The main groups of complex sentences A lesson in learning new material. The main groups of complex sentences
§ 1 Main groups of complex sentences
The purpose of this lesson is to expand knowledge about the complex sentence, about its structure and structure; to give general idea about groups of complex sentences, while paying special attention to subordinate attributive sentences.
We know that a complex sentence in which one simple sentence in meaning and structure depends on another (submits to it) and is connected with it on the basis of subordination, is called complex. The parts of a complex sentence are unequal in meaning: the main sentence subjugates the subordinate clause, a semantic question can be raised from the main clause to the subordinate clause. In addition, the connection between the main and subordinate clauses is carried out with the help of subordinating conjunctions and allied words, as well as with the help of intonation.
For example:
In this sentence, the subordinate part refers to the grammatical basis of the main part “it was heard”, and it is from the basis that the question is raised to the subordinate clause, the subordinating 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 have names similar to the names of minor members (depending on which member of the sentence was replaced by this clause):
Complex sentences with subordinate clauses,
Explanatory (similar to additions)
And circumstantial.
Groups of subordinate clauses can be represented in the form of a table
What do they mean |
Attached to main |
Descriptive words |
|||
Subordinating conjunctions |
allied words |
||||
Define- |
Characteristic of the object or phenomenon named in the main part |
Which, what, which, where, whose |
That, such, such, any, each, any, all |
||
Explanatory |
Characteristics of the main member of the sentence with the meaning of speech, thought, feeling, named in the main part |
Case questions |
What, to, as, as if, a LI particle |
What, when, how, where |
|
circumstantial |
Characteristics of a sentence member with the meaning of place, time, mode of action, degree, condition, etc., named in the main part |
Where? How? Where? What for? |
When, bye, if, to, so |
Where, when, where, etc. |
There, there, from there, everywhere, everywhere, until, in that case, in view of |
Thus, groups of complex sentences are determined by the following features:
1. on the semantic question to which the subordinate clause answers;
2. by means of connection of the subordinate clause with the main one ( subordinating conjunctions, allied words, demonstrative words).
For example:
In this sentence, the subordinate part 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 allied word "in which" is used as a means of communication between the parts. Before us is a complex sentence with an attributive clause.
In this sentence, the subordinate part refers to the predicate of the main part “felt”, and it is from it that the question is raised to the subordinate clause, the subordinating 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 clause "we have reached the destination of our journey", and it is from the entire main clause that the question is raised to the subordinate clause, the subordinating union "when" is used as a means of communication between the parts. Before us is a complex sentence with an adverbial 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 sentence; they are attached with the help of allied words: what, where, where, when, how, why, why, why, as a result of which.
A feature of such sentences is that a question cannot be raised from the main part to the subordinate clause, since there is no word or phrase in the main clause that would require the presence of a subordinate clause.
For example:
The purpose of the clause in this complex sentence is to give an additional explanation about the message in the main part.
§ 2 Complicated sentences with subordinate clauses
Let us dwell in more detail on the group of complex sentences with attributive clauses. Such subordinate clauses contain a description of the object or phenomenon named in the main clause, and answer the question “what?”, They refer to a member of the main clause, which is expressed by a noun or another word in the meaning of a noun.
The attributive clause is attached to the word being defined in the main clause with the help of allied words - pronouns and adverbs: which, what, whose, what, where, where, where, when.
For example:
In order to correctly highlight the defined word in the main sentence, you can use a demonstrative word.
In such sentences, the subordinate clause is attached to the combination of the noun with the demonstrative word, which is optional and can be omitted.
The attributive clause is always located after the main or inside the main clause, and follows strictly after the word being defined, characterizing it.
Due to this feature, such subordinate clauses cannot be placed before the main clause.
For example:
In this regard, it should be noted that allied words which, which, whose necessarily agree with the word being defined in gender and number, and their case forms depend on which member of the sentence these words are in the subordinate part.
For example:
In this sentence, the allied word which, like the defined word "spring", is in the masculine gender and in the singular, and in the subordinate part the allied word is the subject, because it is in the form of the nominative case.
Often the word order is violated in sentences with attributive clauses. As a rule, allied words (which, which, whose) replace the nearest preceding noun.
