According to their meaning and structure, SPPs are divided into three main groups. The clauses in these complex sentences correspond to three groups of secondary members of the sentence: definitions, additions and circumstances *.

Types of subordinate clauses

The explanatory clauses can be attached to the main one with the help of the particle whether, used in the meaning of the union. For example: He didn't know if tomorrow would come. Whether the union-particle can serve to convey an indirect question: They asked if we would go with them. REMEMBER: the main thing for determining the type of subordinate clauses is the semantic question. Conjunctions and alliance words can add additional shades of meaning to the WBS. For example: The village where Eugene was bored was a lovely corner. This is a complex sentence with a relative clause that has an additional spatial connotation of meaning.

Warm-up game: Mixed up simple sentences as part of the SPP. Unravel them and write them down correctly. The only beauty, it is impossible to heal it. Than food is more tasteless than a disease that steals from life. There is no worse enemy and thief that I know - this is health. If the disease is not defined, the healthier it is.

CHECK YOURSELF! (self-test) The only beauty I know is health. G. Heine The more tasteless the food, the healthier it is. A. Lesage There is no worse enemy and thief than a disease that steals life. "Mirror of Wisdom" If the disease is not defined, it is impossible to cure it. Samarkandi

Algorithm "Order mental operations when analyzing WBS »Determine the type of proposal; how many simple sentences are included in it (find and emphasize grammatical foundations). Find the main offer. Read the subordinate clause and determine its place in relation to the main one. Determine what the subordinate clause explains (all the main thing, a word or a phrase); to raise the question from the main sentence to the clause. Name the type of clause. Indicate the method of connecting the subordinate clause with the main one (conjunctions, union words, intonation). Find out if there is an index word in the main sentence. Explain punctuation marks. Draw up a graphical scheme of the proposal We replenish the methodological piggy bank "Schoolboy"

COMPARE: The heart had a presentiment of unkindness. My house is in a new area. We reached our destination in the evening. My heart had a presentiment that something bad was about to happen. The house I live in is in a new area. We reached the destination of our journey when evening came. Comparative analysis

Sections: Russian language

Lesson type: a lesson in studying new material and consolidating primary knowledge.

Meta subject: knowledge, the technique of “knowing ignorance”.

Fundamental concept: ways of knowing.

During the classes

I. Organizational moment

writing in a notebook number, type of work, lesson topic.

II. Homework check

monologue statement on the topic: "Knowledge is the result of hard work" (Confucius)

Teacher: Your homework assignment was to reflect on Confucius's phrase, agree with it or not, pick up arguments in defense of your opinion.

Thanks for the reasoning. That's right, as a result of any work, a person gains experience, and this is nothing more than knowledge and skills. Today we have new topic, which means new knowledge - let's work.

III. Updating.

Teacher questions:

• What section of the science of language are we studying?
• Name the syntax units.

Teacher: before you the text. Read it.

Knowledge is the result of hard work

(1) Knowledge is the result of hard work. (2) This was the opinion of the ancient Chinese sage Confucius. ( 3) His whole life is a path to knowledge that makes a person useful to the state and society. (4) Already in early childhood, he was distinguished by outstanding abilities. (5) Little Confucius was far from noisy games, and his main entertainment was conversations with sages. (6) And this could not fail to amaze others. (7) Confucius was born with an infinite sensitivity to learning, an awakened mind forced him to read a lot. (8) It was said about him that he had no teachers, but only students. (9) When Confucius graduated from school, he was one of all students who passed the most difficult exams with a 100% result. .(10) He decided to create a school in which a person would learn to know the laws of the world around him, people and discover his own possibilities. (11) His fame spread far beyond the borders of neighboring kingdoms. (12) Recognition of his wisdom reached such an extent that he took the post of Minister of Justice, at that time the most responsible position in the state.

Teacher questions:

• Prove that you have a text in front of you.
• Determine the topic, type of speech and style.
• Find complex non-union proposals... Read and prove.
• Find in the text compound sentences... Read and prove.
• Find complex sentences in the text. Read and prove.
• Find a sentence that contains the main idea of ​​the text. Write it out and produce parsing. His whole life is a path to knowledge that makes a person useful to the state and society.

