Complex sentences with different types of connections. Complex sentences: non-union and allied coordinating connections

As a supporter of tolerance and a preacher of peaceful life in the spirit of mutual understanding and assistance between peoples different nations(which in Moscow, for example, is being successfully carried out) I give a few unusual example creative/poetic collaboration.
The book of original poems and selected translations of the famous poet Eduard Khandyukov includes his best poetic works of recent times. Eduard Khandyukov showed himself brilliantly in the “rubai” genre, which is not possible for every poet, even gifted ones. This publication is unique both in form and content thanks to the participation of the wonderful Afghan poet Latif Nazemi and the no less remarkable translator Rahmatullah Rawand. The authors and compilers of the book are old friends Center for the Afghan Diaspora. The result of the creative efforts of Eduard Khandyukov and Rakhmatulla Ravand went beyond literature and grew to the scale of universal, cultural significance, as it represents a unique example of two translations at once - from Russian into Farsi (Dari) and from Farsi (Dari) into Russian. The authors opened more than one door into the world of one culture - they opened doors in both directions and, thus, gave the reader the opportunity to enjoy and compare, criticize and ponder unique creative material.
For many, the book “Friends, our union is wonderful” will become a good companion in our difficult, but interesting life. Reading these poems is a real pleasure!
Khandyukov E., Nazemi L., Ravand R. Friends, our union is wonderful: a collection of poems and translations. - M.: IPO “At the Nikitsky Gates”, 164 p. Circulation 500 copies.
This review was published in the Moscow Government newspaper “TVERSKAYA, 13” on my author’s page “World of Reading” - Year of Literature, January 31, 2015 p.19.

Eduard Khandyukov was born on September 12, 1940 in the Azov region, in the city of Mariupol.
Graduated from Leningrad Higher Engineering maritime school them. Admiral S.O. Makarova and the Moscow Higher Art and Industrial School (formerly Stroganov).
Secretary of the Board of the International Public Organization of the Union of Writers of Russia, member of the editorial board of the magazine "Poetry".
Full member of the Academy of Medical and Technical Sciences. Laureate of the Moscow Regional Literary Prize named after Yaroslav Smelyakov for 2011. Laureate of the competition " Best book 2008 - 2011".

Rahmatullah Rawand was born on December 25, 1954 in the Badakhshan province of Afghanistan. He graduated from the Pedagogical College in the city of Konduz and in 1981 from the Moscow Energy Institute. From 1986 to 1990 worked at the Progress publishing house in Moscow as a senior control editor and translator. Author of translations and publications of many books and articles.

Latif Nazemi was born in 1946 in the city of Herat. Graduated from the Faculty of Philology of Kabul University in 1969. From 1971 to 1973. worked literary critic on Kabul radio station. From 1973 to 1989 worked as a teacher at Kabul University. At the end of 1989 he immigrated from his homeland and to this day lives and works in Germany. Published numerous articles and essays, some of them in English, German, French, Russian, Mongolian and Bulgarian languages. He published three collections of poems.

There are different parts of speech. The union is a service union. This is not the main morphologically important object, but it has its place in the sentences of the text. He wants each word in the link to represent a single syntactic whole. Each part of speech has its own definition.

The union is called a service part and is designed to connect single parts into one sentence; it cannot be changed and is not a member. There is a division of unions along many lines.

What do conjunctions mean?

There are coordinating and subordinating conjunctions. And the first, in turn, are divided into:

connecting,
dividing,
adversarial.

Equal parts are connected using:

And; yes (in the sense of “and”), not only.., but, also, neither.., nor.

With the help of which mutual exclusion occurs are called dividing. Their examples are following unions: or...or, either, or, or.

Conjunctions that contrast are considered adversative. These are conjunctions: a, yes (meaning “but”), nevertheless, but.

Stand apart

There are several other groups of coordinating conjunctions. They are not studied in school curriculum in Russian. Gradational ones express comparison - not just... but, if not... then also; there are connecting ones (and, also, and, yes and).

And with explanatory conjunctions, something needs to be explained or supplemented (that is, something like that).

Subordination in unions

Such conjunctions are divided according to the meaning of subordinate clauses (expository, adverbial, attributive). Subordinating conjunctions connect main and subordinate clauses. This is called submission. Types of such unions:

explanatory (so that, how),
conditional (if, if, if...then),
denoting time (barely, only),
indicating the reason (because, for),
comparison (as if, as if, as if)
concessions (at least),
purpose (so that)
consequence (so).

There are unions that combine several types. For example, the conjunction “to” is targeted and explanatory.

By origin

There are two types: derivatives, formed from other parts of speech (because, albeit, but) and non-derivatives, having no connection with other parts of speech - (however, and, that, but).

Composition matters

Consisting of one word, that is, simple (as if, for) and of several words - complex (while, after, because).

By use

There are three groups:

Singles (uh, what);
Repeating (and..., and; as..., as);
Paired - from two words (like..., so, if..., then).

R.P. Rogozhnikova Gradational unions in the Russian language

Leningrad

Gradational conjunctions in the Russian language began to be highlighted by researchers quite recently. For the first time, F.I. Serebryannaya and V.A. Beloshapkova drew attention to them. At first the alliances were marked not only..., but also; yes and.. Later other unions were included in this group: not so much... as...; not that..., but...; if not... then...

Detailed description of sentences with gradational union yes and as well as with some others, mainly with the union not only..., but also..., carried out by F.I. Serebryannaya. She gives a definition of gradation relations, noting that gradation relations are characterized by the predominance of one element compared to another, by different weights of the members of the gradation series.

The group of gradational unions is not limited to the unions listed above. There are much more of them. Apparently, they have all been identified, but not all have been identified yet, but now we can name the following:

not only..., but also...; not only..., but, but...; not only..., but also...; not just..., but, but...; not only..., but also...; not only that, but, and...; yes and; or even; and not even that; not that, ..., but, but...; not that..., but, but...; not so much..., but...; not as much... as... (not as much... as...; not as much... as...); not as... as...; not only that; except that; besides that; if not... then...; if not..., if not..., then...; if not... then...

From this list one can see that gradational conjunctions are different in their lexical and morphological composition: among them there are complex conjunctions: yes and; or even; and not even that; not so much; not only; not just now; if not; except that; besides that; not only that - and complex dismembered conjunctions, the components of which are in different parts of the sentence: not only..., but also...; not only..., but...; not as... as...; not so much... as...; if not... then etc.

