Lesson summary “Revision of syntax and punctuation in 11th grade at the end of the year”

Russian language lesson. Grade 11. Topic: Principles of Russian punctuation. Punctuation marks and their functions.

Russian language lesson. Grade 11.

Topic:
Principles of Russian punctuation.
Punctuation marks and their functions. Goals:

know the principles of Russian punctuation, the main types of punctuation marks and their functions; apply the basic principles of Russian punctuation, correctly place punctuation marks according to their functions.

Lesson type:

repeating and generalizing.

During the classes

I. Updating of basic knowledge.

1. Introductory conversation.

— I want to start our lesson in an unusual way: I ask you to return to childhood for a few minutes and read a short poem by the famous children’s poetess I. Tokmakova (text on the board without punctuation)

There is a hole under the tree. This is a fox hole. Fox cubs live here. There are many of them here. You can count them.

- Why is it difficult to read? (no punctuation)

- Write down the poem using punctuation marks.
(write down)
- What punctuation marks did you use? — How does the meaning of a poem change depending on the different placement of punctuation marks? — What will we talk about in today's lesson? — What is the name of the system of rules about punctuation marks? — What is the topic of the lesson? Tasks?

2. Goal setting.

II. Student work in groups (students prepared messages and practical tasks)

Performance of the 1st group.

1. Message “Principles of Russian punctuation.”

The rules of Russian punctuation are based on three basic principles:

a) semantic (logical): punctuation marks help to divide speech into parts that are important for expressing thoughts in writing; b) grammatical (structural-syntactic): punctuation marks make the semantic structure of speech clear, highlighting individual sentences and their parts; c) intonation: punctuation marks serve to indicate intonation, indicate rhythm, and melody of a phrase. More often, punctuation rules reflect not one, but two or all three principles at the same time.

For example: the placement of punctuation marks for isolated members reflects the semantic and intonation principle. Placing a question mark at the end of a question sentence is all three principles.

2. Practical task (printed for groups, signs not placed).

Place punctuation marks. Explain your choice. What principles of Russian punctuation are reflected in the text.

The path went around a hazel bush and the forest immediately spread out to the sides. In the middle of the clearing, in white sparkling clothes, a huge and majestic oak tree stood like a cathedral. It seemed that the trees respectfully parted to allow today's brother to unfold in full force. So this winter oak quickly flashed through my head.

(according to Yu. Kazakov)

Performance of the 2nd and 3rd groups.

1. Messages “Single punctuation marks”, “Paired punctuation marks”.

(Students present a general table with the most important cases of making signs)

2. Practical task: fill out the table in the textbook

III. Working with text ex. 381 (ibid.)

1. Conversation:

- Retell the text. — What does D. Andreev associate with A. Pushkin’s merits as a poet? How does he characterize the Russian literary language?

2. Test (preliminarily number the sentences in this text - exercise 498).

1) Indicate the correct explanation of punctuation in the 1st sentence, highlighted by commas:

a) comparative turnover; b) comparative clause; c) introductory sentence.

2) Specify the type of proposal No. 3:

a) complex with one subordinate clause; b) complex with two subordinate clauses; c) a complex sentence with coordinating and subordinating connections.

3) How many rows of homogeneous terms are there in sentence No. 3:

a) 4; b) 5; at 6.

4) What role does the semicolon play in sentence No. 3:

a) separates simple sentences; b) identifies separate members; c) separates highly abundant parts.

5) Give the correct explanation for the missing comma before

in sentence No. 3:

a) turnover with how

– this is an application with the meaning “as...”;
b) turnover with as
– a stable phrase;
c) turnover with how
- this is an application with the meaning of reason;

6) Which of the following statements is false:

a) the 1st sentence of the text is non-union; b) there is no participial phrase in the 3rd sentence; c) in the 3rd sentence there is an adverbial phrase.

Self-test using the control sheet: 1c, 2a, 3c, 4c, 5a, 6b.

IV. Lesson summary. Reflection.

— Which part of the lesson seemed the most important? Why? — What was difficult? Why? — What needs to be done to prevent these difficulties from arising?

Homework:

1) optional: ex. 383 or ex. 384

Punctuation rules 11th grade

Subject:

Basic principles of Russian punctuation. Punctuation analysis of sentences 11th grade rus

Goals:

1) consider the basic principles of punctuation, classify punctuation marks;

2) determine the function of each punctuation;

3) improve the ability to use basic techniques of information processing of text;

4) improving the ability to conduct punctuation analysis of a sentence;

5) determine whether a sentence belongs to a certain syntactic model based on its meaning, intonation and grammatical features.