This provision is not observed in the following example. The books of our writers, which reflect the present, enjoy continued success. For elimination speech error can be included in the main sentence demonstrative pronoun one or such, correlative to the allied word which:
Often complex sentences with subordinate clauses can be replaced by synonymous simple sentences with separate definitions, expressed by participial revolutions.
Compare:
The subordinate definitives are close to the subordinate clauses related to the pronouns that, each, anyone, all, any, such, such (pronoun-defining).
They answer the questions “Who exactly?”, “What exactly?”.
For example:
(Whoever works for the benefit of the fatherland), [he will not be easily separated from him].
Pronominal-defining clauses can stand up to the word being defined, up to the entire main part.
Scheme (Who…), [loc. That…].
In such sentences, the subordinate clause specifies, 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 “revealing content”.
Summing up, it can be noted that the ability to competently 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:
- Egorova N.V. Lesson developments in the Russian language: a universal guide. Grade 9 - M.: VAKO, 2007. - 224 p.
- Bogdanova G.A. Russian language lessons in grade 9: a book for teachers. - M.: Enlightenment, 2007. - 171s.
- Baranov M.T. Russian language: Reference materials: a guide for students. - M .: Education, 2007. - 285 p.
- Rosenthal D.E. Practical style of the Russian language: A textbook for universities. – M.: graduate School, 1977. - 316s.
The main principle of activity in the classroom is problematic, which provides intellectual development students, helps organize creative process independent knowledge.
Problem-based learning technology and project-based research technology make it possible to activate cognitive activity students, to improve their skills in working with the information presented in various types, to develop the horizons, culture, self-consciousness of students, to develop the creative and communicative abilities of schoolchildren.
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MOU "Pogromskaya average comprehensive school named after A.D. Bondarenko Volokonovsky district Belgorod region "
Synopsis of the Russian language lesson in grade 9
« Main groups complex sentences »
prepared
teacher of Russian language and literature
Morozova Alla Stanislavovna
With. Pogromets
2011
RUSSIAN LESSON IN GRADE 9
The main principle of activity in the classroom is problematic, which ensures the intellectual development of students, helps to organize the creative process of self-knowledge.
The technology of problem-based learning and project-research technology make it possible to intensify the cognitive activity of students, improve their skills in working with information presented in various forms, develop their horizons, culture, self-awareness of students, and develop the creative and communicative abilities of schoolchildren.
Warm-up according to the technology of Yu.A. Potashkina - component each lesson, which allows you to update and systematize the knowledge of students at the stage of preparation for certification in the Russian language in a new form.
The sequence of stages of the lesson, generalized steps for organizing a search educational process corresponds to the logic of problem-based learning: problem statement → search for ways to solve the problem → formulation of the conclusion.
The use of computer presentation provides perception, assimilation, understanding of the material, reflects the results of educational research activities.
The high pace of the lesson, the change in activities maintain the interest of students in the lesson throughout its duration.
Homework at the choice of students is an element of multi-level education, reflecting the situation:
- “choose → understood” (“Diagnostics of success”);
- “I choose → I want to understand” (“Diagnosis of difficulties”).
This lesson, with a good organization of problematic and research approaches in teaching, implies a situation of success for each student, which is the main requirement of any modern lesson.
TOPIC OF THE LESSON: "The main groups of complex sentences."
THE PURPOSE OF THE LESSON:
- ensure the perception, assimilation and understanding of new material through the creation of a problem situation → its study → solution → analysis → generalization;
- create conditions for the development of skills to formulate a learning goal, to independently identify connections and relationships between the concepts being studied, to draw independent conclusions;
- arouse students' interest in solving problematic, research, cognitive learning tasks
LESSON TYPE: learning new material
TECHNOLOGY USED: problem learning, design and research technology.
EQUIPMENT: personal computer, multimedia projector, projection board, tape recorder.
VISIBILITY: Microsoft PowerPoint presentation "The main groups of complex sentences."
EPIGRAPH OF THE LESSON: "Research is the road to creative work"
During the classes
I. Warm-up (according to the system of Yu.A. Potashkina).
- Scanning words:etymology, classics, territory, fiction, research.
- Selection of words - relatives to the word"research" (follow, research, consequence).
- Diagnostics: isolation, and investigation, flare up.
- The phonetic part of the warm-up:
Which word has fewer letters than sounds?isolation, flight, flight.