Dismembered unions are characterized by many options, so the important question is about their boundaries, about which components are included in the union and which are not its components.

In dissected gradational unions, both the first and second parts vary. Conjunctions that differ in the lexical and lexical-phraseological composition of the first part represent different lexical-syntactic formations and, thus, are different conjunctions, different lexical-syntactic units. Wed: not only..., but also...; not only..., but also...; not that..., but, but...; not that..., but, but. It should be noted that many of them are very close or even identical in meaning and usually differ only stylistically. Wed: not only..., but also...; not only..., but also... (colloquial); not that..., but, but...; not so that..., but, but... (colloquial).

The second part of some gradational conjunctions also varies. Yes, the union not only... but also... it either appears in the form: but and, and; But, or absent altogether. In all cases, conjunctions differ in their semantic shades. With the help of the union not only... but also any actions, phenomena, qualities are compared, and the second of them is the most significant. It is with the help of the component And the second part of the conjunction creates a matching value. The first homogeneous term seems to go without saying. For example: The hut was stuffy and stinking; a whole crowd of people - not only family, but also neighbors - crowded at the foot of the stove on which the sick man lay (Saltykov-Shchedrin. Peshekhonskaya antiquity). The children of mine workers have to support not only themselves and their families, but also their father’s family too early (Mamin-Sibiryak. Mountain Nest).

Union not only..., but (a) attaches such homogeneous members of the sentence, of which the second homogeneous member or the sentence is contrasted with the first. The meaning of opposition arises in the absence And in the second part of the union. The contrast between the second part of the gradation series is emphasized by the words on the contrary, on the contrary. The contrast between the parts is especially clear in sentences in which the first part of the gradational series is negative. For example: Volodya was the only person who not only did not show signs of respect to the inspector of the timber export office, but, on the contrary, gloomily shouted at him (Atarov. Head of Small Rivers).

It is hardly possible to talk about a tendency to crowd out formations without And in the second part of the conjunction in modern language, since in both cases there are known semantic differences.

The absence of the second part of the union creates a sharp contrast between the members of the sentence or sentences within the gradational series, and the second part essentially becomes the center of attention. For example: I saw the Fatherland of others, the home of friends and relatives. But I didn’t find not only sweet souls - graves! (Lermontov. Mtsyri). At this age, not only a year - a month can change a lot (Komsomolskaya Pravda, March 19, 1966).

Wed also unions not that... not that... without the second part: I woke up, strained, remembering, but behind me there was blackness - smooth, as if hewn, and black, not like a dream - I didn’t see a single face (M. Sholokhov. Quiet Don). He once said to Marlen Topniyan, his student, with true contrition: “I thought you were a serious person, but you play the harmonica.” (Marlen played the accordion.) And it wasn’t that he scolded the guy, he pitied him (A. Agranovsky. Vocation).

All these semantic shades of formations that are similar in lexico-morphological composition indicate that the latter are different lexico-syntactic units.

The inclusion in a sentence of particles with the help of which something new is not created, but only the basic meaning is strengthened, does not lead to the fact that such particles become integral part union. Yes, to the union not only... but... particles may be adjacent even, also, still, in the second part of the sentence.

However, they do not create new meaning. These particles are not required components in sentences. It is hardly possible to talk about special alliances not only..., but even...; not only... but also...

Some dismembered unions are not clear-cut. For example, unions not that..., but, but...; not that..., but, but... can connect homogeneous members of a sentence and sentences with different meanings.

Unions not that..., but, but...; not that..., but, but... connect homogeneous members or sentences, of which the first expresses uncertainty that a given phenomenon is precisely named, while the second homogeneous member clarifies it, and sometimes only approximately names some phenomenon. Therefore, the second homogeneous member or second sentence is usually accompanied by particles such as simple, straight etc. under. The gradation here is that the same concept is called differently, and usually the second homogeneous member or second sentence represents this concept more meaningful word. Combinations not that..., but, but...; not that..., but, but...; perform not only the functions of linking parts of a sentence or clauses, but also introduce shades into the sentence that are not characteristic of conjunctions. In this case, it would be more correct to call these combinations complex allied particles. For example: Pakhom Stepanych not only spoke loudly, but directly shouted (Garin-Mizailovsky. Pencil from life). And it wasn’t that her grandmother spoiled her, but it simply never occurred to her to refuse her anything, her granddaughter was so sweet in begging for everything she wanted (A. Tolstoy. Four Centuries). An expression not so much of pity, but of gloomy concern appeared on the general’s face, and he suddenly hurried (A Fadeev. Young Guard).

In addition, the union not that..., but, but... expresses gradational-comparative relationships. There is, as it were, a comparison of homogeneous members, and the homogeneous member, added by the second part of the union, seems more significant, more significant than the first homogeneous member. In this case, with the second homogeneous term, an intensifying particle is often used even or pronoun himself, the most. For example: I’m not defaming my daughters, but I wouldn’t just trade any of them, but now I’d trade all of them for the first pockmarked girl (A.K. Tolstoy. Sadko). “Before,” said Shlikin, “sparrows gathered in flocks of two to three thousand. It happened that they would fly up, rush through the air, so not only people, but even cabbies’ horses would shy away (K. Paustovsky. The Shot Sparrow).

Another group of gradational unions consists of complex undivided gradational unions. These include: yes and, and even and, and not that and, if not, not only, not that, not that.

Some of them correspond to dismembered unions. Both of them include the same components, but in dismembered unions there is also a second part, cf.: if not... then... - if not; not only..., but also... - not only; not that..., but, but... - not that; not that..., but, but... - not that.

Both dissected and complex conjunctions are independent separate conjunctions, differing in their lexical and morphological composition, and in their inherent semantic shades, and in location in the sentence. What is common to all complex unions that correlate with dismembered ones is their connecting nature. Dismembered unions are deprived of it.

Dismembered Union if not... then... connects homogeneous members of a sentence; of these, the second term is more real, although less significant compared to the first homogeneous term, which is allowed. For example: Something absurd was happening, disastrous confusion distorted the plans, and the offensive threatened to end, if not in the defeat of the attackers, then, in any case, in failure (M. Sholokhov, Quiet Don).