During the classes:

I. Organizational moment

: greeting and explaining the goals and objectives of the lesson.

Preparation for the perception of new material. Motivation.

It is known that until the 15th century there were no punctuation marks in books.

— How many punctuation marks are there in the Russian punctuation system at present? (10 characters)

— Do we know how to take advantage of the opportunities presented by a harmonious system of punctuation marks?

Task 1. The French writer V. Hugo, having finished the novel “Les Miserables,” sent it to the publisher along with a letter in which there was only a question mark (?). The publisher also answered without words: !.

— Try to compose a dialogue that could take place between V. Hugo and the publisher.

-What role do punctuation marks play? How do you feel about punctuation marks?

-What is punctuation?

Punctuation (Latin - point) is a system of punctuation marks and rules for their use.

In modern Russian, the 10 most commonly used punctuation marks are:

Period (.) Question mark (?) Exclamation mark (!) Ellipsis (...)

Comma (,) Semicolon (;) Colon (:) Dash (-) Quotation marks (“”) Parentheses ( ).

The purpose of punctuation marks is to convey the syntactic and semantic division of the text, as well as the main features of the intonation of a sentence in writing. Punctuation marks provide the writer and reader with an unambiguous understanding of the sentence and text.

Task 2. There are known cases when not only a person’s life, but also the course of history depended on the placement of punctuation marks.

The English king Edward II, who ruled at the turn of the 13th-14th centuries, turned the majority of his subjects against himself through oppression and excessive taxes so that they formed a conspiracy, headed by his wife Isabella. By decision of parliament, the king was deprived of the throne and imprisoned, where he awaited a decision on his fate. The king's jailers received an order from Isabella, in which there were no punctuation marks: “Don’t you dare kill Edward; it’s good to be afraid.”

- What punctuation marks and how can you put them in this sentence? How many options did you have?

-Show how the meaning of the sentence changes?

Semantic or semantic

The placement of signs is also subordinated to the meaning of the sentence. It follows from this that the structural principle is inseparable from the semantic one: without understanding the meaning, it is impossible to identify individual parts in a sentence. Most often, the division of a sentence by meaning and structure coincides, but it happens that the structural principle alone cannot suggest the correct arrangement of signs.

In its extreme version, this is the same classic “execute cannot be pardoned,” where one comma changes the meaning of the phrase to the opposite.

Example: “Ksenia, my friend (,) and her husband were in the room.” The omission of a comma changes the number of characters in the sentence, turning the clarifying phrase into another homogeneous subject. It turns out that there were three people in the room instead of two.

However, more often we are talking about shades of meaning that are incomprehensible without context. Example: “Friends (,) told me that everything is cancelled.” With a comma - an address in an impersonal sentence. Without it, this is the subject (it was the friends who said it, not someone else).

Another example:

1. “They don’t build houses the way we build.” Emphasis on “so” and “we”. (They build differently than we do.)
2. “They don’t build houses like we do.” Emphasis on "we". (They don't build it because we already do it.)

For comparison, here is an example in which it may not be possible to resort to not only the structural, but also the intonation principle. Both questions sound almost identical:

1. So this is your friend? And I kicked him out.
2. It says "tu amigo". Does this mean "your friend"?

Thus, sometimes only punctuation determines the meaning in which a particular word is used, and the entire sentence depends on this.

The semantic principle also allows the use of copyright marks. These are the names of signs that are not required by a grammatical rule, but were deliberately chosen by the author to convey additional shades of meaning, expression, or indicate a special intonation, a change in rhythm, or long pauses: “Read, envy, I am a citizen.”

Here this principle is closely intertwined with the intonation principle.

Principles of Russian punctuation

Today we…

· Let's find out on what principles Russian punctuation is based

· Let's try to highlight the most important principle.

· Let's understand why we need to know the principles of Russian punctuation.

In Russian language lessons we already talked about the principles of Russian spelling. That is, about the basic laws on which this field of science is based. These are morphemic, phonetic, traditional, differentiating principles

. As you know, any spelling rule can be explained by one principle or another.

In general, the principle in language is such a universal “because”. An explanation of exactly how and why a rule works this way. And if there were no principles in punctuation, we would simply put punctuation marks wherever we want. However, punctuation is a very important lady!

