Lesson topic: Complex sentences with adnexal goals.

Lesson objectives: - deepen and systematize information about complex sentences

with adventitious purposes;

To develop the ability of students to construct SPP with subordinate goals;

put punctuation marks in them; draft proposals

adnexal goals;

cognitive abilities students, the ability to analyze, draw a conclusion;

Instill love for the Russian language.

Equipment: tables, diagrams, interactive board, test.

Lesson type: combined

During the classes:

1. Organizing time. Checking the class for the lesson

Hello guys! Today the lesson will be unusual, because guests have come to us. The lesson will take place in stages. Each completed task is marked with an asterisk.

I- stage "Thinking together"

II stage"Test"

Stage III "Prove yourself"

IV- stage "One on one"

V-stage "Test yourself"

Stage VI "Translator"

Work on the 1st stage "Thinking Together".

BLITZ-SURVEY

What sentences are called complex sentences?

What are the three groups of complex sentences?

What punctuation marks are used in NGN?

What is the name of the word in the main sentence to which subordinate clauses?

1. Specify WBS with subordinate places

A. My heart ached when we found ourselves in a long-familiar room.

B. There is no greatness where there is no simplicity, goodness and truth.

S.M. Prishvin said that he chose ten companions smart books.

2. Indicate the NGN with relative clauses.

A. It became completely dark, and the street gradually became empty.

B. The thought that came to his mind after lengthy reflection seemed to him

convincing.

C. The day I took my first exam will be remembered forever.

3. Indicate the sentence in which there is an explanatory clause

A. The travelers came to a clearing, which was covered with thick and lush grass.

V. We approached the house that stood in the depths of the forest.

S. I told the boys I was lost.

4. Specify NGN with subordinate reasons

A. The sun was already beginning to hide behind the snowy ridge when I drove into the Koishaur valley.

Q. It was probably a bear, because the elk does not cry like that and only in autumn.

C. Through the window I saw how big gray bird sat on a maple branch in the garden.

5. Indicate a number of unions that attach the subordinate time to the main

A. When, as soon as, while, as

B. Because, because, since, because

EXPLANATION OF THE NEW MATERIAL

Relative clauses with the meaning of purpose specify the purpose of the action referred to.

in the main sentence, and answer questions for what purpose? for what? why?

Subordinate clauses with the meaning of purpose are attached to the main one with the help of subordinators.

target unions to (to), in order to.

For example: To participate in subject Olympiad, we long and seriously

prepared.

To do something great, you need to direct all the forces of the soul to one point.

Language exists for people to communicate with each other.

The clause with the meaning of the goal can be located anywhere in relation to the main

offer. In the main sentence there may be demonstrative words for that.

I wrote down his address in order to send a letter.

"SHOW YOURSELF"

Work in notebooks.

Rewrite with punctuation marks and graphically mark the scheme.

In order to portray well, the artist must see perfectly.

He devoted his whole life to art in order to develop in people a sublime sense of beauty.

To reach Magadan by ship it is necessary to cross the Sea of ​​Okhotsk from south to north.

" ONE ON ONE"

Level missions

I-level.

From simple sentences make NGN with subordinate goals with the union

1. We cleared the site. 2. It is necessary to plant a tree. 3. For the apple tree you need to endure to look after. 4.Along railways plant trees.

could be planted Leave a good memory of Good fruits have grown. Embankments were fortified.

II- level

Rewrite with punctuation marks.

The love of work is necessary to build a free happy life.

To eat a fish you have to go into the water.

Reading serves me to awaken my thought.

To hold the "Week of the Russian Language" we have developed its script.

III-level

Add the second part of the SPP.

I get up at 7 o'clock to...

Flowers need to be watered to...

Masha came to study in order to ...

Father strengthened the branches of apple trees in order to ...

" TEST YOURSELF"

Collect an offer

1. to school, so that, we, receive, go, knowledge.

2. communicate, languages, learn to, with other, need, peoples.

3. to return, I, on the path, decided not to get lost, so that.

4. to, basics, we, different, sciences, study, subjects, know.

" INTERPRETER"

Orta bіlіm alu ushіn mekteptі bіtiru kerek.

Sabaққa dayyndalu ushіn kitapkhanaғa bardym.

Kalaga men oku ushin bardym.