The ratio of homogeneous members connected by a union if not, other. Union if not adds a second homogeneous member, which, on the one hand, is more significant in content in comparison with the first homogeneous member, and on the other hand, as if a reservation allowing for a broader, more significant idea of something. For example: The blacksmith Arkhip, according to general testimony, was alive and probably the main, if not the only culprit of the fire (Pushkin. Dubrovsky).

Complex unions not only, not that, not that can attach a second homogeneous member to the first, either directly or with the help of a conjunction A, reinforcing the opposition. For example: - So, maybe yours won’t be here soon? - Why not soon? Our people will soon be in Kursk, and not just with you (A. Gaidar. In the days of defeats and victories). - So you think that arable farming is the most profitable thing to do? - Chichikov asked. – More legal, not just more profitable (Gogol. Dead Souls).

Combined with some words conjunction if not can be phraseologized. These words are more, less, better. This is completely out of character for a dismembered union. if not... then... Phraseologization is facilitated by the absence of other words in the part joined by the conjunction if not, and the position of a homogeneous member with this union.

Combinations if not more, if not less, if not better used with certain homogeneous members:

The first homogeneous term is an antonymous word with negation not: Tanya is much more beautiful, but the guys probably like Zhenya no less, if not more, for her liveliness and happy character (Azhaev. Far from Moscow).

The first homogeneous member is a combination of a cardinal number and a noun or a noun with the meaning of quantity: We can say that half, if not more, of the long and the hard way People traveled from the primitive state to the modern state on horseback (V. Kozhevnikov. Living Water).

The first homogeneous term is qualitative adjective or participle, sometimes with words relating to them and always with the words the same, the same: The Hindus of the times of Darius Gistham and Alexander the Great seem to us the same, if not better, as their current descendants (Dobrolyubov. A look at history and current state East Indies).

In common parlance, the conjunction can also be used in this case how not:

My link is now one prize of one and a half hundred pounds of grain, if not more,” said Dusya Samsonova (Laptev. Zarya) in one group of lunchers.

Complex union or even serves to connect homogeneous members of a sentence into simple sentence or clauses in a compound sentence. All the constituent components of this union form a single whole, namely, as a single whole it is used with a certain meaning. There is an opinion that the particle And combined with union otherwise helps to strengthen the subsequent member or sentence. In our opinion, in such cases the particle And is a component of the new union.

Most often the union or even attaches a homogeneous member of the sentence, which seems stronger, more significant in quantitative terms compared to the previous one.

Most often union or even connects combinations of a numeral with a noun, with the second numeral being higher in number. For example: A cultivator and two or even three seeders will be attached to the back of the tractor, and even a dragger (Laptev. Zarya). Well, with such a length the rope sags on the fairway by one and a half meters, or even two (Gribachev. The sun rises behind the Don...).

Wed. also the case when the noun has a quantitative meaning: My friends are living hungry, Aunt Glasha, can you get two pounds of flour, or even a bag? (M. Gorky. Egor Bulychov and others).

The second member of the gradational series can also be expressed by adverbs more, more, less, less, sometimes combined with an adverb of measure and degree: a little, a little etc. For example: The score will probably take a hundred pages, or even a little more (Cui. Letter to P.I. Jurgenson, May 14, 1903). Vanya worked at Spirka’s for three weeks, earning a ruble a day, or even more (Makarenko. Flags on the towers). But it’s still early, ten o’clock, or even less (Chekhov. Bishop).

Homogeneous members of a sentence can be expressed by specific subject nouns, verbs, adverbs, and in all these cases the second member of the gradation series is a word that is more significant in its significance: This Faina is up to something... Go to Samosadka, or even to Klyuchevskaya (Mamin-Sibiryak. Three ends). The spirit of the young revolution lived and seethed within us. And in the evenings, and even at night, the streets froze from our recitations and songs (Klenov. Search for Love).

Parts of a gradation series may, in turn, include several homogeneous members. In this case, homogeneous members are connected either without the help of unions, or by unions. For example: They walked..., carrying in front of them on their chests, like babies, their machine guns, held by one hand, strained, swollen, or even bandaged after being wounded (Fadeev. Young Guard). This is where the volunteer speaker comes into play. He climbs onto a grate, onto a stone pillar, or even onto the roof of a car and speaks, gesticulating furiously (T. Gaidar. From Havana on the phone).

The gradation series can be constructed as if along a descending line, i.e. the last homogeneous member seems to be less significant compared to other homogeneous members. This lesser significance is emphasized by the adverb Just, For example: The peasants are bearded, mustacheless and ancient, in their hands are krinkas, buckets, tues filled with butter, or even just bundles (Shishkov. With a knapsack).

Union or even connects not only homogeneous members, but also sentences. Sentences joined by conjunction or even contain a fact more significant than that mentioned in the first sentence. The significance of this fact is emphasized by the adverbs at all, completely. For example: There are old women in the houses. Or even the gates are completely locked (Nekrasov. Who lives well in Rus'). If you fill your head with all sorts of nonsense, I know that you will stay for the second year, or even be completely expelled (Serafimovich. Seryozha).

Some gradational conjunctions in their structure and morphological composition resemble subordinating conjunctions. However, the nature of the relations, the structure of the sentences in which they are used, indicates that these are not subordinating conjunctions. Yes, union not only that connects homogeneous members of a sentence, and is also a means of communication in a complex sentence. It is used in expressive-emotional book and colloquial speech. Features of sentences with a union not only that is the connection between the members of the sentence or parts of the sentence connected by this conjunction, also with the previous context.

In the first part, joined by the conjunction not only that, the thought expressed in the previous context is repeated, in the second part it is intensified, i.e. the effect of the second part is similar to the first, but in its significance and intensity it is stronger. At the same time, the action of the first part seems to be taken for granted. Relations between members of a sentence connected by a union not only that, resemble relations with the union not only..., but also, however, sentences with a conjunction not only that more expressive. For example: The people in the office still don’t know that they gave a ride to a random fellow traveler, and, not only did they give them a ride, they probably saved them from freezing (Soloukhin. A loaf of sourdough bread).

The second part of the gradation series, reinforcing the previous homogeneous member, may have intensifying particles even, also. They make the second homogeneous term even more significant. For example: - And it’s right that I’m a fat stump! Not only is he a stump, he’s also a fool! (Yu. German. The cause you serve). Dmitry mechanically turned the cup upside down (he had never seen Sevres porcelain) and read “Dulevo” written on the cup in blue letters. Not only did I read it, but I also raised my questioning eyes to Elizaveta Zakharovna (Soloukhin. Mother-stepmother).

