Lesson topic: Complex sentence.

Lesson Objectives: educational

give the concept of complex sentences; concepts of the main sentence and the subordinate part of the NGN;to consolidate the organization of students' activities to generalize knowledge and methods of activity;

developing

development of analytical skills and independent activity of students, develop oral and written speech, expressive reading, logical thinking;

educational

to implement in students moral and universal values, consistency in work, accuracy in writing, mutual verification in work;

Lesson type: Generalization and systematization of knowledge and methods of activity

Equipment: tables, charts, cards

During the classes

І. Organizing time.

a/ to say hello to the students;

b/ check student attendance;

c/ check the readiness of the class for the lesson / teaching supplies/

ІІ. Examination homework

Ex. 34

It was still fresh after midnight, and the early sun shone in the mist. Dew dripped from the trees into the river, and slow circles spread across the dark water. It was spring, and colorful clouds floated over the river.

III. Updating of basic knowledge

Tell about complex sentences;

The main types of complex sentences;

Punctuation marks in complex sentences;

Types of BSC;

The two main ways in which simple sentences are combined into a complex one.

Union If

union word which

1.Quiet night falls on the tops of the mountains, And the moon looks into the mirrors of the lakes.

2. The right word, If it is said in time, it will always find the way to the heart.

3. Mind - clothes, which will never wear out.

1. There were leaves, buds became, buds became foliage again.

2. Twilight reigns around, the water is completely still.

3. Birds were not heard: they do not sing during the hours of heat.

The main types of complex sentences

І V . New topic .

A complex sentence consists of two simple sentences unequal in meaning, which are connected by subordinating conjunctions.

A complex sentence consists of a main clause and a subordinate clause linked by a subordinating relationship.

The subordinate clause is subordinate to the main one in meaning and structure and expresses this dependence with the help of subordinating conjunctions and allied words.

A subordinate clause explains one word in the main clause or the entire main clause.

Subordinate clauses are attached to the main clause (or another subordinate clause) with the help of subordinating conjunctions (simple and compound) or allied words.

To

For

When

Bye

How

As if

If

Although

Because

Because of

Because

As if

Since

Although

In order to

Which

Which

Who

What

How

Where

Where

Where

When

Subordinating conjunctions are not members of the subordinate clause, but serve only to attach subordinate clauses to the main one:It's bitter to think What life will pass without grief and without happiness, in the bustle of daily worries.

Allied words not only attach subordinate clauses to the main one, but are also members of subordinate clauses and answer any question:She keeps her eyes on the road which leads through the grove.

The subordinate clause is separated from the main clause by commas. If the subordinate clause is in the middle of the main clause, it is separated by commas on both sides.

* Work with the textbook

1. Text "Mikhailovskie groves", p.52.

2. Assignments to the text:

Expressive reading of the text by students / 1.2 group of one student /

Questions: 1. Why is the text called so?

2. Does the content of the text match the title?

3. Which sentence reveals the main idea of ​​the text? /in the last or where?/

Vocabulary work:

Bast shoes - peasant shoes woven from the bark - sharkey

Graveyard - rural cemetery - zirat, beyit; here: the place where the village is located

Old - köne

V .Fixing the topic.

1.Vyp task 1.

1) A nightingale wound up near the house, which screams without ceasing. 2) It becomes easier when you sing a song. 3) I want the blizzard and bad weather not to close the blue skies. 4) The boundaries where the plains meet the mountains are marked sharply. 5) The train was already far away, where the rails narrow.

2. Task 2. Multi-level task.

First level. Find and underline unions:

1) The traffic in the city stopped because it was night. 2) The pilot reported that he had landed.

Second level. Underline the grammatical basis of the sentences, find conjunctions:

1) The leaves turn green when spring comes. 2) The lamp is covered with paper so that the light does not wake Seryozha.

Second level. Make a syntactic analysis of sentences, find conjunctions:

1) I remember well the day when a strong thunderstorm caught us in the forest. 2) We will go to the forest because the weather is clear.

3. Issue. ex. 76

Pushkin – this is the best , What There is in each of the people. This is kindness and talent, courage and simplicity, loyalty in friendship and boundlessness in love, respect for work and people of work.

4. Work on the card.

Card 1.

Write off, inserting punctuation marks, define unions.

Katya woke up when it was completely dark. If the ritual is followed, the wedding turns into a colorful and fun holiday. The jigit who brought the news of the arrival of the bride received a suyunshi groom in the village. I thought about the people whose life was connected with these shores.

VI .Summing up the lesson.

1. Specify an incorrect statement.
A) In NGN, parts are unequal (one is subordinate to the other).
B) In NGN, parts are connected using unions or allied words.
C) Unions and allied words are not members of the sentence.
2. Find an extra sentence (punctuation marks are not placed).
A) There is nothing outside the window except the lanterns.
B) It dawned a little when they woke us up.
C) Silently gliding in the dark, he climbed through the fence into the garden and was about to go outside.

