Continuous writing of conjunctions also, too, so that, but. Presentation "spelling of conjunctions too, also, but so that" Presentation of continuous separate spelling of conjunctions

Slide 1

Spelling of conjunctions too, also, but so that

Slide 2

Explain punctuation marks
The rain beat angrily against the window and the wind howled sadly. The sky in the east brightened and had a slightly green tint. The ducks shivered in the thickets and quacked pitifully all night. Softly lays down and sleeps hard.

Slide 3

Let's repeat
1. People are judged not by words, but by deeds. 2. Soft to lay down, but hard to sleep on. 3. It's either hit or miss. 4. Grow up quickly and get ready for work. 5. As it comes back, so will it respond. 6. Either snow or rain interfered with my journey.
Select unions by defining their group.

Slide 4

I heard about the blizzards there and knew that entire convoys were covered in 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 the error in the morphological analysis of the conjunction.

Slide 5

The boy watered the flowers so that they would not wither. The horses stopped because it began to rain heavily. I'll go hiking with my friends if the weather is good. I was glad that the weather had cleared. I never get bored when I relax with friends. There was a very beautiful clearing, as if a wizard had invented it.
Select the conjunction and determine its meaning.

Slide 6

Explain the combined and separate spelling of the highlighted words, determining their syntactic role. The day the wind stopped, the wind also died down. Do the same task. The day passed just like yesterday. Everyone was repeating physics before the test; I also decided to look at the textbook. What would I do without you. I came to the library to get the book I needed.

Slide 7

Remember!
But = but Also, also = and In order to = in order to And = moreover Because = because

Slide 8

Distinguish between conjunctions and homonymous independent parts of speech
Unions
Independent parts of speech
Too, also = And I too (=and) read this book. I also read this book.
Pronoun the same Adverb the same. The particle can be omitted. I read the same thing as you. I read what you did. I know this just like you. I know this as well as you.

Slide 9

Slide 10

But = but It was getting colder, but (= but) the rain stopped
The preposition for with the pronoun that. Hide behind that tree.
Moreover = besides The students were given sheets of paper with tasks, and (= besides) they were warned about the complexity of the work.
Preposition when with pronouns what, that With that application, documents are attached.

Slide 11

Distinguish conjunctions from homonymous forms of other parts of speech.
Conjunction 1. cannot be asked 2. are not members of the sentence 3. are written together 4. can be replaced by another conjunction
Pronoun or adverb 1.can be asked 2.are members of a sentence. 3. with particles and prepositions they are written separately

Slide 12

Mark the sentences in which the words are written separately. a) In order (b) to teach others, you need to sharpen your mind. b) And whatever (no matter) she did, everything came out beautifully. c) Whatever happens, you can count on me. d) To get to know a person, you have to eat a ton of salt with him.

Class: 7

Lesson type: lesson on the integrated application of students' knowledge, skills and abilities.

Purpose of the lesson: to distinguish conjunctions from independent parts of speech for correct spelling.

– educational: consolidating knowledge and spelling skills of conjunctions 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 written speech; development of memory, attention, logical thinking; create a psychologically comfortable environment in the classroom;
– educational: humanistic orientation of training; students worked with texts taken from fiction; organization of active mental activity of students; fostering a careful and respectful attitude towards the Russian language.

1. Checking homework.
2. New material.
a) Working with a table.
b) Compare offers.
3. Ex. 296 (oral analysis).
4. Train. ex. (work in pairs).
5. D./z. ex. 297
6. Independent work.
7. Editing text.

Lesson progress

Organizational moment.

Today we continue to study the general topic “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 a morphological analysis of conjunctions and repeated coordinating and subordinating conjunctions.

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

(From exercise 293, sort out 3 conjunctions.)

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

Sample table to be filled out by students on the board:

COORDINATING CONJUNCTIONS:
Connective (and, yes (=and), not only-but and, how-so and);
Dividing (or (or), either, this, not that, not that);
Opposite (a, but, yes (= but), however, but).
SUBORDINATING CONJUNCTIONS:
Causal (because, because, due to the fact that, due to the fact that);
Target (in order to, in order to, in order to);
Concessive (despite the fact that, no matter how);
Explanatory (what, in order, how);
Comparative (as if, as if, exactly);
Conditional (if, if, how soon, once, whether);
Temporary (when, barely, only, only).

Examination. Putting grades on score sheets.