Bilimdі bolu ushіn kөp oku kazhet.

Summarizing.

What questions do NGNs with subordinate goals answer? What alliances are used to connect?

Homework

Write out from any artwork 5 NGN with subordinate targets.

Subordinate goals contain an indication of the purpose or purpose of what is said in the main part of the sentence, and answer the questions “why?”, “for what?”, “for what purpose?”.
The semantic feature of the target clauses in their uncomplicated form is that they denote an event or a desired phenomenon, and it is emphasized that for its occurrence it is necessary vigorous activity.
The adjuncts are attached to the main part through conjunctions so that, in order to, so that, then so that, in order, if only, if only, etc. The subordinate part usually refers to the entire main part as a whole: We bought several lilies from flower girls so that put them on the tomb of Raphael (K. Paustovsky); And so that the mouse family does not harm him, he established the police from cats (I. Krylov); People invented vices for themselves, just not to be considered insipid (JI. Tolstoy); Of course, the quick-witted Valentina probably left some at home in order to be left for the first expenses upon her return (A. Gaidar); I turned around, looking for Chubuk with a glance, in order to give him a prearranged signal as soon as possible (A. Gaidar); In complete darkness ... the flotilla moved at low speed along the coast itself, so as not to run into mines placed by the whites at some distance from the coastline (K. Paustovsky).
Compound unions can be divided, as a result of which only the union remains in the subordinate clause, and the first part of the union is used as a correlative word: People did not live underground at all in order to simply hide. They hid in order to live. And they lived in order to tirelessly fight the enemy (V. Kataev). Union membership is mandatory if it is preceded by restrictive, comparative and other particles, as well as introductory words: He allowed silence only in order to scold his daughters (A. Pushkin); All this was said as if in order to make an already difficult task as difficult as possible (K. Fedin).
Subordinate goals can occupy any position in relation to the main part, except when the union is dismembered.

More on the topic COMPLEX SUBMISSION SENTENCES WITH ADDITIONAL PURPOSE:

1. § 223. Complex sentences with subordinate goals
2. 345. Compound sentences with a clause of purpose
3. 117. Complicated sentences with a subordinate part of the goal
4. 35. Complex sentences of undivided structure. Complex sentences with adverbial clauses. Other ways of expressing these relationships.
5. 33. Complex sentences of undivided structure. Complex sentences with subordinate explanatory clauses.

Complicated sentences with adverbial clauses.

Problem learning technology

Related topic --The role of language in society

Goals:

1. Formation of the skill of recognition and characteristics of NGN with an adverbial adverbial purpose.
2. Consolidation of the skill of setting a comma between parts of the NGN.
3. Skill Improvement complex analysis text.
4. Formation of the ability to use NGN with adverbial adverbial purposes in their oral and written speech.
5. Formation of the ability to find ways to solve problems, formulate hypotheses.
6. Raising interest in learning the native language.

Equipment:

1. Presentation
2. Cards with texts for work in the lesson and for homework.

During the classes:

1. Organizational moment. (slide 1)
2. Preparation for the perception of new material. Statement and solution of the problem.

Write down a sentence under dictation.

language to remain a means of communication must be constantly developed.

(A. Kornilov)

What does the offer say? Decide on an accompanying topic for the lesson.

(The role of language in society)

Produce full parsing diagram suggestions on page 66.

(pov., not excl., main part - 1, adjective part - 2, subordinate part inside the main, subordinate with the meaning of the goal, union - to.

[ , (to), ].

Formulate and write down the topic of our lesson.

(NGN with adverbial adverbial purpose)

1. Learning new material.

1. Self-study of new material on page 104. Compilation of the basic abstract "QUESTION" (slide 2)

B - questions (why? For what purpose?)

O - applies (to the entire main part)

P - joins (unions: so that, in order to, in order to, so that, if only)

P - separated by a comma

C - standing (location is free)

1. Linguistic story by reference abstract about NGN with a clause adverbial purpose.

1. Consolidation of the studied

1. Proposal design. (slide 3)

Continue the sentences you started.

We must learn our native language,

Should be treated like this mother tongue, to…

With the help of language, the experience of generations is transmitted,

Read the resulting sentences. Find among them a SPP not with a clause of purpose (No. 2). Determine its type (mode of action). Make a conclusion.