3. Find a complex sentence.
A) Rooks have been walking around the yard for a long time, starlings and larks have also arrived.
B) In whom there is no good, there is little truth in that.
C) Levitan's painting, art historians believe, reflects the discreet beauty of central Russia.
4. Find a complex sentence.
A) Whoever is not lazy to plow will give birth to bread.
B) The bridge was demolished during the flood, and we had to make a big detour.
C) The stork, says popular belief, guards happiness, keeping out trouble.

5. Point out the wrong statement.
A) Parts of the NGN are connected by a coordinative connection.
B) The subordinate clause can stand in front of the main one, after it, it can break the main one.
C) In NGN, the main and subordinate clauses are distinguished.

VII .Homework.

1. Repeat the rule.

2. exercise 75 (1 hour)

3. Grades for students.

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Slides captions:

Presentation on the topic: “Complex sentences. Types of subordinate clauses "Ministry of Education and Science of the Russian Federation Municipal educational institution" Gymnasium No. 4 named after. A. S. Pushkin, Yoshkar-Ola, 2008

Classification of clauses Classification of clauses in NGN A more detailed discussion of the types of clauses in NGN Presentation plan

Simple Complicated Subordinate Non-Union Compound Sentences Complex Allied

NGN are sentences in which one of the sentences is subordinate to the other and is connected with it by a subordinating union or allied word, × question? Complex sentence

With clause explanatory NGN With clause clause With clause clause

NGN with subordinate attributive Attributive, standing only after the main what? Which? Which? which?

2) The pronominal-defining question is not asked that, then, such, such, all, each, everyone; does not like NGN with relative clauses

NGN with subordinate explanatory questions cos. cases what?

NGN with adverbial clauses when? how long? since when? How long? 1) Adventitious time since when? If there is an adverb with the meaning of time in the main part, including the demonstrative word then, the subordinate part is attached to the main allied word when. When?

NGN with adverbial clauses 2) Where are the adverbial clauses? Where? where? Where? Where?

NGN with adverbial adverbial clauses 3) Adverbial reasons why? from what? Why? Why?

NGN with adverbial adverbial clauses 4) Adverbial corollaries what happened as a result of this? NOT TO BE CONFUSED WITH OTHER ADDITIONS! what happened as a result of this?

NGN with adverbial adverbial clauses 5) Adjunctive conditions under what condition? under what condition?

NGN with adverbial adverbial clauses 6) Adjunctive goals for what purpose? For what? For what? For what?

NGN with adverbial clauses 7) Adverbial concessions in spite of what? contrary to what? in spite of what? contrary to what?

NGN with adverbial clauses 8) Relative comparisons how? like what? like what? How?

NGN with adverbial clauses 9) Adverbial modalities how? how? How?

NGN with adverbial adverbial clauses 10) Adjunctive measures and degrees to what extent? to what extent? to what extent?

NGN with adverbial adverbial clauses 11) Adverbial adjunctive questions are not raised

Thanks for watching! Exit

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TYPES OF P R I D O C H V
COMPLICATED SUBMISSIONS
OFFER X900igr.net

TYPES OF RELATED

SUDDENDENT DEFINITIVES

ADDITIONAL EXPLANATORY

SUDDENDENT CASES

WHICH? WHICH? WHOSE? WHICH? WHICH? AND ETC.

WHO? WHAT? WHOM? WHAT? TO WHOM? WHAT? ABOUT COM? ABOUT WHAT?

WHERE? HOW? WHERE? WHEN? WHY? FOR WHAT? AND ETC.

ADDITIONAL DETERMINATIONS

ALWAYS STAND AFTER THE DEFINED WORD

REFER TO A NOUN, A PRONOUN OR A DEFINITE WORD

JOIN ONLY ALLOY WORDS

ADDITIONAL PRONOUNAL DEFINITIVES

STAND BOTH BEFORE AND AFTER THE DEFINED WORD

REFER TO A PRONOUN IN THE MEANING OF A NOUN

FORM RELATIVE PAIRS: [... that], (who...); [… that], (what…); [… anyone], (who…); [... such], (what ...); [... such], (what ...).

ADDITIONAL EXPLANATORY

CAN STAND EVERYWHERE, MOST OF ALL - AFTER THE MAIN

REFER TO THE EXPLAINED WORD, MAINLY IN THE MEANING OF SPEECH, THOUGHTS, FEELINGS; COULD BE A POINT WORD

JOIN WITH UNIONS OR UNION WORDS

ALLIED WORDS

What
How
as if
to
whether etc.

what, how much
how, where
why, when
where, who, where
why etc.