2. Look at the 2 sentences written on the board.

How are they different from each other? Which sentence contains a conjunction?

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

– Can we ask a question about the word also in the first sentence? (No.)

And in the second? (Yes: which one?)

– Since in the first sentence we cannot ask a question, therefore, Same is not part of the sentence.

And in the second there is a definition.

– Can we Same replace with another union? (Yes: and I did it.)

And in the second we remove the particle.

(The table opens: how to distinguish a conjunction from a pronoun or adverb.)

In the first sentence you cannot omit it, but in the second you can. Therefore, in 1 there is a conjunction, in the second there is a pronoun with a particle.

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

1. Olya solves problems easily and writes essays well.

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

2. Our parents asked us to be careful on the hike.

What would be interesting for me to tell you?

3. You worked for a long time, but got good results.

My friend was praised for doing a great job.

3. Ex. 296 (oral analysis).

Also named...

Same word included...

Distributed Also and in other places...

Plyos Same is the name...

(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 to the body.
2. He was silent for a second, his mother looked at him Same silently.
3. Also,
Just like yesterday, people were noisy in the square. I love Meshchersky region for that he is beautiful.

2nd option:

1. The glass door to the balcony was closed, to there was no heat coming from the garden.
2. About a hundred mackerel were entangled in the net, but they were caught Also one strange fish.
3. Everything was Also, As always.
4. The song behind the house has stopped, but behind the pond the nightingale wound up.

Suggestions are written on cards attached to files. Using a felt-tip pen on the file, students make a division or connection sign. Mutual verification using control charts.

The assessment is included in the score sheet.

5. Home. exercise. Ex. 297.

6. Independent work (Test):

1. We write the union together, put +. Not a union - we put it separately.

1. His friends play football well, his brother plays Also, just like them.
2. To me he Same advises doing sports.
3. Oleg Same did not sit in the chaise.
4. Also,
like the sea, fresh winds blow over the meadows.
5. Everyone is very tired but goals achieved.

2. Indicate the correct explanation for the spelling of the highlighted word(s) in the sentence “We felt that my father didn’t want to talk. Inna was also silent.”

1. too - always written together;
2. the same - always written separately;
3. too - there is a coordinating conjunction here, so it is written together;
4. same - pronoun here That with a particle same, therefore 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 the cool dining room, Varvara Ivanovna was sitting alone by the dying samovar.

1. TO(SAME) – always written together;
2. TO(SAME) – always written separately;
3. TO(SAME) – here this is a coordinating conjunction, so it is written together;
4. TO (SAME) – here this is the pronoun TO with the particle ZHE, therefore it is written separately.

7. Lesson summary. Grading.

8. Editing text:

1. To be a truly literate person, you need to constantly turn to books.
2. How an ant manages to lift a load many times heavier than its weight is also a mystery.
3. Also a word, but it would be wrong to say it.
4. The log across the water, and the creaky wooden bridge, and the echoing 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. In short, that's clear.
7. He was in a hurry because he was afraid of being late.
8. There was an elan here - the same place as an ice hole in a pond in winter.
9. Nastya rushed to the side where two trees loomed - there was no path there either.

Consolidation. Assignment: Find conjunctions and homonymous parts of speech in the texts, explain their spelling M. Prishvin “Oak and Linden” Oak grows just like linden in the forests near Moscow. In spring, the linden tree is the first to turn green and seems to ask that the oak tree turn green along with it. The linden tree is also the first to fall in the fall. The oak holds on for a long time, and then also hides the linden tree under its foliage. - What is special about the text, how are oak and linden personified?

Test: + -continuous spelling, conjunction; - - separate, not union. 1. At the end of the rally, the people dispersed as quickly as they had gathered. 2. Just like in the sea, the winds blow over the meadows. 3. Half an hour later the wind died down as suddenly as it appeared. 4.Oleg also couldn’t sit in the chaise. 5. Silence is the same answer. 6. A rapier is the same as a piercing weapon, only lighter and more elastic. 7.My friend is interested in swimming and gymnastics. 8. (The) same word, but not to say it that way. 9. In order to write competently, you need to know the theory. 10. Everyone was very tired, but we achieved our goals.

Spelling of conjunctions too, also, but to Explain the placement of punctuation marks

• The rain beat angrily against the window and the wind howled sadly.
• The sky in the east brightened and had a slightly green tint.
• The ducks shivered in the thickets and quacked pitifully all night.
• Softly lays down and sleeps hard.