(Conjunction TO - ambiguous)

1. Complex text analysis.

Why is language needed? Why does a person need articulate speech?

Firstly, language is needed so that people can exchange thoughts in all kinds of situations. joint activities. It is needed as a means of communication. True, besides language, other means can be used for this purpose, for example, a system of signs regulating traffic.

Secondly, language is needed in order to consolidate and preserve collective experience humanity, the achievements of social practice. When Archimedes discovered his famous law, the first thing he did was formulate this law in words, express his thought in such a way that it became understandable both to his contemporaries and to us, his distant descendants. When you study at school, you learn the achievements of social experience from textbooks, where necessary information expressed in linguistic form.

Finally, thirdly, language is needed so that a person can use it to express his thoughts, feelings, emotions. For example, in poetry, a person conveys the most intimate thoughts, feelings, experiences. And it's all thanks to the language.

Without language, there would be no man himself, because everything that is human in him is connected with language, expressed in language and fixed in language.

A. Leontiev.

Tasks: (slide 4)

1) Determine the topic and main idea of ​​the text. Do you agree with the author's opinion?

2) Determine the type and style of speech.

3) Produce different kinds parsing:

1 row - phonetic parsing words LANGUAGE

2 row - morphemic parsing words ARTICULATE

3rd row - spelling analysis of the word USE

4) Find all SPPs, indicate their type.

5) Write out the SPP with adverbial adverbial goals in your notebook, parse them.

First, language is needed in order for people to could exchangethoughts during any kind of joint activity.

Secondly, language is needed in order to consolidate and preserve the collective experience of mankind, the achievements of social practice.

Finally, thirdly, language is needed so that a person can use it to express their thoughts, feelings, emotions.

[ in order to).

1. Continued text.

V. Summing up the lesson.

VI. Homework (slide 5)

§ eighteen

Card work

Read the text. Write how you spend your free time. Why are you doing this or that activity? Use in your work NGN with adverbial adverbial purposes.

Suppose a person is multi-talented by nature, he instantly understands and remembers everything. But that’s why he’s a man, to be sure to ask: Is it just interesting or do I need it for something? The question of why this or that knowledge is needed is completely natural and legitimate. And it is better to let it arise earlier in order to avoid bitter disappointments in wasted efforts or regrets about unused time.

I. Miloslavsky

№1.

Adverbial clauses- subordinate clauses that answer the same questions as circumstances.

In the center of adverbial complex sentences are sentences whose meaning is somehow connected with the relationship of cause and effect. These are sentences with clauses causes, effects, concessions, conditions, goals . Due to the well-known similarity of values, it is easy to confuse them with each other. However, each of these varieties is characterized by its unions ( subordinate corollary - union so,goals - union to etc.).

Each of these varieties of a complex sentence has its own differences in meaning.

So, a complex sentence with adnexal reasons expresses the relationship of two events, one of which (from the point of view of the speaker) naturally gives rise to the other.

For example: The car lights upbecause it's already dark in the forest (G. Nikolaev).

Complex sentences of the corollary convey the same relations, but the reason in them is expressed in the main, and not in the subordinate part: It's already dark in the forestso the car lights up . What was the main clause in the first case has now become subordinate.

Concessive complex sentences are also semantically related to causal. But the consequence here is directly opposite in meaning to what naturally follows from the content of the subordinate clause.

For example: Even though it's already dark in the forest The car didn't turn on the headlights. The speaker is waiting for the regular consequence of the subordinate clause ( car lights up), but it is not implemented.

Adverbial clauses are also close to causal, but the reason here is the desire of the agent in the main clause so that the action of the subordinate clause takes place.

For example: He came to Rostovto go to college .

Compare: He came to Rostovbecause I wanted to go to college .

Circumstantial clauses also convey a reason, but one that the speaker is not sure about.

For example: If the brother went to college

Compare: Since my brother went to college He will write to us soon.

In addition, adverbials include adverbial clauses of time, comparison, manner of action.