- Divide by meaning and spelling:
shines in the spring, in the spring forest.
6. Definition of the initial form:
separates, with us, hanging.
- Complicate a simple sentence:Always be careful.
- Determining the number of simple sentences in a complex one: [A warm wind passes lazily over the field, sorting through the heavy pouring ears] , and [ in the rye they open, peer at me, and again the sweet blue, light blue, white-faded cornflowers fade] ; [ far ahead, (where the country road is lost in the bread), white and dense July clouds stand motionless above the ground] .
Drawing up a proposal scheme:, and; [..., (where), ... ].
- Return a sentence with signs:
Grass, bent by the blows of wind and rain, fell to the ground.
[n., | ~~~~~~~ |, ...].
II. Introduction to the situation of the lesson
Synchronous inclusion of slide No. 1 “What will we talk about today?” (see Appendix 1, slide No. 1) and tape recording.
Tape recording:
“Guys, these three sentences are still strangers to us. They carefully disguise themselves from us. We have not yet been able to find out their true essence in the "Complex Sentence" section.
Experts are required for a thorough investigation to establish the identity of strangers!
III. Getting new knowledge. Study
Formulation of the problem
Launch of slide No. 2 "The main groups of complex sentences." (see Appendix 1, slide No. 2).
Teacher:
Let's work on the title training session. Let's get into the sound of the theme. Considering problem situation, which arose when listening to a tape recording, we formulate a learning goal, a learning problem.
/ students formulate a question-task:
"What are the main groups of complex sentences in the Russian language?" /
Teacher:
We need to work out the main steps to identify the main groups of complex sentences.
Finding ways to solve the problem
Teacher:
A search is needed to solve the problem. This work is not easy, requiring perseverance, attention, independence, accumulation of knowledge bit by bit. But this is the way to creative work.
/referring to the epigraph/
Let's start the study:
1) (see Appendix 1, slide No. 3)
Let's write down the sentences and define the secondary members in them by posing the appropriate questions:
The heart foresaw (what?) bad.
- (whose?) My house is in a new area.
We reached our destination (when?) in the evening.
(start slide #4)
2) (see Appendix 1, slide No. 5)
Let's select syntactic synonyms for these sentences - rebuild the sentences so that they become complex:
My heart felt that something bad was about to happen.
The house I live in is in a new area.
We reached our destination when evening came.
3) (see Appendix 1, slide No. 6)
Let's put questions to the subordinate clauses:
Feeling (What?)
house (what?)
Arrived (when?)
IV. Comparison, comparison, conclusions.
Let's compare simple and complex sentences and draw conclusions (see Appendix 1, slide No. 7):
- Subordinate clauses are similar in meaning to secondary members of a sentence.
- Three main groups of subordinate clauses correspond to three groups of secondary members: additions, definitions, circumstances.
Teacher:
Let's summarize the research material. Let's formulate first version of the problem-search problem solution.
Students independently formulate results academic work over the problem“What are the main groups of complex sentences in the Russian language?”
- The main groups of complex sentences have names similar to the names of secondary members: NGN with attributive, explanatory (similar to additions) and adverbial clauses, which in turn are divided into subgroups.
- To determine the type of NGN, you need to ask the right question.
Teacher:
Let's do an observational analysis.
Target:
- find out what the subordinate clauses refer to, from which words in the main clause the question is raised to the subordinate clause?
- How are the subordinate clauses attached to the main?
Launch of slide No. 8 “Suggestions for observation and analysis” (see Appendix 1, slide No. 8).
1) The room (what?) where they brought me looked like a barn.
2) My father demanded (what?) that I go with him.
3) I came home (when?) when it was getting dark.
Teacher:
- What are adverbial clauses? (1 - to the noun in the main, 2 - to the verb in the main, 3 - to the entire main sentence).
- How are subordinate clauses attached to the main? (with the help of unionswhere to when).
Formulation of the conclusion
Teacher:
Let us summarize the material of the observation-research. Let us formulate version No. 2 of solving the problem-search problem.
Students independently formulate the results of educational work on the problem, defining the main steps for determining the main groups of complex sentences.
Step 1: find the main offer;
Step 2: determine why we will ask a question;
Step 3: remember which minor member answers this question:
Step 4: compare and draw a conclusion (this is a definitive, explanatory or adverbial clause);
Step 5: Determine the means of communication.