Let's repeat

• 1. People are judged not by words, but by deeds.
• 2. Soft to lay down, but hard to sleep on.
• 3. It's either hit or miss.
• 4. Grow up quickly and get ready for work.
• 5. As it comes back, so will it respond.
• 6. Either snow or rain interfered with my journey.

• Select unions by defining their group.

• I heard about the blizzards there and knew
• that entire convoys were brought in 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 the error in the morphological analysis of the conjunction.

• The boy watered the flowers so that they would not wither.
• The horses stopped because it began to rain heavily.
• I'll go hiking with my friends if the weather is good.
• I was glad that the weather had cleared.
• I never get bored when I relax with friends.
• There was a very beautiful clearing, as if a wizard had invented it.

• Select the conjunction and determine its meaning.

• Explain combined and separate spelling
• selected words, determining their syntactic role.
• The day the wind stopped, the wind also died down.
• Do the same task.
• The day passed just like yesterday.
• Everyone was repeating physics before the test; I also decided to look at the textbook.
• What would I do without you.
• I came to the library to get the book I needed.

Remember!

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

Distinguish between conjunctions and homonymous independent parts of speech

• Unions

• Independent parts of speech

• Also, also = And
• I too (=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 thing as you. I read what you did. I know this just like you. I know this as well as you.

To

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

• Pronoun
• with a particle whatever.
• A particle can
• separate and move
• to another place:
• What should I read on this issue? What should I read on this issue?

But = but

• But = but
• Everything was becoming
• colder, but (=but)
• the rain stopped

• Pretext for
• with pronoun That.
• Hide behind that tree.

• Moreover = besides
• The students were given sheets of paper with assignments, and (=moreover) were warned about the complexity of the work.

• Pretext at with pronouns what, that
• Documents were attached with that application.

Union

• 1.you can’t ask a question
• 2. are not members of the proposal
• 3. written together
• 4. can be replaced by another conjunction

• Pronoun
• or adverb
• 1.can I ask a question?
• 2.are members of the proposal.
• 3. with particles and prepositions they are written separately

• a) In order (b) to teach others, you need to sharpen your mind.
• b) And whatever (no matter) she did, everything came out beautifully.
• c) Whatever happens, you can count on me.
• d) To get to know a person, you have to eat a ton of salt with him.

• 1) I’ll read the same thing.
• 2) It was the same place.
• 3) We did everything to make the holiday a success.
• 4) To prevent the child from crying, they gave him a toy.
• 5) His young sons also 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 work was done just as well as last time.

• Mark the sentences in which the words are written together.
• a) You could have accomplished a lot in the time you spent.
• b) The truth has a harsh tongue, but for that reason the soul is kind.
• c) They beat the wolf not for being grey, but for eating a sheep.
• d) Spring was early, but as harsh as winter.

• Mark the sentences in which the words are written separately.
• a) By observing the movement of radiosondes, scientists also obtain information about winds.
• b) Usatiy was dressed in the same way as the other artist.
• c) This problem was solved in the same way as the previous one.
• d) Petya realized that there was no need to ask questions, but there was also no need to be angry with dad’s irritability.

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

The topic of this lesson: “Conjoint writing of conjunctions ALSO, ALSO, SO THAT, BUT.” To write these conjunctions 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 homonymy of words from 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.

An educated person.

In this sentence the word educated- adjective.

Derived from a noun.

In this sentence the word educated- participle.

I admire the 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 sentences:

The snow has stopped, the windSame quieted down.

DoSame once again.

And:

The snow has stoppedAnd the wind died down.

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

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

Same in this sentence it is an auxiliary part of speech that connects sentences, that is, a conjunction.

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

Thus, the most important thing is to understand the meaning of what 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 Same. If this works out and the sentence remains correct, then this is a conjunction that is written together.
• Mono replace Same on Also
• Can be replaced Same on And. If it works out, then it’s a union, we write it together.
• Same words the most, as in the second example, and is it possible to substitute it. If possible, then we have a pronoun with a particle. And then we write Same separately.

Let's talk about the union Also and compare two examples:

Also going to.

This JanuaryAlso It's cold, just like last year.

In the first case, we have a union close in meaning to the union And:

My friend is going on an excursionAnd I'm going.