Compound sentences with adverbial adverbial clauses

Theoretical information Adverbial clauses very diverse and therefore have their own classification. Distinguish the following types adverbial adverbial: mode of action and degree, place, time, condition, cause, purpose, comparison, concession, consequence. Adventitious mode of action and degree indicate the image, degree or measure of the action (feature) named in the main sentence; answer questions: as? how? in what degree? how much? and etc.; refer to phrases in the main clause: verb + So; full adjective + such; full adjective + noun + such; join unions what, to, as if etc. and allied words: how, how much, how much and etc. In the main sentence, there can be demonstrative words: so, so much, so much, to such an extent, such and etc. For example: I was born in Russia. I love her sothat words can't say everything ( S. Ostrovoy). The air is transparentuntil the jackdaw's beak is visible ... (A. Chekhov). adnexal places indicate the place of action named in the main sentence; answer questions: where? where? where?; refer either to the entire main clause or to its predicate; join with allied words: where, where, from where. In the main sentence, they often correspond to demonstrative words: there, there, everywhere, everywhere, everywhere and etc. For example: Walk the free pathWhere does the free mind take you? (A. Pushkin). There,where the bowl ended , whitened birches. Adventitious time indicate the time of the action named in the main sentence; answer questions: when? how long? since when? How long? and etc.; refer either to the whole main clause or to its predicate. In the main sentence, there are often demonstrative words: then, now, always, once, sometimes and etc. For example: While he sang , the cat Vaska ate all the roast(I. Krylov). Sometimes,when you wander through unmowed deposits , almost from under the very feet, a numerous brood of quails or gray partridges breaks out(S. Ognev). Subordinate conditions indicate the condition under which the action named in the main clause can be carried out; answer questions: under what condition? in which case?; refer either to the entire main clause or to its predicate; are joined by conditional unions: if, if, if, if, when(in meaning " if"), as(in meaning " if") and etc. For example: If life deceives you don't be sad, don't be angry(A. Pushkin); When there is no agreement among comrades , their business will not go well(I. Krylov). Adnexal causes indicate the reason for what is said in the main sentence; answer questions why? from what? because of which? for what reason?; refer either to the entire main clause, or only to the predicate; are joined by causal unions: because, because, because and etc. For example: I'm sad,because you have fun (M. Lermontov); The Ossetian cab driver tirelessly drove the horses,because he wanted to climb the Kaur mountain until nightfall (M. Lermontov). Adventitious targets indicate the purpose of the action named in the main sentence; answer questions: why? for what? for what purpose? for what? and etc.; refer either to the entire main clause or to its predicate; join target unions: to (to), then to, in order to and etc. For example: To become a musician so skill is needed(I. Krylov). I want to liveto think and suffer (A. Pushkin). Adventitious comparisons explain the content of the main sentence by comparison; answer the question: like what?; refer either to the entire main clause or to its predicate; are joined by comparative conjunctions: as, as if, as if, exactly, than (by that) and etc. For example: It was quiet for two minutes.sure convoy fell asleep (A. Chekhov). And with a thorny branch the spruce is knocking on the window,how a belated traveler sometimes knocks (A. Pleshcheev). Adventitious concessions indicate the circumstance in spite of which the action named in the main sentence is performed; answer questions: in spite of what? contrary to what?; apply to everything main sentence or to its predicate; are joined by concessive unions: although (at least), despite, let, let, for nothing; despite the fact that etc., allied combinations: no matter what, no matter who, no matter how much, when no, no matter how and etc. For example: Hot,although the sun has already set in the west (M. Gorky). Even though it's cold , but not hungry(Proverb). Wherever you throw , wedge everywhere(Proverb). Adnexal consequences denote a consequence (conclusion, result) arising from the content of the main sentence; answer questions: what follows from this?; apply to the entire main clause; join unions: consequence so that, therefore. For example: The wind howls with all its mightso I couldn't sleep (I. Goncharov). The whole next day, Gerasim did not show up, so instead of him the coachman Potap had to go for water.(I. Turgenev). It is necessary to distinguish between subordinate corollary and adventitious image actions and degrees. Compare: The road washed out by the rainso wide ruts formed in the mountains (I. Goncharov) (subordinate corollary); The road was washed away by the rainthat wide ruts formed in the mountains (subordinate clause of mode of action and degree).