By doing the parsing, we answer the questions:

• What complex sentence is called NGN?
• What is the structure of the NGN?
• Tell us about punctuation in NGN.
• What communication facilities are used in NGN?

Answering the questions, we fill in column 1 of the three-part diary "What do I know about the SPP?" (Cm.Annex 1 , slides 2-6).

IV. Goal setting.

Teacher: In the description of the proposal, we must further indicate the group of WBS by value. Can we do it now. Read the topic of the lesson. State the purpose of our lesson. (in the course of the lesson we must learn…., in the course of the lesson we must learn….)

Formulating the purpose and objectives of the lesson, we fill in the second column of the three-part diary (see Appendix 1, slide 7)

V. The stage of learning new material.

• Students' work on the assimilation of new material. 10 minutes are allotted for work

Teacher: Confucius believed that three paths lead to knowledge: the path of imitation is the easiest - and the path of experience. (Confucius) (on the board - a diagram based on the statement of Confucius. Cm.Appendix 2) Today we will try to follow these paths. To do this, we will divide into "theorists" and "researchers" ( see annex 1, slide 8)."Theorists" will follow the path of imitation. Your task is to use the textbook material (textbook edited by SG Barkhudarov) to fill in the table, all columns except the last one (pp. 44-45, 51,57-59). "Researchers" will follow the path of experience: they will receive a card on which sentences are written. Your task is to analyze the proposals and draw conclusions. Formulate an algorithm for determining the type of subordinate clauses. (Cm.Appendix 3 )

• Presentation of work results(students answer the teacher's questions in turn, complementing each other, based on the completed table)

(See annex 1, slide 9 - NGN groups by value)

Teacher:

Question to "researchers": definitive?

Question to the "theorists": To which word in the main clause are the relative clauses? What linguistic means are they used to join the main sentence?

Question to "researchers": what subordinate clauses are called explanatory? Why in some foreign languages these sentences are called clauses additional?

Question to the "theorists":

Question to "researchers": what subordinate clauses are called circumstantial?

Question to the "theorists": To which word in the main clause are the explanatory clauses? What linguistic means are they used to join the main sentence?

Teacher: why did Confucius call the first way of acquiring new knowledge - the way of imitation - easy? (Accepting an authoritative opinion. This option is the simplest, requires the least energy costs. All you need to do is believe the words of an authoritative source) What difficulties can we face along the way? (not all questions can be answered, the source of information must be verified). The second path is the path of experience. Confucius called it the path of mistakes. Why? (conclusions can be drawn not always correct) This way of knowing is typical for those who like to think. What is hiding behind ? ? What is the third path of knowledge you would name? And what way did we go in the lesson today, learning new things? (We analyzed the information from the textbook and the results of our own observations. This is the way of thinking. Confucius called it noble. A person draws conclusions based on the analysis of information and his own observations.) ? , on back side which is the phrase: the way of thinking. (Cm. annex 2, slide 2)

Vi. The stage of the primary consolidation of the new material.

Returning to the sentence that was discussed at the beginning of the lesson.

• How to determine the type of clause? (A group of researchers read out an algorithm for determining the type of subordinate clauses, seeAppendix 1, slide 10)
• Exercise 1. We return to the text. Is it true that the proposition 8 is an SPP with a subordinate clause explanatory (+)? Offer 9 - SPP with a subordinate clause definitive (-)? What is the clause in this sentence? (adverbial) Offer 10 – SPP with a subordinate clause definitive? (+) Offer 12 – SPP with a subordinate clause explanatory? (-), - definitive.
• Let's remember what tasks we set for ourselves, did you achieve them during the lesson?

Three-part diary: what did you learn in the lesson? What have you learned? See Appendix 1, slides 11-12)

• Exercise 2. Assignment on the slide (see annex 1, slides 13-15)- to compose the SPP from two simple ones, determine the type of the clause.

The sun was still warming the tops. We have reached the place.
A.I. Kuprin wrote about the Russian language more than once. Language is the history of a people.
In the forest, a person especially feels the beauty of nature. Nature is full of secrets.

• Exercise 3. Test for determining the types of WBS by the value of clauses.