And the first principle that you need to pay attention to is structural

.
It is also called syntactic
.
It sounds something like this: the use of punctuation marks depends on the structure of the sentence
. That is, punctuation depends on syntax! We already know this truth ourselves.

How it works? Here's a proposal

The new school year has begun

Or rather, this is still an unfinished statement. And if we want to finish it and formalize it, we need a punctuation mark. We must put something at the end of the sentence. For example, a period.

You can add a second to the first statement -

The new school year has begun and the students go to school.

Now it turns out that this sentence has two parts - this is its structure. And we must note this: we need to separate the two parts from each other. Let's do this using a comma.

What if instead of one predicate we suddenly have three? Let's go, run, fly

to school.

The new school year began and the students went, ran, and flew to school.

Now the structure of the sentence has changed - we have homogeneous predicates. And they are in no way separated from each other. We need to separate them. We also use commas for this.

Let's change the structure of the sentence a little again.

The new school year has begun, and the students went to school with sincere joy.

.

Now it’s as if some extra detail has been inserted into our sentence. In fact, it is so - we have an adverbial phrase here. Without commas, it breaks the structure of the sentence. This means that we will have to highlight it.

And if like this:

The new school year has begun, Masha said cheerfully.

It turns out that we have a speech here. And it also needs to be somehow isolated from the structure of the entire sentence. That's why we put it in quotation marks. We separate parts of the sentence with a comma. And we add a dash to indicate the author's speech.

So the structural principle is quite strict

. When trying to place punctuation marks only where pauses are made, he instantly reminds us that there is syntax, there is sentence structure. And if we forget about him, we will be in trouble.

The structural, or syntactic, principle is fundamental to the Russian language.

It personifies the main law that operates in language.
Signs that are required under this principle are usually mandatory
. They cannot be copyrighted.

And all the basic rules of punctuation that we will study are mostly based on the structural principle.

But why not build all punctuation only according to this principle?

Because speech also has meaning

.

Let's compare two sentences:

Your essay should already be on my desk.

Your essay must already be on my desk.

There is no need to use commas in the first sentence. But as soon as we put them on, the meaning changed. This means that the placement of these punctuation marks is dictated by meaning.

So there is also a semantic principle

.
Sometimes it is also called logical
.
It can be formulated as follows: punctuation marks are placed in accordance with the shades of meaning.
Sometimes it is a punctuation mark that can indicate to us a certain meaning in a sentence. But according to grammatical principles, the sign may not be placed here.

Let's look at the offer

Igor, my friend and Evgeniy will come with us

.

It seems like we are talking about three people. What if we put a comma after the word friend

? Then the words “my friend” immediately begin to refer to Igor. And it turns out that there are already two people traveling with us. So how many people are going with us? It depends on the comma and the meaning that is needed.

Here's a suggestion:

I did the task as I was asked.

That is, they asked me, so I did the task. What if we move the comma by just one word?

I did the task as asked.

Now the point is that we were given some specific instructions, and we completed the task exactly as needed.

I didn't come because I was sick.

I got sick, so I didn’t come. If we move the comma to one word, we get a slightly different intonation and a different meaning: I didn’t come because

that he was sick.

That is, he didn’t come precisely because of illness, and not because of anything else.

Failure to comply with the semantic principle can lead to an absurd mistake.

. Here's a suggestion:

The cat stood on three paws, and with its fourth front paw tried to reach the sausage.

According to the structural principle, commas are not required here. But what does this mean - the fourth front paw? The cat has a bit too many front paws!

But if we put after the word the fourth

comma, then there will be as many paws as needed.

The semantic principle allows the author's punctuation marks

.
For example, Maxim Gorky has the following sentence: “ I saw the sky
. There is absolutely no need for a dash between the subject and the predicate. But the author decided that it expressed additional shades of meaning, and put it in.

But not always even meaning can help. At the end of any sentence we can put a period, an exclamation mark, a question mark or an ellipsis. The structural principle here simply advises us to use punctuation.

The semantic principle requires clarification of the meaning. And intonation

.

The third principle in the Russian language is intonation

.
It sounds like this: punctuation marks are placed in accordance with intonation.
Note that punctuation marks are not always placed where pauses are made during intonation.

But sometimes they are still installed.

Thanks to the intonation principle, we choose a sign at the end of a sentence

. Even one word with different intonation turns into completely different sentences. The same thing with intonation when addressing. As you know, it can be separated by a comma or an exclamation mark.