№2. Complex sentences with several subordinate clauses

Theoretical information Complex sentences with two or more subordinate clauses are of two main types: 1) all subordinate clauses are attached directly to the main clause; 2) the first clause is attached to the main clause, the second - to the first clause, etc. I. Clauses that are attached directly to the main clause can behomogeneousandheterogeneous. 1. Homogeneous clauses, like homogeneous members, have the same meaning, answer the same question and depend on one word in the main sentence. Between themselves, homogeneous subordinate clauses can be connected by coordinating unions or union-free (only with the help of intonation). The connections of homogeneous clauses with the main clause and between themselves resemble the connections of homogeneous members of the sentence. For example: [ I came to you with greetings, to tell], (what Sun is up), (what it trembled with hot light on the sheets). (A. Fet.) If homogeneous clauses are connected by non-repeating unions and, or, a comma is not placed in front of them, as with homogeneous members suggestions. For example: [ I answered], (what nature is good) and ( what sunsets are especially good in our places). (V. Soloukhin.) The connection of homogeneous clauses with the main clause is called homogeneous subordination. 2. Heterogeneous clauses have different meanings, answer different questions, or depend on different words in a sentence. For example: ( When I have a new book in my hands), [I feel], (what something living, speaking, wonderful entered my life). (M. Gorky.) With heterogeneous subordination, clauses can refer to the same words of the main sentence, but they are not homogeneous, as they answer different questions. The connection of heterogeneous clauses with the main clause is called parallel subordination. II. The second type of complex sentences with two or more subordinate clauses includes those in which the clauses form a chain: the first clause refers to the main clause (subordinate clause of the 1st degree), the second clause refers to the clause of the 1st degree (subordinate clause of the 2nd degree) etc. For example: [ Young Cossacks rode vaguely and held back tears], (as were afraid of their father), (which I was also a little embarrassed), (although tried not to show it). (N. Gogol) Such a connection is called consistent submission. At successive subordination one clause can be inside another; in this case, there may be two subordinating unions nearby: what and if, what and when, what and since, etc. For example: [ The water crashed so scary], (what , (when the soldiers ran below), raging streams were already flying after them) (M. Bulgakov).

№3.Complex sentences with subordinate explanatory clauses

To express our opinion, our attitude to a fact, a phenomenon, we often use complex sentences with subordinate clauses.

Clauses of explanatory refer to members of a sentence that have the meaning of speech, thoughts, feelings, messages, etc. Verbs in which the subordinate explanatory part is used usually denote: speech ( said, shouted), perception ( saw, heard, felt), mental activity ( thought, decided), the internal state of a person ( afraid, surprised).

For example, I.S. Turgenev in his letter to P. Viardot wrote about his feelings: I I can't see without worry , like a branch covered with young green leaves, clearly looms in the blue sky.

In a sentence: Sophia, characterizing Chatsky, He speaks that "he is especially happy in friends", - the verb of speaking is used.

Very often we use subordinate explanatory clauses when expressing our opinion:

I am convinced ... I believe ... I agree ... I can say with confidence ... It seems to me .... I am attracted (interesting) by the thought, (statement) about ... .

Besides, complex sentences with subordinate explanatory clauses convey indirect speech: I explained to them that I am an officer, I am going to the active detachment for official purposes. (M. Lermontov) Vera said that does not want tea and went to her room.(N. Chernyshevsky)

Complex sentences with subordinate explanatory clauses

Theoretical information Clauses of explanatory respond to case questions and join the main part with unions ( what, like, as if, as if, as if, in order to, whether etc.) and allied words (what, who, how, what, why, where, where, where, why, etc.). For example: I want,so that a feather was equated to a bayonet(V. Mayakovsky) - means of communication - union so that . I don't know if I wantwhether i go with them- means of communication - union whether , which, like coordinating conjunctions same, too, also, is not at the beginning of the part. They saidas if he became addicted to collecting pipes.(A. N. Tolstoy) - a means of communication - a compound union as if . God alone could saywhich Manilov had a character(N.V. Gogol) - means of communication - allied word which, which is part of the predicate. It's sad to see a young man lose his best hopes and dreams...(M. Yu. Lermontov) - means of communication - union when . Clauses of explanatory refer to one word in the main part - the verb, short adjective, adverb, verbal noun with the meaning of speech, thought, feeling, perception. For example: Irejoiced / expressed surprise / was glad that he came. It's good that he came. The main part may contain an index word then in different case forms: I was happyto that that he came. In this sentence, the word tom can be omitted, so the subordinate clause refers to the adjective glad. However, in some complex sentences with subordinate explanatory clauses, the demonstrative word in the main part is an obligatory component of the sentence structure. For example: It all startedsince that the father has returned. Such subordinate clauses refer specifically to the demonstrative word, which can only be the word that. This feature brings such sentences closer to pronominal attributive ones, while the use of a union, and not a union word, makes it possible to classify them as explanatory. The explanatory clause is usually found after the word in the main part to which it refers, but occasionally, mainly in colloquial speech, it can be located in front of the main part. For example: that he won't come , it was clear to me right away.