Synchronous inclusion of slide No. 9 "Basic steps for determining the main groups of complex sentences."
(see Appendix 1, slide No. 9) and tape recording:
"Your version is correct. In Russian, there are three main groups of complex sentences: NGN with attributive clauses, explanatory and adverbial).
Slide number 10:
v. The final stage lesson
- Reflection: compiling a syncwine.
- Homework: textbook, §22, exercises 109, 110, 111, 112 - at the choice of students.
Attachment 1
1 slide:
2 slide:
3 slide:
4 slide:
5 slide:
6 slide:
7 slide:
8 slide:
9 slide:
Sections: Russian language
General educational goal:
- Give a general idea of the groups of complex sentences according to their meaning;
- To consolidate the ability to determine the place of the subordinate clause in a complex sentence, ways of its connection with the main one;
- Improve the ability to correctly arrange punctuation marks, draw up SPI schemes.
educational goal:
- Education of motives for teaching, positive attitude to knowledge.
Development goal:
- To form the ability to highlight essential features and properties;
- Develop the skills of partial-search cognitive activity.
Equipment: Russian language textbook, sheets with text for each student, table.
During the classes
1. Organizational moment.
2. Lyrical minute ( staging educational purpose ):
Since the world arose in darkness,
no one else on earth
did not regret
about giving his life to learning.
Ever since the universe has existed
There is no such thing, who would not need knowledge.
Whatever we are let's take the language and age
Man always strives for knowledge.
3. Statement of the topic and purpose of the lesson.
- We will continue to strive for knowledge.
- What was discussed in the last lesson?
- Today we will continue our acquaintance with complex sentences and talk about the main NGN groups by value.
- The purpose of our lesson is to learn how to identify the main groups of subordinate clauses, determine the boundaries of the main and subordinate clauses, and correctly punctuate.
4. Repetition of the material covered.
And now we will remember what we know about SPP. If you agree with the statement, then put a “plus” in the margins of the notebook, if you do not agree, then put a “minus”. So,
- A complex sentence is a complex sentence, the parts of which are connected using subordinating conjunctions and allied words.
- NGN has two parts, with neither part dependent on the other.
- adnexa SPP can only stand after the main one.
- Subordinating conjunctions and allied words are in the subordinate part.
- Subordinating conjunctions in NGN are members of a sentence.
- Allied words are members of the sentence.
- Check the answer: 1.+; 2-; 3-; 4+; 5-; 6+.
- Who made a mistake in the first, second, etc. approval. Let's hear the correct answers.
5. New theme.
- Well done. Let's return to the topic of the lesson. The adjectives do a lot of semantic work, so they are divided into several groups in accordance with the meanings that they express. These meanings are easy to understand if you learn to ask questions.
- Let's analyze three sentences and ask a question from the main part to the subordinate clause.
- Highlight the grammatical basis, explain the setting of the comma.
What do these proposals have in common? ( This is an NGN, there is a main and subordinate parts.)
- What is the difference? ( Question.)
- Let's write questions. ( Which? What for? What?)
Which parts of the sentence answer the same questions? ( Secondary members of the sentence.)
- By the name of the secondary members, they gave the name to the groups of subordinate clauses: attributive, explanatory and adverbial.
(As you work, a table is gradually created on the board.)
Groups of subordinate clauses
Which? | What for? | What? |
Determinants | circumstantial | Explanatory |
Relate to a noun, giving it a characteristic or revealing its sign | Refer in the main sentence to words with the meaning of speech, thoughts and feelings and clarify the meaning of these words | Refers to verbs or words with adverbial meaning in the main clause and specifies the place, time, reason, purpose. |
Question: what? | Case questions | Issues of circumstance |
They join with the help of allied words - pronouns, adverbs: what, who, which, where, where, where, etc. | They join with the help of unions or allied words that, as, as if, etc. | Join with the help of unions and allied words |
Always found after the main or inside the main | Always located after the main | They can be located anywhere in relation to the main one. |
"So what did you find out?"
- How to determine the type of subordinate clause? ( You need to ask a question from the main to the subordinate.)
6. Fixing.
Let's do exercise number 8. Mark the boundaries of the sentences that make up the complex. Specify 1) grammatical foundations; 2) unions or allied words that connect subordinate clauses with the main one; 3) what members of the sentence are allied words; 4) ask a question and determine the type of clause.