Different intonations convey different shades of meaning.

. Here are three complex sentences, the parts of which are connected using different intonations.

In the first case, we are simply listing events, so we put a comma. In the second case, we are talking about the fact that someone sat down at their desk as the lesson began.

And a dash is a quick change of events. No sooner had the man sat down at his desk than the lesson began.

There is also a so-called intonation dash

. That is, sometimes a dash is placed exactly where a pause is needed. Where it is necessary to indicate additional intonation, to introduce some shades of meaning.

He couldn't talk for a long time.

The man could not use speech for a long time.

He couldn't talk for a long time

. A person could use speech, but not for long.

What conclusion can we draw from this?

There are three principles of Russian punctuation.

Structural or syntactic. We use punctuation marks according to the structure of the sentence.

Semantic. Punctuation marks can be dictated by the meaning of the sentence.

Intonation. Punctuation marks may also depend on intonation.

In this case, the structural principle is considered the main one, and the rest are subordinate. This is why it is so important to have a good understanding of sentence structure.

Functions of punctuation marks

First of all, what is meant by punctuation? Firstly, the section of grammar, which deals with the correct formatting of written speech using punctuation marks. The collection of rules adopted in it as a standard was enshrined in the “Rules of Spelling and Punctuation” of 1956.

For perception, the text is divided into semantic fragments. It wasn't always like this. In ancient Russian writing, for example, they didn’t even put spaces between words. One way or another, it is difficult to read a continuous text, and punctuation marks serve precisely this purpose: to break up what is written, firstly, according to the meaning, and secondly, in accordance with the pauses that are inevitable in oral speech. Actually, “punctuation” means: “stammer”, “break”. The red line, by the way, is also such a sign, separating entire paragraphs from each other.

The following types of punctuation marks are distinguished:

1. Separating. They indicate the end of one sentence and the beginning of another. These are a period, an exclamation point, a question mark, and an ellipsis.
2. Separating. Their function is to indicate boundaries within a sentence: separation of its parts, if it is complex; differentiation of homogeneous members, if simple. They, like separating marks, are single. These include: comma, semicolon, colon and dash.
3. Excretory. Separate segments are isolated on both sides, therefore, they are always paired. These include: parentheses, quotation marks, double commas or double dashes, a combination of a dash and a colon. These signs can include an address, any addition or explanation of a statement, as well as a personal attitude towards it.

Secondly, punctuation is the very living system of language, the norms of which were not formed by chance. The rules only reflect patterns, polished by centuries of use of Russian speech, freed from all unnecessary things, meaningful and orderly. Only thanks to the existence of such a system is it possible to effectively transmit information in written form, when two native speakers accurately understand each other through the text.

Ideally, at least within one sentence, there cannot be two interpretations, assuming that both the writer and the reader have mastered punctuation perfectly. Then we can assume that the system is working.

This is especially noticeable if we consider how the three principles underlying Russian punctuation interact:

• syntactic;
• semantic;
• intonation.

Preparation for the Unified State Exam in Russian. Reviewing difficult sections of spelling and punctuation