The second homogeneous member in the gradation series not only strengthens the first, but in a number of cases, seems to be opposed to it. Then the second homogeneous member is joined by unions but, yes. For example: (I.P. Pavlov): If both reflexes are reinforced by food, then both of them last, and not only do they last, but they even increase (“Pavlov’s Wednesdays,” October 2, 1935). One works as a senior researcher at the Gipronickel Institute, and the other, not only works as a researcher at the Physics and Technology Institute of the USSR Academy of Sciences, but also writes stories and publishes them in magazines (Literaturnaya Gazeta, May 9, 1964) . Similar relationships are observed in cases where the union not only that connects homogeneous sentences. For example: In the workshop they easily proved to me that Yuri Mikhailovich is a waste of time. Not only does he have no special education, but he is also a useless practitioner ("Pravda", November 11, 1966). He, of course, was confused and gaping. Not only did he climb into someone else’s compartment at night, but now he couldn’t remember where he put his trousers (A. Gaidar. Chuk and Gek).

Unions except that; besides the fact that subordinating conjunctions, reminiscent in form, also connect both homogeneous members of the sentence and sentences. In the part connected by these unions, the first homogeneous member of the sentence or the first sentence is limited. The second homogeneous member of the sentence or the second sentence seems more significant compared to the first. The significance of the limitation lies in lexical meaning unions. Unions except that; besides the fact that are identical in this meaning, but differ in the scope of use. Union except that widely used in a wide variety of speech styles, conjunction besides the fact that more related to book styles. Wed: Some people doubted it. But skeptics, in addition to playing a negative role, sometimes give in to enthusiasm and sharpen thoughts (Izvestia, June 15, 1964). I think that each of our schools, in addition to being a single type of Soviet school, should have its own face and be proud of this face (Makarenko. My pedagogical views).

Unions except that; besides the fact that connect homogeneous sentences in which the logical subject is the same, but it is expressed either by the same word in both sentences (most often by a personal pronoun), or by different words: a noun and a pronoun. Thus, in these sentences the same person or object is characterized from different sides, and the action of the second sentence seems stronger, more intense, more significant. For example: - Of course, this is a rough calculation, but quite sufficient to assess the prospects. In addition to the fact that you produce steel yourself, you import a lot of metal in the form of various machinery and rolled steel from abroad (Emelyanov. About time, about comrades, about yourself). In addition to the fact that Roth was personally outraged by Muravyov, he wanted to distinguish himself, he wanted to be the first to catch the criminals (O. Forsh. Firstborns of Freedom).

Thus, the nature of the relationships expressed by unions not only that; except that; besides the fact that indicates that these unions are associated with the expression of gradational relations.

Examples of tasks.
4. Read the list of words. Use a green pencil to underline the words whose meanings you understand. Write down the words you don't understand. Using suitable explanatory dictionaries explain them to yourself.
Artel, brotherhood, group, community, coalition, circle, league, world, party, galaxy, council, meeting, union, partnership, company, federation, team, school.
Explain orally what the meanings of these words have in common. How are they different?

WINTER MONTHS.
1. In the first column, read the names aloud winter months in the ancient Roman calendar. Compare their sound with the sound of modern Russian names for the winter months. Write Russian names in the second column. Orally make a conclusion about their origin.
December
Januarius
Februarius
Find out from your elders and write down in the third column the names of the winter months in the languages of the peoples of your region.
2. Write down the names of the winter months in the language of the peoples of your region that are connected:
a) with phenomena of inanimate nature
b) with natural phenomena

Download and read The world around us, workbook, 2nd grade, part 2, Pleshakov A.A., Novitskaya M.Yu., 2015

Examples of tasks.
2. Look at the map in the textbook on p. 4-5. Find the name of that part on it Russian Federation, where do you live. Complete the sentence with this title:
I live in ___________________________________.
3. Imagine the union different parts Russia in the form of a magic flower. On one of its petals, beautifully write the name of your part of the Russian Federation. A long name can be abbreviated by the first letters of the words. For example: Yamalo-Nenets Autonomous Okrug - Yamalo-Nenets Autonomous Okrug.

Download and read The world around us, workbook, grade 2, part 1, Pleshakov A.A., Novitskaya M.Yu., 2015

Download and read The world around us, grade 2, Part 2, Pleshakov A.A., Novitskaya M.Yu.., 2012

This manual has been developed to help a teacher who implements in his practice the requirements for the results of mastering the basic educational program primary general education, determined by the Federal State Educational Standard.
The manual presents the scientific and methodological foundations of the course ( The world around us) authors Pleshakova A.A., Novitskaya M.Yu. and their implementation in teaching materials for 2nd grade, calendar and thematic planning, planned results (personal, meta-subject and subject) based on the results of studying the specified course in 2nd grade, methodological developments all lessons.

Download and read The world around us, grade 2, Methodological manual with lesson developments, Novitskaya M.Yu., Belyankova N.M., Sarkisyan Yu.V., 2013

The textbook has been updated in accordance with the Federal State Educational Standard for Primary General Education.
The textbook, along with seasonal changes in nature, examines the work and holidays of people at different times of the year, health issues closely related to the actualization of children's play culture of the peoples of Russia, as well as problems of nature conservation. In addition to the sign navigation system, the headings “Let’s remember”, “Let’s discuss”, “Let’s think”, “Let’s find out in more detail”, “Let’s test ourselves” are introduced into the textbook’s methodological apparatus. The headings “We will learn”, “We will learn” before each section orient the child in the content and planned results of his educational activities.

Download and read The world around us, grade 2, Part 2, Pleshakov A.A., Novitskaya M.Yu., 2012

The world around us, 4th grade, Part 2, Pleshakov A.A., Novitskaya M.Yu., 2013

The world around us, 4th grade, Part 2, Pleshakov A.A., Novitskaya M.Yu., 2013.

The textbook is developed in accordance with the Federal State Educational Standard for Primary General Education. Based on the material of natural science and historical and social science knowledge, the textbook reveals the value of social and moral relationships between people in society, presents a wide range of facts that will help students practically master the meaning of the concepts “citizen”, “compatriot”, “civil society”, “Russian” people". A variety of natural history, historical and cultural information is combined in the textbook with the idea of preserving and developing the natural and cultural heritage of Russia,
The methodological apparatus, while maintaining the structure established in textbooks for grades 1-3, includes a new heading “Calendar of Memorable Dates”. The “Beyond the Pages of the Textbook” section expands the range of directions offered for project activities.

