The main groups of complex sentences according to their meaning. Basic groups of complex sentences A lesson in learning new material. Presentation of the main groups of complex sentences

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 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 learning goal, independently identify connections and relationships between the concepts being studied, 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. Determining the number of simple sentences in a complex sentence: [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. We have not yet been able to find out their true essence in the “Complex Sentence” section.

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. Three main groups subordinate clauses correspond to three groups of minor 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

1 slide:

Slide 2:

Slide 3:

Slide 4:

Slide 5:

6 slide:

Slide 7:

Slide 8:

Slide 9:

Complex sentences are complex sentences in which one simple sentence is subordinate in meaning to another and is connected with it by a subordinating conjunction or a conjunctive word.

Such a sentence may consist of two or more simple sentences, one of which is the main clause, and the rest are subordinate clauses.

The subordinate clause can come before the main clause, after it, or even in the middle.

Subordinate clauses serve to explain either one member in the main sentence or the entire main sentence as a whole.

Subordinate clauses are attached to the main clause with the help of subordinating conjunctions expressing different meanings, or using allied words.

Unlike conjunctions, allied words not only connect subordinate clauses with the main one, but are also members of subordinate clauses.

Subordinating conjunctions:

Simple: what, so that, how, when, while, as if, as if, if, exactly, barely, only, although, for, etc.

Compounds: because, since, because, in view of the fact that, due to the fact that, etc.

Conjunctive words:

Relative pronouns: what, who, which, which, what, whose, how many, etc.

Pronominal adverbs: where, how, when, where, where, why, etc.

The words what, how, when in IPP can be both conjunctions and allied words.

In the main part of the NGN, demonstrative words can sometimes be used: that, such, all, everyone, no one, there, then, etc.

Main groups of complex sentences

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

1. Determinatives (including pronominal-definitive ones)

2. Explanatory

3. Circumstantial:

* mode of action, measure and degree (how?, in what way?),

* time (when?, what time?),

* places (from where?, to where?, where?),

* goals (why?, for what purpose?),

* reasons (why?, why?),

* conditions (under what condition?, in what case?),

* concessions

* comparisons

* consequences

SPPs can have not one, but several subordinate clauses.

Types of complex sentences

Based on what the subordinate clauses refer to and how they relate to each other, three types of SPPs with several subordinate clauses are distinguished.

1. SPP with consistent submission subordinate clauses. With such subordination, the first subordinate clause refers to the main clause, the second - to the first subordinate clause, the third - to the second subordinate clause, etc. The specificity of the subordinate clauses is that each of them is a subordinate clause in relation to the previous and main one. relation to the next one.

2. SPP with homogeneous subordination of subordinate clauses. With this subordination, all subordinate clauses refer to one word in the main clause or to the entire main clause, answer the same question and belong to the same type of subordinate clause.

3. SPP with heterogeneous subordination of subordinate clauses (or with parallel subordination). With this subordination, subordinate clauses include:

a) to different words the main sentence or one part to the whole main thing, and the other to one of its words;

b) to one word or to the entire main sentence, but answer different questions and are different types subordinate clauses.

Complex sentences are mainly used in writing, but especially widely in the language of fiction.

Sections: Russian language

General educational goal:

• Give general idea about groups of complex sentences according to their meaning;
• Strengthen the ability to determine the place of a subordinate clause in a complex sentence, ways of connecting it with the main one;
• Improve your ability to place correctly punctuation marks, draw up SPI schemes.

Educational goal:

• Cultivating learning motives and a positive attitude towards knowledge.

Developmental goal:

• Develop the ability to highlight essential features and properties;
• Develop skills in partial search cognitive activity.

Equipment: textbook on the Russian language, sheets with text for each student, table.

During the classes

1. Organizational moment.

2. Lyrical minute ( setting an educational goal):

Since the world arose in darkness,
no one else in the whole world
didn't indulge in regret
about how he gave his life to learning.
Since the universe has existed -
There is no one who does not need knowledge.
Whatever language and age we take,
A person always strives for knowledge.

3. Setting the topic and purpose of the lesson.

• We will continue to strive for knowledge.
• What did we talk about in the last lesson?
• Today we will continue our acquaintance with complex sentences and talk about the main groups of SPPs by meaning.
• The goal of our lesson is to learn to identify the main groups of subordinate clauses, determine the boundaries of the main and subordinate clauses, and correctly place punctuation marks.

4. Repetition of the material covered.

Now let's remember what we know about NGN. If you agree with the statement, then put a “plus” in the margin of your notebook; if you disagree, then put a “minus”. So,

1. A complex sentence is a complex sentence, the parts of which are connected using subordinating conjunctions and allied words.
2. The NGN has two parts, and neither part depends on the other.
3. The subordinate part of the SPP can only appear after the main one.
4. Subordinating conjunctions and allied words are in the subordinate clause.
5. Subordinating conjunctions in SPP are members of the sentence.
6. Conjunctive words are members of a sentence.

• Check the answer: 1.+; 2-; 3-; 4 + ; 5-; 6+.
• Who was wrong in the first, second, etc. approval. Let's announce the correct answers.

5. New topic.

- Well done. Let's return to the topic of the lesson. Subordinate clauses 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 pose the question.

– Let’s analyze three sentences and ask a question from the main part to the subordinate part.

– Highlight the grammatical basis, explain the placement of the comma.

– What do these proposals have in common? ( This is an IPP, there is a main and subordinate part.)

- What is the difference? ( A question.)

- Let's write down the questions. ( Which? For what? What?)

– Which members of the sentence answer the same questions? ( Secondary members of the sentence.)

– Based on the name of the secondary members, the groups of subordinate clauses were named: attributive, explanatory and adverbial.

