Main groups of complex sentences by meaning. The main groups of complex sentences according to their meaning (metasubject approach). II. Checking homework

§ 1 Main groups of complex sentences

The purpose of this lesson is to expand knowledge about complex sentences, their structure and structure; give general idea about groups of complex sentences, while Special attention pay attention to subordinate clauses.

We know that a complex sentence, in which one simple sentence in meaning and structure depends on another (subordinates to it) and is connected with it on the basis subordinating connection, is called complex. The parts of a complex sentence are unequal in meaning: the main clause subordinates the subordinate clause, and 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 clause refers to the grammatical basis of the main part “it was heard”, and it is from the base that the question is posed to the subordinate clause; the subordinating conjunction “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 the minor members (depending on which member of the sentence was replaced by this subordinate clause):

Complex sentences with attributive clauses,

Explanatory (similar to additions)

And circumstantial.

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

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

1. by semantic issue, to which the subordinate clause answers;

2. by means of connecting the subordinate clause with the main one (subordinating conjunctions, allied words, demonstrative 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 posed to the subordinate clause, the conjunctive word “in which” is used as a means of connection between the parts. We have before us a complex sentence with a subordinate clause.

In this sentence, the subordinate part refers to the predicate of the main part “felt”, and it is from this that the question is posed to the subordinate clause; the subordinating conjunction “what” is used as a means of communication between the parts. We have before us a complex sentence with an explanatory clause.

In this sentence, the subordinate clause refers to the entire main part “we have reached the goal of our journey,” and it is from the entire main part that the question is posed to the subordinate clause; the subordinating conjunction “when” is used as a means of communication between the parts. We have before us a complex sentence with an adverbial clause.

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

The peculiarity of such sentences is that it is impossible to pose a question from the main part to the subordinate clause, 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 subordinate clause in this complex sentence is to provide additional clarification about the message in the main clause.

§ 2 Complex sentences with attributive clauses

Let us dwell in more detail on the group of complex sentences with attributive clauses. Such subordinate clauses contain a characteristic of an object or phenomenon named in the main sentence, and answer the question “which?”; they relate to a member of the main sentence, which is expressed by a noun or another word in the meaning of a noun.

The subordinate attributive is attached to the word being defined in the main sentence with the help of allied words - pronouns and adverbs: which, which, whose, what, where, where, where, whence.

For example:

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

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

The attributive clause is always found after the main clause 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 is necessary to note that the conjunctive 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 conjunctive word which, like the defined word “fontanel”, is in the masculine gender and in singular, and in the subordinate clause the conjunctive word is the subject because it is in the nominative case form.

The word order in sentences with attributive clauses is often violated. According to the rule, allied words (which, which, whose) replace the nearest preceding noun.

This provision is not observed in the following example Consistent success enjoy books by our writers that reflect modern times. For elimination speech error You can introduce into the main sentence the demonstrative pronoun this or that, correlative to the conjunctive word which:

Often complex sentences with subordinate modifiers can be replaced with synonymous simple sentences with separate definitions expressed by participial phrases.

Compare:

Close to the attributive clauses are the subordinate clauses related to the pronouns that, each, every, all, any, such, such (pronominal modifiers).

They answer the questions “Who exactly?”, “What exactly?”

For example:

(Whoever works for the benefit of the fatherland) [will not be easily separated from him].

Pronominal-defining clauses can appear before the word being defined, before the entire main part.

Scheme (Who...), [place. That…].

In such sentences, the subordinate clause specifies and fills with content the meaning of the pronoun in the main sentence to which it refers. The term “definitive” in relation to a subordinate clause is used in this case conditionally, in the meaning of “revealing content”.

To summarize, 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:

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

Sections: Russian language

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

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

Fundamental concept: ways of knowledge.

During the classes

I. Organizational moment

write down the date, type of work, topic of the lesson in a notebook.

II. Checking homework

monologue on the topic: “Knowledge is the result of great work” (Confucius)

Teacher: Your homework was to reflect on the phrase of Confucius, agree with it or not, and select arguments in defense of your opinion.

Thanks for your thoughts. 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 branch of the science of language are we studying?
• Name the units of syntax.

Teacher: there is a text in front of you. Read it.

Knowledge is the result of a lot of work

(1) Knowledge is the result of a lot of work. (2) This is what the ancient Chinese sage Confucius believed.( 3) His whole life is a path to knowledge, which 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 help but surprise those around him. (7) Confucius was born with boundless receptivity to teaching, his awakened mind forced him to read a lot. (8) They said about him that he had no teachers, but only students. (9) When Confucius graduated from school, he was one of all the 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 understand 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 a degree that he took the post of Minister of Justice, at that time the most responsible position in the state.