№4. Complex sentences with subordinate clauses

Theoretical information Determinative clauses explain (characterize) that member of the main part of the sentence, which is expressed by a noun or pronoun, and answer the definition questions: which? whose? For example: (1) Blizzards ( which? ), (2) that they are bursting in the doors, (1) they will not knock me off the road. Definitive clauses are attached to the main part only with the help of allied words which, which, whose, what, where, where, from where, when: For example: And Tanya seeshouse empty(which?), where our hero lived recently. (A. Pushkin) [– = noun. ], (where = –). Clauses have a fixed place as part of complex sentence: they are standing always after the defined word. For example: Childhood istravel (which?), which no one has been able to do twice . (V. Sanin) [ n. - noun. ], (which =). allied words which, what, whose with a defined word only agree in gender, number , a case form them depends on which member of the sentence these allied words in the subordinate clause are: For example: I likepeople who the life of the country is not indifferent.(The word which is used in the dative case.) Compare: I likepeople with whom easy to communicate.(Word which used in instrumental.) - I like people who are legendary.(Word which used in the prepositional case.) Word which can stand not only at the beginning, but also inside the subordinate part. For example: 1) A river flows near the villagewhich located in the forest foothills.(M. Lermontov) 2) As if in chains, the northern river fell silent, the noisewhich the grandfathers and great-grandfathers of Pomor fishermen listened.(I. Sokolov-Mikitov) Close in meaning to definitive adjectival pronouns that refer to pronouns that, each, such, all, everyone etc., located in the main part. For example: (1) Everything will go far in the pastthen , (2) how i live . (N. Glazkov).[ = then ], (how – =).

№5.Types of subordinate clauses in a complex sentence

Subordinate clause is a syntactically dependent predicative part of a complex sentence containing subordinating union or allied word.

For example: Vladimir saw with horror that he drove into an unfamiliar forest(Pushkin). It is very difficult to describe the feeling I experienced at that time.(Korolenko).

used in educational practice the term “subordinate clause” is usually replaced in theoretical works by the term “subordinate clause” (respectively, instead of “main clause” - “main clause”); this avoids the use of the same term “sentence” in relation to the whole and to its individual constituent parts, and also emphasizes the interconnectedness of the structural parts of a complex sentence.

School textbooks present two types of classifications of subordinate clauses.

1. Clauses are divided into three groups: attributive, explanatory and adverbial; the latter are divided into subgroups.

2. Clauses are divided into subject, predicate, attributive, additional and circumstantial, depending on which member of the sentence is replaced by the clause (to determine the type of the clause, questions are asked to various members of the sentence).

Since the classification adopted in the first case is more common in the practice of school and pre-university teaching, we will stick to it.

Recall that knowledge about the types of subordinate clauses in a complex sentence is also checked in USE tests in part B(task B6) in 11th grade.

Types of subordinate clauses in a complex sentence

Theoretical information By meaning and structure, the subordinate parts of complex sentences are divided into three main groups, which correspond to three groups minor members proposals: definitions, additions, circumstances. Determinative clauses explain (characterize) that member of the main part of the sentence, which is expressed by a noun or pronoun, and answer the definition questions: which one? whose? For example: (1) Blizzards(what?), (2) that break in the door , (1) I won't be knocked off the road.(A. Fatyanov) [ - , (what =), =]. Explanatory clauses explain the member of the sentence (most often the predicate) of the main part and, like the additions, answer the questions of indirect cases. For example: (1) We had a lively conversation about(about what?), (2) how to resolve the situation . [ – = ], (as =). Adverbial clauses denote the place, time, purpose, reason, mode of action, condition, etc. of what is reported in the main part of the complex sentence. They answer questions about circumstances. For example: (1) To love music , (2) you have to listen to it first.(for what purpose?). (D. Shostakovich) (To =), [=].

№6. Complex sentence