Repetition of difficult sections of spelling and punctuation (in preparation for the Unified State Exam).
Objectives: 1. Repeat spelling norms and lexical meaning of words.
2. Summarize and systematize the material on the most difficult sections of spelling and punctuation, namely: spelling suffixes of adjectives and participles. 3. Apply educational competencies in practice, improve the culture of oral and written speech. Equipment: individual cards, handouts, dictionaries of foreign words, overhead projector. Lesson progress:
1. Organizational moment: announcement of the topic and purpose of the lesson. 2. Teacher’s word: Our task is to continue to develop the skills of correct and competent writing. As always, let's start with an orthoepic warm-up. Read aloud how the words are pronounced correctly (words on the screen). If you make a mistake, write these words down in your notebook. Excluded, notify, took, understood, pamper, provision understood, pamper, provision, remember, means, reflection, dispersal, illusory, postulate, turbulent, confidential. - Let's find out the meaning of words unfamiliar to us: (Using a dictionary, we find out the meaning of the words: reflection, illusory, postulate, turbulent, confidential). 4. Working with text. Teacher: in order to write correctly, you need to know “by sight” the system of the most frequent morphemes: roots, prefixes, suffixes. Here is the text. Let us systematize our knowledge on the most difficult section of spelling: n and nn in the suffixes of adjectives and participles. Look at the screen and tell me when one N and two NN are written in adjective suffixes? Participles? (on the screen there is a table with the spelling of this rule) Text (for each student on the table) He was sitting in a huge room furnished with antique furniture. On the oil-painted floor there was a huge amount of scribbled papers, a spring breeze was blowing through the open window, playing with the recently purchased curtains. On the polished table there were a lot of things, an inkwell, recently filled ...filled with Petka to the brim, there were tattered photographs lying on the foot, expensive cigars were tightly packed in a wooden chest inlaid ... with gold. In the center of the room Alexander Petrovich was sitting on a chair covered with embossed ... leather ... Assignment: Insert the missing letters, explain writing rules, write the parts of speech above these words. Arrange and explain punctuation marks. Teacher: so, we repeated the spelling norms. I want to draw your attention to the statement of A.I. Kuprin: “The Russian language in skillful hands and in experienced lips is beautiful, melodious, expressive, deep, flexible, obedient and capacious...” Following the greats, we often repeat that the Russian language is rich and powerful, that in his vocabulary there are tens of thousands of precise and good words. However, our speech is often poor and inexpressive. Therefore, we must devote more time to this topic, which is very necessary for preparing for exams. Correct the mistakes that students make, forgetting about the “treachery” of adverbial phrases. On the offer screen. 1. Reading the novel “Oblomov,” everyone has different points of view. (When we read...) 2. Going out for a walk, the boy wanted to climb into the hayloft. (... the boy wanted...) 3. Even having fallen in love with Olga, he was drawn to the sofa. (he couldn’t refuse the sofa) 4. Having studied Goncharov’s works, I had a good impression of the main character. (When I read...) 5. Having grown up, Ivan Ilyich created Oblomovka in St. Petersburg. (becoming...) Teacher: Unfortunately , there are also errors in the media, advertising, and announcements. So, find them. How many of you are spelling, spelling and grammatically sharp? On the screen there are sentences: - “L Etoile: pamper yourself (spelling) -We make blinds -liVting - cream (lifting) (spelling) -the product is certified (need: certified) -grapeFruit (need: grapefruit) -according to the schedule (need: schedule ) Teacher: The next section is “Observe grammatical norms.” Assignment: mark the phrases that violate grammatical norms (there is a handout in front of each one on the table). We are working on options. Option 1: wide avenue until 2007 follow me for a few songs roasted coffee Option 2: brighter ten oranges two pairs of socks experienced accountants Option 3: two passers-by skillful drivers more adventurous living among Armenians Spelling marathon. We will conduct it in the form of a vocabulary dictation. Distribute the words, in your opinion, by degree of difficulty: easy - difficult. Twine, lattice, examine, quintessence, reverence, letter of credit, boss, indifferent, impresario, producer, wolverine, ultra-refined, play along, familiar, not today—tomorrow, appeal, crystalline, dramatic, race, cellophane, linoleum, surrogate, occupation, humanism . Mini-dictation of increased difficulty. On the plank terrace, freckled Agrippina Savvichna secretly treated collegiate assessor Thaddeus Apollonovich to the accompaniment of a cello with all sorts of dishes and vinaigrette with shellfish. Summing up the lesson. Homework assignment. Teacher: Imagine yourself in the role of someone who, at any cost, wants to take a vacant position as a proofreader in the most popular and prestigious magazine. The stakes are high, and admission is carried out on a competitive basis. What is required of you? Literacy, literacy and literacy again. Try to find and correct errors in the data on the text sheets. They are different for everyone. SAMPLE: Leoncovallo attended a performance of the opera Pagliacci incognito in a small town.
A lady in a black brocade dress sat nearby. She immediately drew attention to him, since he, unlike the others, sat with a bored look. The lady spoke: “Why don’t you applaud, my dear sir, don’t you like opera?” Leoncovallo replied: “Frankly, mademoiselle, I don’t like her.” A stranger was surprised: “Monsieur, is this your sincere opinion?” “Of course,” was the answer. SAMPLE:
They say in ancient times, in this Usk valley, cut by the whimsical meanders of a silvery-blue river, nimble and closed by a ring of flat-topped hills, there were so many wild bright red carnations that the surrounding area, according to local residents, is still called the scarlet swell. Today in Aloy swells, unfortunately, are not in such abundance, but nevertheless, Pavel, climbing the hill to his neighbor’s vast farmstead, encountered so many of them that he, perhaps, would have been able to collect a rather lush bouquet.
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