- To the right, he saw a large clearing on which stood a thick-set oak.
- Last years Opekushin spent his life in his native village on the banks of the Volga, where he was born and spent his childhood.
- Their legs were soaked to the knees, as if they had just forded a stream.
- They approached the river as the sun was sinking towards the distant forest behind them.
- A wise man sees what is coming.
- I don't understand why I got so lucky.
7. Independent work.
No. 11. Insert the missing letters, missing punctuation marks. Highlight the boundaries of the main and subordinate. Indicate whether the parts are connected by a union or an allied word complex sentence. Draw up a proposal. Ask a question and determine the group of the subordinate clause.
- It was already quite dark by the time we set off.
- We went down to the village where r..ate r..beautiful flowers and bizarre trees and made a halt.
- Acne dew left a few tears on the petals, in which the sun played.
- How many times have they told the world that flattery is vile .. not harmful.
- I did not know what to do in such a situation and was a little confused.
8. Summing up.
Martyanovskaya secondary school
Klintsovsky district
Bryansk region
Lesson - workshop
in Russian in grade 9 on the topic
"The main groups of complex sentences according to their meaning"
Teacher: Kurilova V.I.
The purpose of the lesson: 1). educational- to consolidate knowledge about a complex sentence; repeat the main features by which the subordinate clauses are distinguished, the means of connection of the subordinate clause with the main one; improve punctuation skills in a complex sentence, skills parsing and drawing up a scheme of proposals of this design;
2). developing: to form the skill of using complex sentences in speech;
3).educational: To promote compassion in students.
During the classes.
Organizational moment.
Checking homework.
Vocabulary dictation.
Tradition, commemorate, greenhouse, cannonade, ballet, opera, ecology, reserves, resources, radio, electrification, gasification, report, theses, synopsis, abstract, future.
(One student works on a closed board).
Self-check with a spelling dictionary. Then the work is checked on the board.
4. A connected story about complex sentences according to the plan.
Plan.
1. What sentences are called complex?
2. What groups of complex sentences do you know? Tell us about their meaning and structure (what the subordinate clause refers to, how it joins, what place it occupies in relation to the main one).
(The class listens, gives examples, reviews the answer).
Conclusion. How to determine that we have a complex sentence?
Signs of a complex sentence.
( Show table on screen ).
The presence of a second grammatical basis.
The presence of a subordinating union or allied word.
The possibility of posing a question from the main clause to the subordinate clause.
Complex text analysis.
Mercy, friendliness, kindness make a person beautiful. The face of a person, which is often distorted by malice, becomes ugly. The fact is that an evil reaction to the environment, rudeness and misunderstanding of the environment is a sign of mental and spiritual weakness. Inability to live. A person who does not know how to understand another impoverishes his life and prevents others from living. (D. Likhachev).
Text conversation.
Determine the topic and main idea of the text.
Write down key words that reflect the topic of the text.
Define the style, prove your point.
What type of speech is this text?
Determine how the sentences are linked in the text.
Explain the highlighted spellings.
Parsing the last sentence on the board.
Sketch out this proposal.
6.R.r. Work in microgroups.
1 group. Write the correct sentences.
1. The hero of the work speaks in defense of the people, whom he calls smart, vigorous.
2. There was a tree nearby, on the branches of which frost was silver.
3. A person constantly quarrels with neighbors who do not know how to live.
4. After all, happiness is often where you do not expect it, it turns out to be not there at all.
5. I study at a school that bears the name of a writer who is known throughout the country.
2 group. Continue the sentences using clauses. Determine the means of connection of the subordinate clause with the main one.
Nature must be protected (why?) ...
You will not grieve (under what condition?) ...
Those books (what?) are remembered ...
On a halt it is better to settle down there (where?) ...
Don't forget about (what?)...
3rd group. Make a memo on the topic “If you want people to like you ...” from 4 complex sentences using subordinating conjunctions, allied words and advice from D. Carnegie:
smile more often;
be genuinely interested in other people's lives;
be able to listen to the end of the speaker with you;
talk about your interlocutor of interest
7. The result of the lesson. Graphic dictation (exercise 124).
8. Homework. P. 8-9. Ex. 125.