(As work progresses, a table is gradually created on the board)

Clause groups

- So, what did you find out?

– How to determine the type of subordinate clause? ( You need to ask the question from main to subordinate.)

6. Consolidation.

Let's do exercise No. 8. Mark the boundaries of the sentences that make up the complex sentence. Indicate 1) grammatical basics; 2) conjunctions or allied words that connect subordinate clauses with the main one; 3) what parts of the sentence are the allied words; 4) ask a question and determine the type of subordinate clause.

1. To the right he saw a large clearing in which stood a thick oak tree.
2. Last years Opekushin spent his life in his native village on the banks of the Volga, where he was born and spent his childhood.
3. Their feet were wet to the knees as if the guys had just forded a stream.
4. They approached the river when the sun behind them was setting towards the distant forest.
5. A wise man sees what he is after.
6. I don’t understand why extraordinary luck began to accompany me.

7. Independent work.

No. 11. Insert the missing letters and missing punctuation marks. Highlight the boundaries of the main and subordinate clauses. Indicate whether parts of a complex sentence are connected by a conjunction or an allied word. Outline your proposal. Ask a question and determine the subordinate clause group.

1. It was already completely dark when we set off.
2. We went down into the depths where there were luxurious flowers and fancy trees and took a break.
3. The acne dew left several tears on the petals, in which the sun played.
4. How many times have they told the world that flattery is vile...not harmful.
5. I didn’t know what to do in such a situation and was a little confused.

8. Summing up.

Russian language lesson in 9th grade “Main groups of complex sentences”

Prepared and conducted by: teacher of Russian language and literature Angarkhaeva E.D.

Lesson objectives:

• Ensure the perception, assimilation and comprehension of new material through the creation of a problem situation → its study → solution → analysis → generalization;
• 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;
• Arouse students' interest in solving problematic, research, and cognitive educational tasks.

Vocabulary work:

• Be..etristika
• Te..history
• And..research
• Etiology

Phonetic warm-up: which word has fewer letters than sounds?

• Flight
• will pour

Divide by meaning and spelling:

• It shines like spring;
• Through the spring forest;

Define initial form words:

• isolates
• with us
• hanging

Complicate a simple sentence:

• Always be careful.

Determine the number of simple sentences in a complex sentence, determine the relationships between them:

• A warm wind passes lazily over the field, picks up the heavy, filling ears, and in the rye the sweet-blue, faded blue 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.

Construct a proposal according to the following scheme:

• [noun, │ ~~~~~~~ │, …].

Let's consider the proposals:

• I love the autumn sun..., making its way between the clouds and fogs, it casts a pale ray on the damp earth.
• The roach constantly took from me, ... Yevseich baited my hook with bread, or perch, ... the fishing rod was baited with a worm.
• We turned towards the station... other carts were heading in as well.

1) Let’s write down the sentences and define the minor members of the sentence in them:

• My heart felt (what?) unkind.

• (Whose?) My house is in a new area.

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

2) Let’s rearrange the sentences so that they become complex:

• My heart felt that something bad was going to happen.

• The house I live in is in a new area.

• We reached the destination of our journey when evening came.

Physical education minute

• We all raise our hands - this is it,
• The head turned - that's two,
• Hands down, look forward - that's three,
• Hands turned wider to the side by four,
• Pressing them to your shoulders with force is five,
• All the guys sit down quietly - that's six.

Comparison, comparison, conclusions

• Subordinate clauses are similar in meaning to subordinate clauses.
• The three main groups of complex sentences correspond to three groups of minor members: complements, definitions and circumstances. IPP groups are similar to the names of the secondary members of the sentence: attributive, explanatory (similar to additions), adverbial, which in turn are divided into subgroups.
• To determine the type of IPP, you need to correctly pose the question to the subordinate clause.

Observation: What does the subordinate clause refer to in the main sentence?

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

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

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

Let's compare our conclusions:

• 1 – to the noun in the first sentence
• 2 – to the verb in the first sentence
• 3 – to the entire main sentence

Green card:

• 1) NGN with a subordinate clause (which one?)
• 2) NGN with an explanatory clause (about what?)

Yellow card:

• 1) SPP with a subordinate attributive, refers to a noun, connected with the help of a conjunction;
• 2) SPP with a subordinate explanatory clause, refers to a verb, is connected with the help of a conjunctive word;
• 3) SPP with a subordinate adverbial clause, refers to the entire main sentence, is connected by a conjunction, the subordinate clause is located before the main clause

Red card:

• 1) SPP with two clauses, clauses are joined by a conjunction Where and a union word which.
• 2) SPP with the first explanatory clause (conjunction that), the second is adverbial (conjunction while), the third is attributive (conjunction where), the fourth is attributive (conjunction if).
• 3) SPP with adverbial adverbial clause (where?)

Formulation of the conclusion

• 1st step: find the main sentence;
• Step 2: determine why the question is being asked to the subordinate clause;
• Step 3: on the question, determine the type of subordinate clause;
• Step 4: determine the means of communication.

• Your version is correct, in the Russian language there are three main groups of complex sentences: SPP with a relative attributive, with an explanatory relative, with an adverbial clause.

Homework:

• Compose synonymous simple and complex sentences:
• on “5” - five pairs of sentences;
• on “4” - four pairs;
• on “3” - three pairs of sentences.

§ 1 Main groups of complex sentences

The purpose of this lesson is to expand knowledge about complex sentences, their structure and structure; give a general idea of ​​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; it is used as a means of communication between the parts subordinating conjunction"What".

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- give additional explanation about the message in the main part.

§ 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 located 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 the demonstrative pronoun this or that, the correlative into the main sentence allied word which:

Often complex sentences with attributive clauses can be replaced with synonymous ones 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 “attributive” 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.