GDZ on the surrounding world from workbook for grade 2 1 part authors Pleshakov A.A. and Novitskaya M.Yu. - Perspective program are presented on this page. We hope they will help in preparing your homework.

GDZ on the surrounding world - grade 2 - workbook - part 1 - authors: Pleshakov A.A. and Novitskaya M.Yu.

Universe, time, calendar

Page 3 — 5 — We are the union of the peoples of Russia

1. Cut out from the Appendix figures of people in the costumes of some peoples of Russia. Make a cheerful round dance from the figures. If you are at a loss, look at the textbook.

In the center, write down the names of other peoples of Russia that you know.

2. Look at the map in the textbook on p. 4-5. Find on it the name of the part of the Russian Federation where you live. Complete the sentence with this title:

I live in Moscow region .

3. Imagine the union of different parts of Russia in the form of a magical flower. On one of its petals, beautifully write the name of your part of the Russian Federation. The long name can be abbreviated by the first letters of the words, For example, Yamalo-Nenets Autonomous Okrug - Yamal-Nenets Autonomous Okrug.

On the other petals of the flower, write the names of the parts of Russia where your family or friends live.

4. Find out from your elders or guess for yourself how the name Russian Federation is sometimes abbreviated in documents.

Write down your answer: RF .

5. This is a frame for photographs, drawings or a poem, a story about the most interesting things in your republic (region, territory, district, city, village). Together with your elders, design it as a keepsake.

Red Square in Moscow

We are the inhabitants of the universe

Page 6 - 7

1. Imagine that you are admiring the world around you. Draw two pictures. Explain (verbally) why you wanted to make these particular drawings.

Write down the definition.

The Universe is the whole world: stars, planets, satellites.

3. Find out the celestial bodies from the description and write their names in the boxes.

Hot celestial bodies emitting light - 6 letters.

STARS

Cold celestial bodies. Orbit the Sun. Do not emit own light- 7 letters.

PLANETS

Cold celestial bodies. Orbit planets - 8 letters.

SATELLITES

4. Label the names of the planets using a textbook or yourself.

Our “Spaceship” - Earth

Page 8 - 9

1. How do you imagine the Earth - our “ spacecraft"? Draw.

The Earth is our spaceship

2. Fill in the gaps in the text.

The earth's surface that we see around us is called horizon . The boundary of this surface is called skyline .

3. Mark the sides of the horizon on the diagrams. Fill out diagram No. 1 using the textbook. Cover it with your palm or a piece of paper. Try to fill out diagram No. 2 yourself, and then test yourself.

4. Practical work"Compass".

1) Consider a compass. Use the drawing to study its structure. Show and name the parts of a compass.

*Kartushka is a circular scale (plate with divisions) indicating the sides of the horizon.

2) Follow all the instructions and determine the sides of the horizon.

How to use a compass- Place the compass on a flat horizontal surface. - Pull the safety catch and wait until the arrow stops. - Rotate the compass so that the blue end of the arrow matches the letter WITH, and red - with the letter Y. Then all the letters will indicate the directions of the sides of the horizon. - When you finish work, put the arrow on the fuse.

3. Place signs on your desktop indicating the main cardinal directions.

4. Complete it.

Compass- This is a device for determining the sides of the horizon.

5. Solve the crossword puzzle.

Earth model ( globe).
The northernmost point of our planet (North Pole).
The southernmost point of our planet (South Pole).
Vast expanses of water on Earth ( oceans).
Huge areas of land surrounded on all sides by water ( continents).

6. Using a globe or yourself, identify the continents along their contours. Write the names of the continents.

Time

Page 12 - 13

1. Come up with drawings-symbols indicating the past, present and future. Explain (verbally) why you wanted to make these particular drawings.

2. Number the units of measurement in increasing order.

Think about which units of time can be determined by a clock and which by a calendar.

By the clock you can determine: hours, minutes, seconds. Using the calendar you can determine: year, month, week, day.

3. Practical work “Clocks”.
1) Look at the clock. Use the drawing to study their structure. Show and name the parts of a clock.

2) Observe the movement of the arrows. Which one is the “fastest” and which one is the “slowest”?

The fastest hand on a watch is the second hand. The slowest hand on a clock is the hour hand.

Determine by the clock when the teacher gives the signal. Write down the time.

Time: 10 hours 20 minutes 32 seconds.

3) On your watch model, install different times and define it. Show this time by drawing arrows.

Left on the clock: 12 hours 39 minutes. In the center on the clock: 5 hours 20 minutes. On the right on the clock is 11:00.

4) Complete it.

A clock is a device for measuring time.

Day and week

Page 14-15

1. Draw a picture to accompany your fairytale explanation of the change of day and night.

2. Cut out the parts from the application and assemble the applique diagram.

3. Write down the definition using a textbook or yourself.

A day is the time from one sunrise to another.

4. Number the days of the week in the correct sequence, starting with Monday.

5. Remember the interesting events that happened in your family on Sunday. Write a story about one of them.

One Sunday my family and I went to nature. We take with us a rubber boat, a tent and other camping supplies. All day on fresh air Dad and I go fishing, and Mom cooks fish soup. It was a wonderful day.

My week

Page 16 -17

Make up a photo story about your life in a week. Come up with captions for the photos. Write down how you rate the past week and why.

Football My week was great. I learned a lot of new and interesting things at school, and had a good rest on the weekend.

Month and year

1. Cut out the parts from the Appendix and assemble an applique diagram.

2. Observe the Moon for a month. Try to see the new moon, the “growth” of the Moon, the full moon, the “aging” of the Moon. Draw what the Moon looks like on different days. Under the pictures, write down the dates of observations.

Moon phases: “growing” moon, full moon, “aging” moon and new moon

3. Draw a picture to accompany your fairytale explanation of the changing appearance of the Moon.

4. Write down the definition using a textbook or yourself.

Year- this is the time during which the Earth makes a complete revolution around the Sun.

5. Number the months in the correct order, starting with January.

Seasons

Page 20-21

1. Come up with symbolic drawings for the four seasons. Draw them in the correct sequence, starting with spring. Write the names of the seasons.

2. Cut out the parts from the Appendix and assemble an appliqué diagram.

3. Draw a picture to accompany your fairytale explanation of the changing seasons.

4. Write down the definition.

Natural phenomena are all changes occurring in nature.