ADDITIONAL PLACES

DESIGNATE THE PLACE OR SPACE WHERE WHAT THE MAIN SPEECH IS HAPPENING

JOIN ONLY ALLOY WORDS: [there], (where); [there], (where); [from there], (from where)

USUALLY STANDING AFTER THE MAIN WORD, FREQUENTLY RELATED TO THE INDICATIVE WORD

ADDITIONAL TIMES

QUESTIONS: WHEN? SINCE WHEN? HOW LONG? HOW MUCH TIME?

UNIONS ONLY: when, yet, only, as soon as, barely, while, after, since, just, a little, for now, while, before, rather than, before, before, before, before etc.

SUDDENDENT COMPARISONS

APPLY TO ALL MAIN OFFER

MOST MOST STANDING AFTER THE MAIN

JOIN ONLY BY UNIONS: how, exactly, than, as if, as if, as if, as if.

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ADDITIONAL MODES OF ACTION AND DEGREES

QUESTIONS: HOW? HOW? TO what extent? TO WHAT EXTENT?

ALWAYS STAND AFTER THE MAIN

JOIN WITH UNIONS: what, so that, as, as if, as if, as if, as if OR ALLOY WORDS: how, how much, how much

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ADDITIONAL OBJECTIVES

QUESTIONS: WHY? FOR WHAT PURPOSE? FOR WHAT? FOR WHAT PURPOSE?

RELATED TO EVERYTHING IMPORTANT

JOIN IN UNIONS: so that, in order to, so that, then so that, so that, if only, if only.

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ADDITIONAL CONDITIONAL

CAN STAND ANYWHERE

JOIN UNIONS: if, if, if, how soon, when, if, etc.

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NGN WITH CONDITIONAL CONDITIONALS ARE SYNONYMOUS WITH SENTENCES WITHOUT UNIONS IN WHICH THE IMPERATIVE IS CONDITIONAL. For example: Do not regret a pinch of fox hairs, she would have a tail.

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ADDITIONAL CAUSES

QUESTIONS: WHY? FOR WHAT REASON?

USUALLY STAND AFTER THE MAIN

JOIN UNIONS: because, since, because, because, then what, good, because, due to the fact that, due to the fact that, due to the fact that, why, due to the fact that, etc.

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ADDITIONAL CONSEQUENCES

STAND AFTER THE MAIN

JOIN UNIONS: so, why, why, etc.

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ADDITIONAL CONCESSIONS

RELATED TO EVERYTHING IMPORTANT

CAN STAND ANYWHERE

ANSWER THE QUESTIONS: DESPITE WHAT? AGAINST WHAT?

JOIN BY UNIONS: although, despite the fact that, let, let, for nothing OR UNION WORDS WITH A STRENGTHENING PARTICLE NO: whoever. IN THE MAIN PART THERE CAN BE OPPOSITIONING UNIONS: but, but, however, nevertheless, all the same.

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IF A COMPOSITE UNION IS IN THE BEGINNING OF A SENTENCE, A COMMA IS PLACED AFTER THE SUDDENDENT.
IF A COMPOUND UNION IS IN THE MIDDLE OF A SENTENCE, IT MAY BE PARTITIONED.

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SUPPLY CONNECTING

STAND AFTER THE MAIN

JOIN EVERYTHING MAIN

JOIN WITH UNION WORDS: what, why, why, why, where, from where.

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He wasn't at home, which is why I left a note. The arable land is shallow in places and the furrows are rare - which is why there is a lot of grass. Grandmother decided to go to the village, with which the father could not agree. He was not prepared for this at all, which is why he was confused. We went to the city together, which was quite natural. The frosts were fierce, which is why the gardens died.

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ADDITIONAL CONNECTIONS ARE SYNONYMOUS WITH THE UNION AND: WE LEFT TO THE CITY TOGETHER, WHICH WAS COMPLETELY NATURAL. TO THE CITY WE LEFT TOGETHER, AND IT WAS COMPLETELY NATURAL. THE FROSTS WAS SERIOUS, WHERE THE GARDENS DIE. THE FROSTS WAS SERIOUS, AND THEREFORE THE GARDENS DIE.

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NGN WITH INTERCONDITIONAL PARTS. IT IS IMPOSSIBLE TO ASK? HAVE A TEMPORARY SIGNIFICANCE: THE SUN HAVEN'T REACHED THE HALF, AS ALL THE COSSENGERS HAVE GONE IN A CIRCLE. COMPARATIVE: THE DARKER THE NIGHT, THE BRIGHTER THE SOUNDS. THE CLOSER I DRIVED TO THE HOUSE, THE STRONGER MY HEART BEATED. THE FASTER THE FIRE BURNED OUT, THE MORE VISIBLE THE MOONNIGHT BECOME.

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1.[...vb. + dict. word so], (allied word like ...).
2. [… there], (where…).
3. (While ...), [...].
4.[…n. + dict. the word is], (allied word which ...).
5. (allied word who), [decree. the word that ...].