Teacher Questions:

• Prove that this is the text.
• Determine its topic, type of speech and style.
• Find complex ones in the text non-union proposals. Read it and prove it.
• Find compound sentences in the text. Read it and prove it.
• Find complex sentences in the text. Read it and prove it.
• Find the sentence that contains the main idea of ​​the text. Write it down and parse it. His whole life is a path to knowledge, which makes a person useful to the state and society.

By performing parsing, we answer the questions:

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

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

IV. Goal setting.

Teacher: In the description of the proposal, we must further indicate the group of SPPs by meaning. Can we do this now? Read the topic of the lesson. State the purpose of our lesson. (during the lesson we must learn ...., during the lesson we must learn ....)

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

V. The stage of learning new material.

• Students' work on learning new material. 10 minutes are allotted for work

Teacher: Confucius believed that three paths lead to knowledge: the path of imitation - this is the easiest - and the path of experience. (Confucius) (on the board there is a diagram based on the saying of Confucius. Cm.Appendix 2) Today we will try to go along these paths. To do this, we will divide into “theorists” and “researchers” ( see Appendix 1, slide 8). The “theorists” will follow the path of imitation. Your task is to use the textbook material (textbook edited by S.G. Barkhudarov) to fill out the table, all columns except the last (pp. 44-45, 51,57-59). “Researchers” will follow the experimental path: they will receive a card with sentences written on it. 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 Appendix 1, slide 9 – WBS groups by meaning)

Teacher:

Question for "researchers": definitive?

Question for the theorists: Which word in the main sentence refers to the attributive clauses? With what linguistic means do they join the main clause?

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

Question for the theorists:

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

Question for the theorists: Which word in the main sentence refers to the subordinate clauses? With what linguistic means do they join the main clause?

Teacher: Why did Confucius call the first way of acquiring new knowledge - the path of imitation - easy? (Accepting an authoritative opinion. This option is the simplest and requires the least amount of energy. All you need to do is believe the words of an authoritative source) What difficulties can we encounter along this path? (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 may not always be correct) This method of cognition is typical for those who like to think. What's hidden behind ? ?What would you call the third way of knowledge? And what path did we take today in class, learning new things? (We analyzed information from the textbook and the results of our own observations. This is a way of thinking. Confucius called it noble. A person draws conclusions based on the analysis of information and his own observations.) The teacher turns over a sheet of paper on the board with ? , on back side whose phrase: the path of reflection. (Cm. Appendix 2, slide 2)

VI. The stage of primary consolidation of new material.

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

• How to determine the type of clause? (A group of researchers reads out an algorithm for determining the type of subordinate clauses, seeAppendix 1, slide 10)
• Exercise 1. Let's return to the text. Is it true that the sentence 8 is an SPP with a subordinate clause explanatory (+)? Offer 9 – SPP with subordinate clause attributive (-)? What is the subordinate clause in this sentence? (adverbial) Offer 10 – SPP with subordinate clause definitive?(+) Offer 12 – SPP with subordinate clause explanatory? (-), – determinative.
• Let's remember what goals 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. Task on the slide (see Appendix 1, slides 13-15)– make up an IPP from two simple ones, determine the type of subordinate clause.

The sun was still warming the tops. We reached the place.
A.I. Kuprin has written more than once about the Russian language. 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. A test to determine the types of SPPs based on the meaning of subordinate clauses.

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

Specify the type of subordinate clause in the IPP: The birds that chirped all summer have not been heard for a long time.
A. attributive
B. explanatory
B. adverbial

Specify the type of subordinate clause in the IPP: When d The road was washed away by the rain, and potholes formed along the edges.
A. attributive
B. explanatory
B. Circumstantial

Find the fourth odd one.
A.He was looking forward to this moment from which his independent life began.
B. I looked at the maple tree and saw how the red leaf slowly and smoothly separated from it.
V. Never forget that the theater lives not by the brilliance of lights, but by the ideas of the playwright.
G. All night we lay by the fire and listened to how the sea raged.

Is the type of subordinate clause correctly determined? Foliage falls to cover the ground warmer before the cold weather. (SPP with additional definition)
A. correct
B. incorrect

Find the dictionary with a grammatical error.
A. He was content with what was written in the notebook.
B. When the sun disappeared behind the mill, a cool breath 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 fit into his pocket.

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

VII. Differentiated homework

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

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

VIII. Reflection.

Teacher: Analyze your work in class, 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 learned something!
Moliere

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

There are gaps in my knowledge because I was embarrassed to ask questions...
Abul Faraj

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

Russian language lesson in 9th grade.