5. Give 2-3 examples of seasonal phenomena.

Spring phenomena : snowmelt, flood, drops. Summer phenomena: rainbow, hail, lightning. Autumn phenomena: fog, rain, slush. Winter phenomena: snowfall, blizzard, blizzard. Read more about natural phenomena read the article: natural phenomena.

Weather

Page 22 - 23

1. Practical work “Thermometer”.

1) Using a photo and workbook text, explore the device outdoor thermometer. Show and name its main parts.

The main parts of a thermometer are a glass tube filled with liquid and a scale (a plate with divisions). Each division on the scale represents one degree. In the middle of the scale you see zero. This is the border between degrees of heat and degrees of frost. The end of the liquid column in the thermometer tube indicates the number of degrees.

2) Compare thermometers: street, room, water, medical. What are their similarities and differences?

The similarity between different thermometers is that they are all used to measure temperature. The differences between different thermometers lie in their areas of application, as well as in the temperature range marked on the scale.

3) Read how temperature is recorded and do the exercises.

The number of degrees of heat is written with a “+” sign, and the number of degrees of frost - with a “-“ sign. A small circle is placed next to the word “degree”.

For example +10, -10. If a medical thermometer shows a temperature above +37, then the person is sick.

Write in numbers:

Ten degrees of heat - +10°C ten degrees of frost - -10°C zero degrees - 0°C six degrees above zero - +6°C six degrees below zero - -6°C

Write it down in words:

5°C - five degrees Celsius. -7°C - seven degrees below zero.

4) Using appropriate thermometers, determine the temperature of the air, water, and your body. Fill out the table.

5) Write down the definition.

is a device for measuring temperature.

Page 24 - 25

2. What weather phenomena are shown in the photographs? Sign.

Mark (fill in the circle) the phenomena that you observed.
3. To indicate weather phenomena they are used conventional signs. Look at them and learn to draw.

4. Write down the definition using a textbook or yourself.

Weather is a combination of air temperature and precipitation, wind and cloudiness.

Calendar - keeper of time, guardian of memory

Page 26 - 27

1. Consider how the page of the tear-off calendar is arranged. Using her example, design the “My Birthday” calendar page on the right.

Create a spoken story about yourself for the back page of the calendar.

2. Write the names of the seasons in the center of the calendar circle. Color it matching colors each part of the circle highlighted with red lines. Explain (verbally) why you chose these colors for each season.

3. Using the calendar circle, determine which months your loved ones’ birthdays fall on. Write their names in the box. And in the circles indicate the numbers of family holidays.

4. Guess the riddles. Write down the answers. Check the answers in the Appendix.

Days arrive, Twelve brothers And he himself departs. They follow each other, (Tear-off calendar) They don’t pass each other. (months)

Red days of the calendar

Page 28 - 29

1. Come up with a holiday sign. Draw it in a frame.

	June 12 — Russia Day
	August 22 — Day of the State Flag of the Russian Federation
	September 1 - Knowledge Day
	October 5th - International Teachers' Day
	November 4 — National Unity Day
	December 12 — Constitution Day of the Russian Federation
	January 1— New Year
	February 23 – Defender of the Fatherland Day
	March 8 - International Women's Day
	May 1 - Spring and Labor Day
	May 9 - Victory Day

2. Select and paste a photo of the celebration of one of the red days of the calendar (of your choice). Come up with a caption for it. You can use photographs from magazines.

Folk calendar

Page 30 - 31

Page 36. Autumn.

Autumn months

1. In the first column, read aloud the names of the autumn months in the ancient Roman calendar. Compare their sound with the sound of modern Russian names for the autumn months. Write Russian names in the second column. Orally make a conclusion about their origin.

In the 2nd column we write from top to bottom: September October November

Find out from your elders and write down in the third column the names of the autumn months in the languages of the people of your region.

In the 3rd column we write from top to bottom: howler monkey

2. Write down the names of the autumn months in the language of the peoples of your region that are connected:

a) with the phenomena of inanimate nature: rain bell, howler, mudbird, gloomy, howler.

b) with the phenomena of living nature: deciduous, leaf fall.

c) with the difficulty of people: the bread-grower, the wedding-gardener, the skit-maker, the leaf-cutter.

3. Russia is great. Therefore, summer is said goodbye and autumn is greeted at different times and more than once. Write down the dates of the arrival of autumn according to the ancient calendars of the peoples of your region.

Answer: summer in Russia comes on September 1 (the modern date of the arrival of autumn), September 14 (the arrival of autumn according to the old style), September 23 (the day of the autumnal equinox in the Moscow state was considered the day of the onset of autumn).

4. Captions for the drawing to choose from: golden autumn; sad time- charm of the eyes; autumn in the village; autumn Moscow; waiting for winter.

pp. 38-39. Autumn in inanimate nature.

1. Mark a diagram that shows the position of the sun in autumn. Explain (orally) your choice.

Let's mark the second diagram. There are signs of autumn on it (rain, leaves falling, the Sun is low above the ground).

To understand: The Earth rotates around the Sun, while the Earth's axis is always tilted the same. When the axis is tilted towards the sun, it appears high relative to the ground, is “directly overhead”, its rays fall “vertically”, this time of year is called summer. When the Earth rotates around the Sun, the axis shifts relative to it and the Sun seems to descend relative to the Earth. Its rays fall obliquely on the Earth. Autumn is coming.

2. Make a list of autumn phenomena in inanimate nature using the textbook text.

Answer: frost, frost, rain, fog, autumn equinox, freeze-up.

3. Write down the date.

pp. 40-41. Folk holidays at the time of the autumn equinox.

Traditional costumes of Nanai hunters of the Amur region are a combination of brown, red, pink and blue flowers. The dishes are golden and painted.

Kamchatka's reindeer herders dress in clothes and shoes made from reindeer skins, usually in all shades of brown or gray, with light fur.

P.42-43. Starry sky in autumn.

1. Using the illustrations in the textbook, connect the stars to form the shapes of a bear and a swan. In the left picture, highlight the dipper of the Big Dipper.

For the answer, see the picture.