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6. [... because], (that ...).
7. [...vb. ], (allied word that ...).
8. (Despite the fact that…), […].
9. [..., (to...), ...].
10. […], (as if…).
11. […, (if…),…].
12. […], (because…).

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Distribution-digital dictation.
Task: listen to the sentences and write down the numbers of sentences in 3 columns:
in the 1st column - NGN with relative clauses;
in the 2nd - NGN with subordinate explanatory clauses;
in the 3rd - NGN with adverbial clauses.

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Place punctuation marks in the following sentences, determine the types of subordinate clauses.
Designate the means of connection between the main and subordinate clauses (conjunctions or allied words).

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1) Despite the fact that the sun had risen, it was cold. 2) The closer the daytime shooting comes to an end, the more grumpily and unceremoniously the surveyor becomes.
3) And involuntarily Voropaev's thoughts returned to that house at the threshold of which he was sitting. 4) We do not want the war to flood the whole world with blood and fire again. 5) Since you look at all objects from their funny side, you cannot rely on you.

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6) We definitely need to make sketches of the mountains when we make a halt. 7) The driver, in order for people to subside, stopped the car in front of the gate. 8) We appeared where the Germans did not suspect our presence. 9) He who sows will also reap. 10) If the sun is shining and there are no clouds in the sky, then singing and the smell of hay are felt more strongly.

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11) If there was no one at home, then I stayed and waited, talked with the nanny, played with the child. 12) In an hour, changes take place here that mother infantry cannot even dream of! 13) Leaf fall ordered the chainsaw to be started so that his mother looked at his work.) 14) Egorushka caught the violinist in the grass, held him in his fist to his ear and listened for a long time while he played his violin. 15) It was already quite warm, although loose, heavy snow lay all around.

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16) Nothing stuck with him no matter what he did. 17) The ice on the river also thinned and turned blue, and in some places it already started to move, so it was dangerous to go skiing ... 18) If a person without roots, without soil, without his place, is an unfaithful person. 19) He did not come to class because he urgently needed to leave. 20) Where a horse with a hoof goes there and a crayfish with a claw. 21) And it was just that time when the wife began to leave often. 22) Breathing became deeper and freer as his body rested and cooled ...

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CHECK YOURSELF

1. Mode of action.
2 places.
3. Time.
4. Definitive.
5. Pronoun-defining.
6. Reasons.
7. Explanatory.
8. Concession.
9. Goals.
10. Comparative.
11. Conditional.
12. Reasons.

Lesson in 9th grade Compound sentences with adverbial clauses

Prepared by the teacher of the Russian language and literature MKOUSOSH No. 5 in Beslan, RNO-Alania

Goals :

Repeat and systematize students' knowledge of a complex sentence with adverbial adverbial clauses; - develop thinking, memory, ingenuity, the ability to defend one's point of view, analyze the response of comrades. - to educate the moral and aesthetic qualities of students.

Tasks:

To consolidate the skills of punctuation marks between parts of a complex sentence; - to form the ability to distinguish between types of adverbial clauses in terms of meaning, questions, means of communication; - to carry out syntactic analysis of a complex sentence;

Prepare for the GIA; - develop the skills and abilities of text analysis; - develop students' speech, the ability to highlight the main thing; - arouse interest in the personality of D.S. Likhachev and in his work;

To form the moral qualities of students

We will not survive physically if we die spiritually D.S. Likhachev

Working with text #1

When a person consciously or intuitively chooses for himself in life some (that) goal of a life (n, nn) ​​task, he at the same time (in) voluntarily gives himself an assessment. ..

If a person sets himself the task of obtaining ... to acquire all the elementary benefits, he evaluates himself at the level of these material goods ... If a person lives to bring good to people ... ease their suffering in illnesses, give people joy, then he evaluates himself at the level of his humanity. He sets himself a goal worthy of a man.

1) Literature gives us a colo (s, ss) greasy, vast and deepest experience of life. 2) It makes a person intelligent, develops in him not only a sense of beauty, but also an understanding of life, all its complexities ... 3) In a word, it makes you wise. 4) But all this does (?) only when you read, delving into all the little things ... 5). For the most often lies (?) in the little things. 6) And such reading is possible only when you read with pleasure ...

Text #3

1) Humanity spends mi (l, ll) yards to save the nature around us ...

2) If nature is necessary for a person for his biological life, then the cultural environment is no less necessary for his spiritual morality (n, n) th life ... past ... 4) He teaches (?) Respect for ancestors and remembers descendants ... 5) If a person does not value the memory of his parents, he does not love them ... 6) If he is indifferent to the monuments of the history of his country, he is indifferent to his country.

Homework

Write an essay on the topic:

"An intelligent person for me..."

Be sure to use NGN with adverbial clauses.