Lesson topic: “Main groups of complex sentences according to their meaning.”

Purpose of the lesson: to give a general idea of ​​groups of complex sentences according to their meaning, to improve punctuation skills.

Lesson form: combined lesson, including work from the textbook, elements research work, construction of proposals, drawing up sentence diagrams.

During the classes.

Linguistic warm-up. Spelling dictation.

Brilliant, thoughtful, ultra-refined, parliament, shine, intense, obstacle, play, tennis, gallery, side by side, be at the exhibition, exactly the same, arrive in the city, by all means.

Assignment: identify paired types of spellings and explain them.

Construction of complex sentences. Generalization of knowledge about NGN.

Form of the game: the teacher listens, the students explain the material. Implementation of individual tasks.

1st student. The difference between a complex sentence and a complex sentence. The main and subordinate clauses in a sentence.

Example: When there is no agreement among comrades, things will not go well for them. Happy is he to whom the warm wind blows at dawn.

2nd student. An IPP may have more than one subordinate clause, but several.

Example: It’s so light outside that you can see the wind shaking the tops of the trees.

3rd student. The subordinate clause is joined to the main one by subordinating conjunctions or allied words(relative pronoun, adverb).

Example: When the sun rises, we hit the road. We agreed when we would hit the road.

Determine where the conjunction is and where the conjunction word is, prove it.

4th student. The main clause may contain demonstrative words (they contain the content of the subordinate clause in a condensed form). The index word can be connected with subordinating conjunction, forming a compound union.

Example: The wind blew so that it seemed animated. We sat on a hill so we could see everything in all directions.

5th student. The place of the subordinate clause is not constant. It can stand before the main thing, in the middle, after the main thing. With double alliances, it always comes before the main one.

Example: The sooner the fire burned out, the darker it became around.

3.Teacher. What do you know about punctuation marks in NGN? Write down the sentence, explain the punctuation marks.

Example: Everyone understands that the fate of the country is being decided now. We know what is now on the scales and what is happening now.

Make diagrams of the written sentences.

I I, What ().

I I,(what…….) and (what…….).

The concept of the main groups of subordinate clauses in NGN. Comparison of simple and complex sentences. Construction of complex sentences.

Write it down in your notebook.

1. My heart had a presentiment of evil.

2. Our school is located on Alexey Khadykin Street.

3. We reached our destination in the evening.

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

2. The school where we study is located on Alexey Khadykin Street.

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

Let's compare the proposals and draw conclusions.

In complex sentences, subordinate clauses are similar in meaning to the secondary member of the sentence: addition, definition, circumstance. Therefore, we call them explanatory, attributive, adverbial clauses.

5.How to determine the type of subordinate clause?

The most important rule is to ask the question correctly (from the entire main sentence or from one of its words).

Example: A person who cannot break a bad habit is worthless. The artist sees what others do not see. Headlong, he rushed to where the cry for help was coming from.

Lesson summary.

Homework: paragraph 9 p. 43, ex. 98.

In case of time reserve, parsing the sentence: Never talk about what you don’t know. Create a proposal outline.

Lesson 37. Topic: Basic groups of complex sentences according to their meaning. Complex sentences with attributive clauses.

(Anyktauysh bagynynkyly sabaktas kurmalas soylem)

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

During the classes

1. Linguistic warm-up.

Vocabulary commented dictation: students “chain by chain” explain spelling patterns in words.

Nuance, dramatic, anti-fascist, reproach, idealize, brilliant, smuggler, premiere, skepticism, problem, by all means, stay, over-refined, overly, apparently-invisibly, think about it, tennis, quantitative, luxurious, gallery.

Tasks:

1) Select words with alternating morphemes, select words with paired morphemes ( brilliant - shine, stay - arrival, super-exquisite - play - charge (excl.) too - extraordinary, think - interrupt ).

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

2. The concept of the main groups of NGN .

1. Let’s write down the sentences and identify the minor members in them, asking the appropriate questions:

1) My heart had a presentiment of (what?) bad things. ( 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’s select syntactic synonyms for these sentences - rearrange the sentences so that they become complex:

1) My heart had a presentiment that something bad would 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 pose questions to subordinate clauses:

1) had a presentiment (what?)

2) house (which one?)

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 the sentence.

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

3. The teacher's word.

The main groups of complex sentences have names similar to the names of the minor members: SPPs with attributive clauses, explanatory clauses (similar to complements) and adverbial clauses, which in turn are divided into subgroups.

How do we determine which minor member is 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 subordinate clauses.