2. Draw a picture for your fairy-tale story about how a big bear appeared in the starry sky.

Fairytale story: One day a bear cub wanted to feast on honey and climbed up a tree to destroy the hive. And the forest bees are angry, they attacked the bear cub and began to sting. The little bear began to climb higher and higher up the tree. The mother bear saw this, rushed to save the bear cub, also climbed the tree, and followed him to the very top of the tree. She covers her son with herself, and the bees sting more and more. I had to climb even higher, to the very sky, so that the bees wouldn’t reach me. They are still there: Ursa Major and Ursa Minor.

Or write a story about how bears hid in a tree from a hunter, and then climbed into the sky and escaped the chase.

We draw bears climbing into the sky from the top of a tree.

3. Observe the starry sky. Find familiar and new constellations and stars. Note the location of the Ursa Major's scoop. Write down the names of the constellations and stars that you were able to see:

Constellations: Ursa Major, Ursa Minor, Pisces, Aries, Andromeda.

Stars: Venus, Sirius, Polaris.

4. Write a story about one of the constellations of the autumn sky. For this purpose, use information from the atlas-identifier, other books, the Internet (at your discretion).

Story: Bootes or Shepherd is a constellation in the sky of the northern hemisphere. It is observed both in summer and autumn. It looks like a man guarding a herd. The imagination of ancient people depicted him with a staff and two dogs. There are several myths about this constellation, but the most interesting one says that the first plowman on earth was turned into this constellation, who taught people to cultivate the land. The constellation Bootes includes very bright star Arcturus is next to the Big Dipper, and it itself resembles a fan.

If you want, come up with a fairy tale about the constellations of the autumn sky. Sign her up for separate sheet and decorate it beautifully.

First you need to find out which constellations are visible in the sky of the northern hemisphere in the fall. They are shown and labeled in the figure:

We come up with a fairy tale about any of them or all of them at once.

Fairy tale: People lived in the same city. They were kind and honest, they achieved everything through their hard work. Among them were a shepherd who tended cattle, a charioteer, twin children, an Aquarius who carried water from a well, a beautiful maiden and Cassiopeia, and many others. They also had pets: Taurus, Aries, horse, hounds. And when the boy Perseus began to play the flute, all the animals from the nearby forest came to listen to him: the cunning fox, the lynx, the lion, the mother bear and her cub. Fish, a whale and a dolphin swam to the shore. Even the fairy-tale unicorn and dragon listened to the gentle melody. But then one autumn a volcanic eruption began near the town. He burned forests and fields, knocked down houses and was ready to burn the city and all its inhabitants. But the huge dragon told the people: you have never done harm to anyone, you are all very good and I will save you. He gathered everyone who could fit onto his back and carried him to heaven. So the constellation Perseus and the dragon still shine from the sky to this day; there was a place for everyone in the autumn night sky.

Page 44-45. Grass near our house.

1. Cut out the pictures from the Appendix and place each plant in its own window.

3. Consider herbaceous plants near your home. Using an atlas-identifier, find out the names of several herbs and write them down.

Answer: clover, bluegrass, foxtail, yarrow, knotweed (bird buckwheat), plantain, dandelion, mint, burdock.

4. Write a story about one of the herbs growing near your house. Use information from the Green Pages book or other sources (at your discretion).

Mint.
There is mint growing near our house. This plant has a very pleasant smell. We often collect mint, dry its green leaves and add it to tea. I like to drink mint tea. There are several types of mint, including medicinal mint.

Plantain.
Plantain grows along roads, which is where it got its name. He has wide leaves and a long stem on which small flowers bloom and seeds ripen. This plant is medicinal. If you cut yourself, apply plantain and the wound will heal faster.

Photos for pasting:

pp. 46-47. Ancient women's work.

1. Find flax among these plants.

Answer: second from the left.

3. You are in the museum of flax and birch bark in the city of Kostroma. Look at photographs of tools for processing flax, making linen threads and fabric. Write the numbers of their names in the circles. 1. Spinning wheel. 2. Weaving mill. 3. Spinning wheel. 4. Ruffled. 5. Mortar and pestle. 6. Flax mill.

The answer is in the picture.

It will be very useful to show your child an instructional video on flax processing. This way the student will clearly see the whole process and will better remember the purpose of the items for processing flax.

Page 48-49. Trees and shrubs in autumn.

1. Identify trees and shrubs by their leaves and write the numbers of their names in the circles.

The answer is in the picture. The leaves of linden, birch and hazel turn yellow in autumn. Euonymus can be either yellow or purple in autumn. Oak leaves turn orange. Rowan, maple and aspen are yellow-red. Viburnum leaves in autumn are green or yellow at the stem and red at the edges.

2. Find a shrub among these plants and underline its name.

Answer: juniper.

Find a tree whose needles turn yellow and fall off in the fall.

Answer: larch.

3. Visit a forest, park or square. Admire the trees and shrubs in their autumn attire. Using the identification atlas, find out the names of several trees and shrubs. Write them down.

Answer: Birch, poplar, thuja, maple, rowan, linden, spruce, pine, aspen.

4. Observe and write down when the leaf fall ends: for birches - in October; for linden trees - in September; for maples - in September; for poplar - in November; for aspen - in September; at viburnum - in October.

pp. 50-51. Wonderful flower beds in autumn

3. Identify a few plants autumn flower beds. Write down their names.

We determine it using the atlas of Pleshakov’s determinant.

Answer: chrysanthemums, asters, dahlias, rudbeckia, helenium, ornamental cabbage.

Photo for pasting:

4. Write a story about one of the plants in the autumn flower garden.

Dahlia

1. The legend tells how the dahlia flower appeared on earth. The dahlia appeared on the site of the last fire, which died out during the advance ice age. This flower was the first to sprouted from the ground after the arrival of warmth on the earth and with its flowering marked the victory of life over death, warmth over cold.

2. In ancient times, the dahlia was not as common as it is now. Then it was only the property of the royal gardens. No one had the right to remove or remove the dahlia from the palace garden. A young gardener named George worked in that garden. And he had a beloved, to whom he once gave beautiful flower- dahlia. He secretly took a dahlia sprout from the royal palace and planted it near his bride's house in the spring. This could not remain a secret, and rumors reached the king that the flower from his garden was now growing outside his palace. The king's anger knew no bounds. By his decree, the gardener Georg was captured by guards and put in prison, from which he was never destined to leave. And the dahlia has since become the property of everyone who liked this flower. This flower, the dahlia, was named after the gardener.

pp. 52-53. Mushrooms

2. Draw a diagram of the structure of a mushroom and label its parts. Test yourself using the diagram in the textbook.

The main parts of the mushroom: mycelium, stem, cap.