We watch with sadness as the forest loses its lush outfit.
A. attributive
B. explanatory
B. adverbial

Specify the type of subordinate clause in the WBS: The birds that have been chirping all summer long have not been heard.
A. attributive
B. explanatory
B. adverbial

Specify the type of subordinate clause in the WBS: When d the orogu was washed away by the rain, and ruts formed along the edges.
A. attributive
B. explanatory
B. Circumstantial

Find the fourth excess.
A.He was looking forward to this moment, from which his independent life began.
B. I looked at the maple and saw how the red leaf slowly and smoothly separated from it.
Q. Never forget that the theater does not live with the brilliance of lights, but with the ideas of the playwright.
D. All night we lay by the fire and listened to the raging sea.

Is the type of the subordinate clause correctly defined? Foliage falls to wrap the ground warmer before cold weather.
A. true
B. wrong

Find the SPF with a grammatical error.
A. He was content with what was written in the notebook.
B. When the sun disappeared behind the mill, coolness blew through the open windows.
Q. This book taught me to value and respect friends, which I read as a child.
G. The devil lost weight in one minute and became so small that he easily got into his pocket.

• Self-assessment by key on the slide. (Cm. Appendix 1, slide 23)

Vii. Differentiated homework

For researchers: learn the textbook material: compose your own sentences-examples 5 for each group of clauses, using different conjunctions and union words.

For theorists - learn the table, fill in the last column with examples from paragraphs of the textbook.

VIII. Reflection.

Teacher: Analyze your work in the lesson, how you felt and choose the phrase that is closer to you (Cm. Appendix 1, slide 25)

How nice it is to know that you have learned something!
Moliere

Science is a very difficult business ...
Michel de Montaigne

There are gaps in my knowledge, because I was embarrassed to ask questions ...
Abu-l-Faraj

Teacher: back to the phrase that became the epigraph of our lesson. How did we learn new things about NGN? (thanks to the work done). I thank you for Good work at the lesson.

§ 1 Basic groups of complex sentences

The purpose of this lesson is to expand knowledge about a complex sentence, about its structure and structure; to give general idea about groups of complex sentences, with special attention to be paid to relative clauses.

We know that a complex sentence, in which one simple sentence in meaning and structure depends on another (obeys it) and is related to it on the basis of subordination, is called complex. Parts of a complex sentence are unequal in meaning: the main sentence subordinates the subordinate clause, from the main to the subordinate clause, a semantic question can be posed. In addition, the connection between the main and the subordinate clause is carried out using subordinate unions and union words, as well as using intonation.

For example:

In this sentence, the clause refers to grammatical basis the main part “it was heard”, and it is from the basis that the question is raised to the subordinate clause, the subordinate union “what” is used as a means of communication between the parts.

Complex sentences, consisting of two simple ones, are divided into three main groups according to the semantic meaning of the subordinate clause. These groups bear names similar to the names of secondary members (depending on which member of the sentence was replaced by this subordinate clause):

Compound sentences with relative clauses,

Explanatory (similar to appendices)

And adverbial.

Groups of subordinate clauses can be represented in the form of a table

Thus, groups of complex sentences are determined by the following criteria:

1. on a semantic question to which the subordinate clause answers;

2. by means of communication of the subordinate clause with the main one (subordinate unions, union words, index words).

For example:

In this sentence, the subordinate clause refers to the noun "house" in the main part, and it is from this word that the question is raised to the subordinate clause, the union word "in which" is used as a means of communication between the parts. Before us is a complex sentence with a clause qualifier.

In this sentence, the subordinate clause refers to the predicate of the main part "had a presentiment", and it is from him that the question is raised to the subordinate clause, the subordinate union "what" is used as a means of communication between the parts. Before us is a complex sentence with an explanatory clause.

In this sentence, the subordinate clause refers to the entire main part "we got to the goal of our journey", and it is from the whole main part that the question is raised to the subordinate clause, the subordinate union "when" is used as a means of communication between the parts. Before us is a complex sentence with a clause clause.

Another type of subordinate clauses stands apart - these are subordinate clauses, which contain an additional message, an explanation about what is said in the main clause; they are attached with the help of union words: what, where, where, when, how, why, why, why, as a result of what.