Let's write down the sentences by adding questions to the subordinate clauses:

1) A person (what kind of person?) who cannot break a bad habit is worthless.

2) The room (which one?) where they took me looked more like a barn.

3) And the pain (what?) that was knocking like a bird in my temple subsides, subsides...

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

What do subordinate clauses refer to, from what words in the main sentence is the question raised to the subordinate clause? (Adverbial clauses refer to the nouns in the main clause; they pose a question.)

How are subordinate clauses attached to the main clause? (Using conjunctive words which, where, what, where. )

Let us consider separately, out of context, the words which, where, what, where.

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

Please note that to determine the type of subordinate clause, context is necessary; it is necessary to pose a question that will prompt the correct answer. It is not so important that the subordinate clause is attached with allied words. The main thing is what question it answers.

SPPs with subordinate clauses are absent in 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 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 flew from Astana has landed. – Astanadan ushyp kelgen ushak zherge kondy.

4. Working with the textbook .

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

What new did you learn from the textbook article?

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

2. Subordinate modifiers always come after the noun being defined.)

5. Reflection 6. A subordinate clause can come before the main clause, after it, or break the main clause. Subordinate clauses are separated by commas.

For example:

[The sun was still warming the tops of the pine trees] (when we reached the place).(Yu. Kazakov.) […], (When…).

(To wait for such an evening), [one 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 him a question:

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

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

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

For example:

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

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

7. Homework.

Complete exercises No. 283, 284.

The main principle of activity in an educational lesson is problem-solving, which ensures the intellectual development of students and helps organize creative process independent cognition.

Problem-based learning technology and design-research technology make it possible to intensify cognitive activity students, improve their skills in working with information presented in various types, develop the horizons, culture, self-awareness of students, develop the creative and communicative abilities of schoolchildren.

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Municipal educational institution "Pogromskaya average" comprehensive school named after A.D. Bondarenko Volokonovsky district, Belgorod region"

Lesson notes on the Russian language in 9th grade

« Main groups of complex sentences»

prepared

teacher of Russian language and literature

Morozova Alla Stanislavovna

With. Pogromets

2011

RUSSIAN LANGUAGE LESSON IN 9TH GRADE

The main principle of activity in an educational lesson is problem-solving, which ensures the intellectual development of students and helps organize the creative process of independent cognition.

The technology of problem-based learning and design-research technology make it possible to intensify the cognitive activity of students, improve their skills in working with information presented in various forms, develop the horizons, culture, self-awareness of students, and develop the creative and communicative abilities of schoolchildren.

Warm-up using Yu.A. technology Potashkina – component each lesson, which allows you to update and systematize students’ knowledge at the stage of preparation for certification in the Russian language in a new form.

The sequence of lesson stages, generalized steps for organizing a search educational process corresponds to the logic of problem-based learning: statement of the problem → search for ways to solve the problem → formulation of the conclusion.

The use of a computer presentation ensures perception, assimilation, comprehension of the material, and reflects the results of educational research activities.

The high pace of the lesson and changing types of activities maintain students’ interest in the lesson throughout its entire duration.

Homework chosen by students is an element of multi-level learning that reflects situations:

1. “I choose → understood” (“Diagnostics of success”);
2. “I choose → I want to understand” (“Diagnostics of difficulties”).

This lesson, with a good organization of problem-based and research approaches to teaching, presupposes a situation of success for each student, which is the main requirement of any modern lesson.

LESSON TOPIC: “Main groups of complex sentences.”

THE PURPOSE OF THE LESSON:

1. ensure the perception, assimilation and comprehension of new material through the creation of a problem situation → its study → solution → analysis → generalization;
2. create conditions for the development of skills to formulate an educational goal, independently identify connections and relationships between the concepts being studied, and draw independent conclusions;
3. arouse students' interest in solving problematic, research, cognitive educational tasks

TYPE OF LESSON: learning new material

TECHNOLOGY USED: problem-based learning, design and research technology.

EQUIPMENT: personal computer, multimedia projector, projection board, tape recording.

VISUALIZATION: Microsoft PowerPoint presentation “Main groups of complex sentences.”

LESSON EPIGRAPH: “Research is the road to creative work”

During the classes

I. Warm-up (according to Yu.A. Potashkina’s system).

1. Chanting words:etymology, classics, territory, fiction, research.
2. Selection of words - relatives to the word“research” (follow, research, investigation).
3. Diagnostics: isolation, and investigation, flare up.
4. Phonetic part of the warm-up:

Which word has fewer letters than sounds:separation, flight, will pour.

1. Divide by meaning and spelling:

shines like spring, through the spring forest.

