolidate knowledge.

Topic of this lesson: Consolidated spelling unions ALSO, ALSO, TO, ZATO. In order to write these unions correctly, it is necessary to distinguish them from similar combinations and words of other parts of speech.

From which you can shoot (Fig. 2).

We can also talk about the homonymy of words of different parts of speech. For example:

(Fig. 3) .

In this sentence, the word sick- adjective.

Rice. 3. Sick child ()

The patient was discharged.

In this sentence, the word sick- noun.

Educated person.

In this sentence, the word educated- adjective.

Derived from a noun.

In this sentence, the word educated- participle.

I love a beautiful evening(Fig. 4) .

In this sentence, the word in the evening- noun.

Rice. 4. Beautiful evening ()

Arrived in the evening.

In this sentence, the word in the evening- adverb.

Consider two suggestions:

The snow has stopped, the windtoo calmed down.

DoSame the most again.

and:

The snow has stoppedand the wind calmed down.

Word too can be removed from the sentence, while the phrase remains grammatically correct:

The snow has stopped, the wind has died down(Fig. 5).

Too in this sentence it is a service part of speech that connects sentences, that is, a union.

In the second case, we won’t be able to remove the words so easily, because the word then(pronoun) replaces here some significant thing, some phenomenon, to which the pronoun only alludes. Do the same- this is an indication of something that those who are addressed should do. Word then here is a full-fledged member of the sentence (addition), and not service unit speech. In such cases, the spelling of the pronoun then and particles same will be separate.

Thus, the most important thing is to understand in meaning what kind of part of speech it is and what syntactic role this word plays in a sentence. To do this, you can use any of these methods:

• You can remove the word too. If this works out and the sentence remains correct, then this is a union that is written together.
• Mono replace too on the also
• Can be replaced too on the and. If it turns out, then this is a union, we write it together.
• Same the words most, as in the second example, and whether it can be substituted. If possible, then we have a pronoun with a particle. And then we write Same separately.

Let's talk about union also and compare two examples:

also going to.

This Januarysame way cold as it was last year.

In the first case, we have an alliance close in meaning to the alliance and:

My friend is going on a tourand I'm going to.

Word also can be easily replaced by a synonymous conjunction too.

My friend is going on a tourtoo going to(Fig. 6) .

Also here is a service part of speech that connects sentences. This is a union.

Rice. 6. Excursion ()

In the second case, we have the adverb So, which indicates the degree of manifestation of the trait (the strength of cold). It can also indicate a course of action. Word So here a full-fledged member of the sentence is a circumstance, not a service part of speech. In such cases, the spelling So and particles same will be separate.

Your main task is to understand in meaning what kind of part of speech it is and whether this word is a full-fledged member of the sentence.

In order to verify the correctness of the reasoning, you need to use any of the following methods:

• Can be replaced also on the too. If it turns out, then we write the union together.
• Can be replaced also on the and. If it turns out, then this is a union that is written together.
• You can see if there is with a dangerous combination same way continuations with refinement value as well as(as in the second example). If you can continue the sentence in this way, then we have an adverb with a particle, which is written separately.

Now let's deal with writing the union to. Compare two sentences:

What would you advised me to read in the summer?

I came,to help you.

In the first case, we have the pronoun what, which replaces some specific thing: the work of some specific author. It may be suggested to read captain's daughter”, “Don Quixote”, “Martian Chronicles” (Fig. 7). All these wonderful books will be indicated by the pronoun what. This word here is a full-fledged member of the sentence, and not a service part of speech. In such cases, the spelling of the pronoun what and particles would will be separate.

Rice. 7. A boy and a girl are reading a book ()

In the second case we have subordinating union with a goal value. To verify this, let's ask a question to the part where the union is located:

came(for what purpose?) to help(Fig. 8)

Rice. 8. The boy helps his mother in the kitchen ()

In order to verify the correctness of the reasoning, you need to use any of the following methods:

• Can I ask you a question for what purpose? to the part of the sentence where to. If it works out, then this is a union, we write it together.
• Can be removed or rearranged would elsewhere in the offer:

What was advisedwould should I read in the summer?

If this works out, then we have a pronoun what with particle would, we write them separately.

Consider two examples:

He missed the showbut visited a sick friend.

For that While we were preparing, we learned a lot.

In the first case, we have an alliance but, synonymous with union but. We can easily substitute it for but.

He missed the showbut visiting a sick friend(Fig. 9) .

Rice. 9. A girl visits a sick friend ()

In the second case, the word then is a pronoun and is preceded by a preposition per. Replacing such a construction with a union but impossible.

To write correctly, you need to check if this is a union, and try to replace but union but. If it works out, then we have a union that is written together.

We got acquainted with the spelling of unions too , also , to , but . As you can see, the main thing is not to memorize the rules, but to understand what part of speech we have before us. The ability to see the meaning of words in a sentence, determine the part of speech, determine the syntactic role of each word will help you in spelling. To reinforce this topic, take an interactive training session.

Write out sentences that contain conjunctions too , also , to , but .

1. The eldest son Anisim came home very rarely, only on big holidays, for that/but often sent gifts and letters with fellow countrymen.

2. And what would/to she neither did nor said, the old man was only touched and muttered ...

3. I made sure that Pugachev and he were one and the same. Same/too face, and then I understood the reason for the mercy shown to me.

A. Pushkin

4. Then the old man Tsybukin went out, what would/to to show his new horse, and took Varvara with him.

5. The woodcock clattered up from the bush; I shot at Same/too A moment later, a scream rang out a few paces away from me.

I. Turgenev

6. There is such a custom in the village: the son marries, what would/to there was a helper at home.

7. And for Anisim they found Same/too beautiful bride.

8. I ... them Same/too, for my part, I assure you that nothing, they say, but at the very soul goes into the heels.

I. Turgenev

9. Everything same way/also there will be a passing whirlwind spinning snowstorms, turning blue with a feature inaccessible in the distance, native shores.

10. His daughter-in-law disliked him: but for that/but that he is not responsible, not a leader.

V. Shukshin

11. Understand same way/also and the fact that if she did not honor herself at death, she would not think of me.

I. Turgenev

12. Same /too was a landowner, and rich, but ruined.

I. Turgenev

13. Not only compassion breathed her face then: it burned same way/also jealousy.

I. Turgenev

14. The weirdo made the bed, washed himself and began to think, what would/to such a pleasant thing to do to the daughter-in-law.

V. Shukshin

15. Can be allowed same way/also that at one fine moment intelligent beings will not stand it and crawl out to meet us.

V. Shukshin

16. It was the reader with the newspaper who jumped up from his seats, butted Chudik with his bald head, then kissed the porthole, then found himself on the floor; for that/but He didn't make a sound for a while.

V. Shukshin

17. Oh, if so, he is ready to fall into dust, what would/so that to beg a friend for reconciliation.

A. Pushkin

Correct answers: 1, 4, 6, 7, 8, 11, 12, 13, 15, 17.

Bibliography

1. Razumovskaya M.M., Lvova S.I. and others. Russian language. 7th grade. Textbook. - 13th ed. - M.: Bustard, 2009.
2. Baranov M.T., Ladyzhenskaya T.A. and others. Russian language. 7th grade. Textbook. - 34th ed. - M.: Education, 2012.
3. Russian language. Practice. 7th grade. Under the editorship of S.N. Pimenova. - 19th ed. - M.: Bustard, 2012.

1. School-assistant.ru ().
2. Videotutor-rusyaz.ru ().
3. Nsportal.ru ().

Homework

1. Tell me how to check the spelling of conjunctions also, also, so that, on the other hand.

2. Rewrite the sentences, opening brackets, explain continuous and separate spellings.

1. Only one month everything is so (same) brilliantly and miraculously floated in the vast deserts of the luxurious Ukrainian sky, and so (same) beautiful was the earth in a marvelous silver brilliance.

2. That's why the red summer is given to you, that (b) love forever this meager field that (b) it always seemed cute to you.

3. What (would) he didn't say that (would ) did not offer, they listened to him as if what he offered had long been known and was exactly what was needed.

4. Warm heavenly water for plants - then (same) the most that for us is love.

5. We had to wait for the mules to what (would) no matter what.

6. There was little snow, then snowstorms (same) .

7. Different flowers open at exactly the right time at different hours of the morning and exactly the same way. (same) close in the evening.

8. I decided to go alone to the swamp to guard - I went for it (same) place and all (same) did as then.

3. Come up with and write down one sentence with conjunctions, too, also, so that, but one sentence at a time with a combination of words the same, the same, whatever, for that.

Consolidation. Task: Find unions and homonymous parts of speech in the texts, explain their spelling M. Prishvin “Oak and Linden” Oak grows in the same way as linden in the forests near Moscow. In spring, the linden is the first to turn green and, as it were, asks that the oak turn green with it. The linden falls first in autumn. The oak holds on for a long time, and then also hides the linden under its foliage. - What is the peculiarity of the text, how are oak and linden personified?

Test: + - confluent spelling, union; - - separate, not union. 1. At the end of the rally, the people dispersed as (same) quickly as they had gathered. 2. So (same), as in the sea, winds blow over the meadows. 3. After half an hour, the wind died down as (same) suddenly as it appeared. 4. Oleg (the same) could not sit in the britzka. 5. Silence is the (same) answer. 6. The rapier is the same (same) stabbing weapon, only lighter and more elastic. 7. My friend is fond of swimming, as well as gymnastics. 8. (The) same word, but not to say so. 9. In order to write correctly, one must also know the theory. 10. Everyone was very tired, (for) they achieved their goals.