A feature of such sentences is that from the main part to the subordinate clause, the question cannot be raised, since there is no word or phrase in the main sentence that would require the presence of a subordinate clause.

For example:

The purpose of the clause in this complex sentence- to give additional clarification about the message in the main part.

§ 2 Compound sentences with subordinate determinants

Let us dwell in more detail on the group of complex sentences with relative clauses. Such subordinate clauses contain a characteristic of an object or phenomenon named in the main sentence, and answer the question "what?"

The adverbial clause is attached to the defined word in the main sentence with the help of union words - pronouns and adverbs: which, which, whose, what, where, where, from where, when.

For example:

To correctly highlight the word being defined in the main sentence, you can use the index word.

In such sentences, the subordinate clause is attached to the combination of a noun with an index word, which is optional and can be omitted.

The subordinate determinant is always found after the main or inside the main sentence, and it follows strictly after the word being defined, characterizing it.

Due to this peculiarity, such subordinate clauses cannot be found before the main clause.

For example:

In this regard, it should be noted that the allied words which, which, whose necessarily agree with the defined word in gender and number, and their case forms depend on which member of the sentence these words are in the subordinate clause.

For example:

In this sentence, the union word, which, like the defined word "fontanel", is in the masculine gender and in the singular, and in the subordinate part, the union word is the subject, because it is in the nominative form.

Often, the order of words in sentences with clauses is violated. As a rule, union words (which, which, whose) replace the nearest preceding noun.

This provision is not observed in the following example. Books of our writers, which reflect modernity, enjoy an unchanging success. To eliminate a speech error, you can enter into the main sentence a demonstrative pronoun one or such, correlative to the union word which:

Often, complex sentences with subordinate determinants can be replaced by synonymous simple sentences with stand-alone definitions, pronounced participial phrases.

Compare:

The relative clauses are close to the relative clauses that refer to the pronouns that, everyone, everyone, everything, any, such, such (pronoun-definitive).

They answer the questions "Who exactly?", "What exactly?"

For example:

(He who works for the benefit of the fatherland) [he will not be easily parted from him].

Pronoun-attributive clauses can stand before the word being defined, before the entire main part.

Scheme (Who ...), [places. That…].

In such sentences, the subordinate concretizes, fills with content the meaning of the pronoun in the main sentence to which it refers. The term "attributive" in relation to the subordinate clause is used in this case conditionally, in the meaning of "disclosing the content".

Summing up, it can be noted that the ability to correctly and correctly use different groups of complex sentences is necessary for everyone who speaks Russian, this makes it possible to improve grammatical knowledge and punctuation skills.

List of used literature:

1. Egorova N.V. Lesson development on the Russian language: a universal guide. Grade 9. - M .: VAKO, 2007 .-- 224p.
2. Bogdanova G.A. Russian lessons in the 9th grade: a book for the teacher. - M .: Education, 2007 .-- 171s.
3. Baranov M.T. Russian language: Reference materials: a manual for students. - M .: Education, 2007 .-- 285s.
4. D.E. Rosenthal Practical stylistics of the Russian language: Textbook for universities. - M .: graduate School, 1977. - 316s.

Lesson 37. Topic: Main groups complex sentences by their meaning. Complicated sentences with relative clauses.

(Anyқtauysh baғynyңқyly sabaқtas құrmalas seilem)

Lesson objectives: to give a general idea of ​​the groups of complex sentences according to their meaning; to form the concept of subordinate attributions, features of their structure; improve punctuation skills.

During the classes

1. Linguistic warm-up.

Vocabulary commented dictation: students "chain" explain spelling in words.

Nuance, dramatic, anti-fascist, reproach, idealize, brilliant, smuggler, premiere, skepticism, problem, by all means, stay, over-refined, overly-invisible, pondering, tennis, quantitative, sumptuous, gallery.

Tasks:

1) Select words with alternating morphemes, match words with paired morphemes ( brilliant - shine, stay - arrival, over-exquisite - play - charge (excl.) over - extraordinary, ponder - interrupt ).