Word Also can be easily replaced by a synonymous conjunction Same.

My friend is going on an excursion, ISame going to(Fig. 6) .

Also here is a auxiliary part of speech that connects sentences. This is an alliance.

Rice. 6. Excursion ()

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

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

In order to make sure that your reasoning is correct, you need to use any of the following methods:

• Can be replaced Also on Same. If it works out, then we write the union together.
• Can be replaced Also on And. If it works, then this is a conjunction that is written together.
• You can see if there is a dangerous combination Also continuation with qualifier value as well as(as in the second example). If we can continue the sentence in this way, then we have an adverb with a particle, which is written separately.

Now let's figure out how to write a conjunction to. Compare two sentences:

To did you advise me to read in the summer?

I've cometo help you.

In the first case we have the pronoun What, which replaces a specific thing: the work of a specific author. You can suggest reading “The Captain’s Daughter”, “Don Quixote”, “The 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 an auxiliary part of speech. In such cases, the spelling of the pronoun What and particles would will be separate.

Rice. 7. Boy and girl reading a book ()

In the second case, we have a subordinating conjunction with the meaning of a goal. To make sure of this, let’s ask a question to the part where the conjunction is located:

came(for what purpose?) 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:

• You can ask a question for what purpose? to the part of the sentence where there is to. If it works, then it’s a union, we write it together.
• Can be removed or rearranged would elsewhere in the sentence:

What was advised?would should I read in the summer?

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

Consider two examples:

He missed the performancebut visited a sick friend.

For that During the preparation period, we learned a lot.

In the first case we have a union but, synonymous with union But. We can easily substitute it instead but.

He missed the performanceBut visited a sick friend(Fig. 9) .

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

In the second case the word That is a pronoun and is preceded by a preposition for. Replacing such a construction with a union But impossible.

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

We got acquainted with writing conjunctions Same , Also , to , but . As you can see, the main thing is not to memorize the rules, but to understand what part of speech is in front of us. The ability to see the meaning of words in a sentence, determine the part of speech, and determine the syntactic role of each word will also help you with spelling. To reinforce this topic, take the interactive training.

Write down sentences that contain conjunctions Same , Also , to , but .

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

2. AND to/to she neither did nor said, the old man was only moved and muttered...

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

A. Pushkin

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

5. The woodcock rose from the bush with a thud; I shot at Same/Same A moment later, a scream was heard a few steps away from me.

I. Turgenev

6. It’s a custom in the village: the son gets married, to/to there was an assistant at home.

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

8. I them Same/Same, for my part, I assure you that it’s nothing, they say, but my soul is sinking into my boots.

I. Turgenev

9. All Also/Also a passing whirlwind will spin the blizzard snow, making the native shores appear blue like a line inaccessible in the distance.

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

V. Shukshin

11. Understand Also/Also and the fact that if she had not honored herself at the point of death, she would not have thought about me.

I. Turgenev

12. Same /Same he was a landowner, and a rich one, but he went bankrupt.

I. Turgenev

13. Her face breathed more than just compassion then: it glowed Also/Also jealousy.

I. Turgenev

14. The weirdo made the bed, washed himself and began to think, to/to It’s such a nice thing to do for your daughter-in-law.

V. Shukshin

15. It is possible to admit Also/Also that one fine moment intelligent beings will not be able to stand it and will come out to meet us.

V. Shukshin

16. It was the reader with the newspaper who jumped out of his seat, butted the Weird with his bald head, then pressed himself against the porthole, then found himself on the floor; for that/but For a while he did not make a single sound.

V. Shukshin

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

A. Pushkin

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

References

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. Edited by S.N. Pimenova. - 19th ed. - M.: Bustard, 2012.

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

Homework

1. Tell us how to check the continuous spelling of conjunctions too, also, so that, but.

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

1. It’s been like this for just one month (same) sailed brilliantly and wonderfully in the vast deserts of the luxurious Ukrainian sky, and so (same) The earth was beautiful in its wondrous silver shine.

2. That’s why you’ve been given a red summer, because (b) forever love this meager field that (b) it always seemed sweet to you.

3. What (would) he didn't say that (would ) no matter what he offered, they listened to him as if what he was offering had been known for a long time and was what was needed.

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

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

6. There was not enough snow, there were snowstorms (same) .

7. Different flowers open precisely in time at different hours of the morning and exactly the same (same) closes in the evening.

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

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