4. Give other examples of edible and inedible mushrooms using the atlas-identifier From Earth to Sky (Pleshakov).

Edible mushrooms: butterfly, boletus, milk mushroom, saffron milk cap, russula.

Inedible mushrooms: fly agaric, galerina, svinushka.

Page 54-55. Six-legged and eight-legged.

1. What are these insects called? Write the numbers of their names in the circles.

2. Cut out the pictures from the application and make diagrams of the transformation of insects. Finish the signatures.

Diagram of insect transformation.

Eggs - larva - dragonfly. Eggs - caterpillar - pupa - butterfly.

3. Find an extra picture in this row and circle it. Explain (verbally) your decision.

Answer: Extra spider. It has 8 legs and is classified as an arachnid, while the others in the picture have 6 legs and are insects.

4. Write a story about insects that interest you or about spiders. Use information from the atlas-identifier, the book “Green Pages! or “Giant in the Clearing” (your choice).

Near our dacha, in the forest, there are several large anthills. Ants work all day, collecting seeds and dead animals. Ants also graze aphids. They slap the aphid on the back, and it secretes a drop of sweet liquid. This liquid attracts ants. They love sweets.

Page 56-57. Bird secrets

1. What are these birds called? Write the numbers of their names in the circles.

Migratory birds: swallow, swift, starling, duck, heron, rook.

Wintering birds: jay, woodpecker, nuthatch, tit, crow, sparrow.

2. Give other examples of migratory and wintering birds. You can use information from the book “Green Pages”.

Migratory birds: crane, redstart, sandpiper, thrush, wagtail, wild geese.

Wintering birds: jackdaw, pigeon, bullfinch, magpie.

3. Watch the birds of your city (village). Use the identification atlas to find out their names. Pay attention to the behavior of the birds. Does every bird have its own character? Based on the results of your observation, write your story. Make a drawing and paste a photo.

The jay is a forest bird, but in lately it can increasingly be found in the city: parks and squares. This is a very beautiful bird. On her wings she has multi-colored feathers with a blue tint. The jay screams sharply, piercingly. This forest beauty loves to eat acorns, also picks up leftover food, sometimes destroys bird nests and even attacks small birds.

Page 58-59. How different animals prepare for winter.

1. Recognize animals by description. Write the names.

frog
toad
lizard
snake

2. Color the squirrel and hare in summer and winter outfits. Draw each animal its natural environment. Explain (orally) why these animals change coat color.

The hare is gray in summer, slightly reddish, and by winter it changes its skin to white.

There are squirrels different colors, from light red to black. In the fall, they also molt, changing their coat to a thicker and warmer one, but their color does not change significantly.

3. Sign who made these supplies for the winter.

Answer: 1. Squirrel. 2. Mouse.

4. Write the names of the animals in the text.

On the ground in a hole, the hedgehog makes a small nest from dry leaves, grass, and moss. In it he hibernates until spring. And in late autumn, a bear makes a den for itself under a fallen tree and sleeps in it all winter.

pp. 60-61. Invisible threads in the autumn forest.

1. How are the oak and forest animals related to each other? Cut out the pictures from the Appendix and paste them into the windows of diagram No. 1, and write the names of the animals in diagram No. 2.

Answer: squirrel, jay, mouse. They feed on oak fruits and live here.

2. Cut out the pictures from the application and paste them into the windows of the diagrams. Make diagrams with names within the framework.

Answer: Squirrels and mice feed on nuts. Rowan - thrush.

3. Give your example of invisible threads in autumn forest and draw it in the form of a diagram.

Example: a squirrel (eats the seeds of cones) and a woodpecker (eats insects living in the bark, thereby healing the tree) feed on a pine tree.

4. Look at the photographs. Tell us (orally) what invisible threads in the autumn forest they remind you of.

Nuts are reminiscent of squirrels and mice. Acorns - squirrel, jay, mouse. Rowan - thrush.

pp. 62-63. Autumn work.

1. List what people do in the fall in the house, garden, or vegetable garden.

In the house: they insulate the windows, store firewood and coal for the winter, prepare stoves and heating boilers, make seams for the winter.

In the garden: harvesting from trees, protecting tree trunks from rodents and frost, burning fallen leaves

In the garden: vegetables are collected, sent to the cellar for storage, and the beds are dug up.

2. Select and paste a photo of autumn work in your family.

Photo for pasting:

Think and write down what qualities are needed to do such a job.

Answer: love of the land, hard work, ability to work with a shovel, hoe, rake, patience, strength.

Page 64-65. Be healthy.

1. Draw what games you like to play in summer and autumn. Instead of drawings, you can paste photographs.

Summer and autumn games: catch, tag, hide and seek, football, dodgeball, kondal, badminton, for girls - rubber band, hopscotch.

2. Think and write down what qualities are developed in the games you like to play in the summer and autumn.

Answer: agility, strength, ingenuity, courage, attentiveness, perseverance.

3. Ask the elders in the family to tell about one of the backgammon games in your region. Describe the game together. Give it a name...

GAME “Tall Oak”

Our grandparents played this game in Rus'; its name has been preserved since the 50s of the last century. To play you need one ball. From 4 to 30 (or more) children play.

Everyone stands in a circle. There is one person with a ball inside the circle. He throws the ball high above himself and shouts the name of one of the players, for example: “Lyuba!” All the children (including the one who threw the ball) scatter in all directions. Lyuba must pick up the ball and throw it at one of the guys. Whoever gets hit throws the ball next.

They play until they get bored.

What qualities does this game develop: reaction speed, accuracy, running speed, agility.

pp. 66-69. Nature conservation in autumn.

3. We met these plants and animals from the Red Book of Russia in 1st grade. Remember their names. Write the numbers in the circles.

4. And here are a few more representatives of the Red Book of Russia. Use your textbook to color them and label them.

Ram mushroom, water chestnut, tangerine.

5. Write a story about one of the representatives of the Red Book of Russia, living in your region.

Example: Atlantic walrus. The habitat of this rare species is the Barents and Kara Seas. An adult walrus can reach a length of 4 meters, and the weight of an Atlantic walrus can be about one and a half tons. This species of walrus was almost completely exterminated. Today, thanks to the efforts of specialists, a slight increase in the population is recorded, although their exact number is still impossible to determine, since without special equipment it is extremely difficult to get to the rookery of these animals.

Page 70. Autumn walk.

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