Additional task: explain lexical meaning words nuance, skepticism, luxurious. If necessary, use the explanatory dictionary.

2. The concept of the main groups of NGN .

1. Let's write down the sentences and define the secondary members in them, posing the appropriate questions:

1) The heart foresaw (what?) Unkind. ( Addition.)

2) (whose?) My house is in a new area. (Definition)

3) We have reached the destination of our journey (when?)in the evening. (Circumstance.)

2. Let us select syntactic synonyms for these sentences - we will rearrange the sentences so that they become complex subordinate:

1) My heart had a presentiment that something bad was about to happen.

2) The house I live in is in a new area.

3) We reached the destination of our journey when evening came.

3. Let's put questions to the subordinate clauses:

1) had a presentiment (what?)

2) house (what?)

3) got there (when?)

4. Let's compare simple and complex sentences and draw conclusions:

1) Subordinate clauses are similar in meaning to the secondary members of a sentence.

2) Three main groups of subordinate clauses correspond to three groups of minor members: additions, definitions, circumstances.

3. Word of the teacher.

The main groups of complex sentences bear names similar to the names of secondary members: SPP with relative clauses, explanatory (similar to additions) and adverbial, which in turn are divided into subgroups.

How do we determine which minor member in front of us? (on the issue.)

In the same way, we will determine which group the subordinate clause belongs to. The main thing is to ask the right question. Let's start with the clauses.

Let's write down the sentences, putting questions to the subordinate clauses:

1) It's not worth a man (what?) Who cannot break a bad habit.

2) The room (which one?) I was taken to looked more like a barn.

3) And the pain (what kind?) That knocked like a bird in the temple, subsides, subsides ...

4) And the beggar rider lurks in the gorge (which one?), Where the Terek plays in fierce fun.

What are the subordinate clauses, from which words in the main clause the question is raised to the subordinate clause? (Subordinate clauses refer to nouns in the main clause, from which the question is posed.)

In what way are subordinate clauses attached to the main clause? (With the help of union words which, where, what, where. )

Consider separately, outside the context of the word which, where, what, where.

What members of the sentence can these words be associated with? (Which - with the definition, that - with the subject or object, where, where - with the circumstance.)

Note that in order to determine the type of the subordinate clause, a context is needed, it is necessary to pose a question that will prompt the correct answer. It is not so important it is the union words that the subordinate clause is attached to. The main thing is what question it answers.

SPP with relative clauses are absent in the Kazakh language. The difficulties of studying them lie in the fact that sentences similar to them in semantics in the Kazakh language in their structure represent simple sentences with the so-called expanded definitions, which are not distinguished by intonation and are usually located in front of the word being defined. For example: The plane that arrived from Astana has landed. - Astanadan ұship kelgen ұshaқ zherge қonda.

4. Working with the textbook .

1. Let's read theoretical material on pages 142-143.

What new have you learned from the tutorial article?

Demonstrative words in subordinate clauses serve to highlight the noun being defined.

2. Subordinate clauses always appear after the noun being defined.)

5. Reflection 6. Subordinate clause can stand in front of the main sentence, after it, or break the main sentence. Separate clauses with commas.

For example:

[The sun was still warming the tops of the pines] (when we got there).(Yu Kazakov.) […], (when…).

(To wait for such an evening), [had to live a hundred years].(K. Paustovsky.) (To…), […].

[The village (where Bim was brought) really surprised him].(G. Troepolsky.) […, (where…), …].

The subordinate clause is syntactically subordinate to the main clause. You can ask a question to him:

And it's fun for me to think(about what?) that the poet will understand me.(I. A. Bunin.) […], (what…).

He remembers a little house, a bedroom(which?) in which he slept against his father.(V.M. Garshin.) […], (wherein…).

If there are several subordinate clauses in a complex clause, then they can obey not only the main clause, but also each other.

For example:

The days of bright light have come, when it is impossible to go out without dark glasses, because the sunlight reflected in the snow hurts the eyes intolerably.(I. Sokolov-Mikitov.)

Or: When they were alone, Rostov was convinced for the first time that he was embarrassed to look Boris in the eye.(L. N. Tolstoy.)

7. Homework.

Perform exercises number 283, 284.