6. Determination of the initial form:

isolates, with us, hanging.

1. Complicate a simple sentence:Always be careful.
2. Determination of quantity simple sentences as part of a complex: [A warm wind passes lazily over the field, picking through the heavy, filling ears of corn.] , And [ in the rye the pretty blue, blue, white-faded cornflowers open up, peer at me and fade again] ; [ far ahead (where the lane is lost in the grain), white and dense July clouds stand motionless above the ground] .

Drawing up a sentence diagram: , and ; [..., (Where), ... ].

1. Return sentence with signs:

The grass, bent by the blows of the wind and rain, lay on the ground.

[noun, | ~~~~~~~ |, ...].

II. Introduction to the lesson situation

Synchronized 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. Find out their true essence in the section “ Difficult sentence“You and I have not yet succeeded.

Experts are needed for a thorough investigation to establish the identities of strangers!”

III. Gaining new knowledge. Study

Formulation of the problem

Launch slide No. 2 “Main groups of complex sentences.” (see Appendix 1, slide No. 2).

Teacher:

Let's work on the title of the lesson topic. Let's get into the sound of the theme. Taking into account the problematic situation that arose while listening to a tape recording, let us formulate an educational goal, an educational 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 basic steps to identify the main groups of complex sentences."

Finding ways to solve the problem

Teacher:

To solve the problem, a search is required. This work is not easy, requiring persistence, attention, independence, and the accumulation of knowledge bit by bit. But this is the road to creative work.

/turn to the epigraph/

Let's start the study:

1) (see Appendix 1, slide No. 3)

Let’s write down the sentences and identify the minor members in them, asking the appropriate questions:

My heart had a presentiment of (what?) bad things.

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

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

(start slide number 4)

2) (see Appendix 1, slide No. 5)

Let's select syntactic synonyms for these sentences - rearrange the sentences so that they become complex:

My heart had a presentiment that something bad would happen.

The house I live in is in a new area.

We reached the destination of our journey when evening came.

3) (see Appendix 1, slide No. 6)

Let's pose questions to subordinate clauses:

Had a presentiment (what?)

House (what?)

Got there (when?)

IV. Comparison, comparison, conclusions.

Let's compare simple and complex sentences and draw conclusions (see Appendix 1, slide No. 7):

1. Subordinate clauses are similar in meaning to the secondary members of a sentence.
2. The three main groups of subordinate clauses correspond to three groups of secondary members: additions, definitions, circumstances.

Teacher:

Let us summarize the research material. Let's formulate first version of the solution to the search problem.

Students independently formulate results academic work over the problem“What are the main groups of complex sentences in the Russian language?”

1. The main groups of complex sentences have names similar to the names of the minor members: SPPs with attributive clauses, explanatory clauses (similar to complements) and adverbial clauses, which in turn are divided into subgroups.
2. To determine the type of WBS, you need to ask the right question.

Teacher:

Let's conduct observation and analysis.

Target:

1. find out what the subordinate clauses refer to, from which words in the main sentence the question is raised to the subordinate clause?
2. How are subordinate clauses attached to the main clause?

Launch slide No. 8 “Proposals for observation and analysis” (see Appendix 1, slide No. 8).

1) The room (which one?) where they took me looked like a barn.

2) My father demanded (what?) that I go with him.

3) I came home (when?) when it was already getting dark.

Teacher:

1. What do subordinate clauses refer to? (1- to the noun in the main clause, 2- to the verb in the main clause, 3 – to the entire main clause).
2. How are subordinate clauses attached to the main clause? (using conjunctionswhere, to, when).

Formulation of the conclusion

Teacher:

Let us summarize the observation-research material. Let us formulate version No. 2 of the solution to the search problem.

Students independently formulate the results of educational work on the problem, determining the main steps to determine the main groups of complex sentences.”

Step 1: find the main sentence;

Step 2: determine why we will ask the question;

Step 3: remember which minor member answers this question:

Step 4: compare and draw a conclusion (this is an attributive, explanatory or adverbial clause);

Step 5: determine the means of communication.

Synchronous inclusion of slide No. 9 “Basic steps for identifying the main groups of complex sentences.”

(see Appendix 1, slide No. 9) and tape recording:

“Your version is correct. In the Russian language there are three main groups of complex sentences: SPP with attributive clauses, explanatory and adverbial clauses).

Slide number 10:

V. The final stage lesson

1. Reflection: compiling a syncwine.
2. Homework: textbook, §22, exercises 109, 110, 111, 112 – at students’ choice.

Annex 1

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6 slide:

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Slide 9: