The accessory part of the goal. What for? For what? For what purpose? I would like to know

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 exclamation, main part - 1, adjoint part - 2, adnexa inside the main, subordinate clause with the meaning of purpose, 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 SPP not with adnexal 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

Purpose clause

An adverbial clause that answers the questions why? for what? for what purpose? and containing an indication of the purpose or purpose of what is said in the main sentence; is attached to the main clause with the help of conjunctions so that, in order to, so that, then so that, so that, if only, etc. Nanny stayed in the shade to knit a stocking(Goncharov). In order for them to understand our truth sooner, we must move forward.(Bitter). He preferred a walk in the line so as not to be separated from his dear neighbor(Pushkin). Dersu and Chang-Ling made every effort to bring the raft as close as possible to the shore in order to enable me to land.(Arseviev).

Dictionary-reference linguistic terms. Ed. 2nd. - M.: Enlightenment. Rosenthal D. E., Telenkova M. A.. 1976 .

See what a "subordinate clause of purpose" is in other dictionaries:

The subordinate clause is the dependent part of the main clause in complex sentence. Example: Petya ran away from the lesson so as not to miss the concert. By analogy with minor members proposals (definitions, additions and ... ... Wikipedia

A syntactically dependent predicative part of a complex sentence containing a subordinating conjunction or allied word. Vladimir saw with horror that he drove into an unfamiliar forest (Pushkin). Describe the feeling that I experienced at that time, ... ...

- (gram.). This is the name, in contrast to the main one, of such a sentence that does not have an independent, whole meaning no main clause. Syntactic structure all Indo-European languages shows beyond doubt that the creation of the category P...

A sentence, the parts of which are interconnected by subordinating conjunctions or allied words. It is not a pity for forces if they give such results (N. Ostrovsky). The battle is won by the one who firmly decided to win it (L. Tolstoy). subordination… … Dictionary of linguistic terms

- (SPP) is a type of complex sentence, which is characterized by division into two main parts: main and subordinate. The subordination in such a sentence is determined by the dependence of one part on the other, that is main part assumes ... ... Wikipedia

- (1) 1. Connecting union. connects homogeneous members sentences or whole sentences. 946: She (Olga) spoke to them (to the Drevlyans): ... Give me 3 doves and 3 sparrows from the court. Pov. time years, 42 (1377 ← early XII century). 1174: And seven ... ... Dictionary-reference book "The Tale of Igor's Campaign"

Dictionary Ushakov

AND TO [what], union. 1. Attaches a subordinate clause of purpose to the main clause, and also introduces a construction with inf. expressing the purpose of the action. “A heavy stone lies on him, so that he could not get up from the coffin.” Lermontov. "I invited you... ... Explanatory Dictionary of Ushakov

- (gram.). Under the name S. (σύνδεσμος), Greek grammarians understood the part of speech that maintains communication and order of speech and fills in it empty gaps. Thus this term among the Greeks covered everything that we mean by a general term ... ... encyclopedic Dictionary F. Brockhaus and I.A. Efron

- (gram.). Under the name S. (sundesmoV), Greek grammarians understood the part of speech that maintains communication and order of speech and fills empty gaps in it. Thus, this term in the Greeks embraced everything that we mean by a general term ... ... Encyclopedia of Brockhaus and Efron

Subject: Complex sentences with subordinate goals

The purpose of the lesson: 1. Explain new topic

2. Develop oral and written speech, logical thinking,

memory, distinguish SSP from SPP

3. Raise interest in the lesson.

Lesson type: combined

Methods: practical, verbal, managerial.

Equipment: interactive whiteboard, tables, Russian language textbook for 9 grades general education schools with the Kazakh language of instruction (N.N. Shmanova, N.Zh. Shaidermenova, A.T. Kosherova-Almaty. "Mektep" 2013.)

During the classes

1.Organizing time

Psychological attitude students for the lesson.

Hello guys! We wish each other good luck.

2. Homework survey

(SPP with conditional clauses exercise 91)

Brain attack

A). What does syntax study?

Phrase and sentence

B). Who compiled the first scientific grammar of the Russian language?

Mikhail Vasilievich Lomonosov

c) In what year was the grammar published?

In 1755.

D). A complex sentence consists of ...

-two or more simple sentences

D). Name the species complex sentences?

Allied and non-allied

E). What unions connect compound sentences?

writing

G). What unions connect complex sentences?

subordinating

3.. We have cleared the area of ​​our school to plant trees and flowers

Now guys name the proverbs about work

The sun paints the earth, and labor paints man

4.Problem situation

Why, for what purpose should one work?

There was prosperity

To earn money

You have to work hard to

fulfill your dream

to be healthy

Guys, what is the topic of our lesson today?

Complex sentences with subordinate clauses.

5. Learning new material.

Purpose clauses indicate the purpose of what

stated in the main sentence, and answer questions

why? for what? for what purpose? They apply to everything

the main sentence and are associated with it most often with

unions in order to. Adventitious targets can

be placed before or after the main clause.

The main sentence can contain demonstrative words for.

To shorten the path, he swam across the river.

Compare:
In russian language	AT Kazakh language
In order to hold the Week of the Russian Language, we have developed its scenario. We are studying miscellaneous items to know the basics of science.	Orys tili aptasyn ötkіzu ushіn bіz onyң scenarioіn zhazdyk. Ғylymnyң negіzderіn bіlu үshіn bіz аrtүrlі pәndіrdi oқimyz.

6. Fixing exercises

Exercise 103. From simple sentences make complex subordinate with subordinate goals. When writing, where possible, change the place of the subordinate clause in relation to the main one. Set up punctuation marks.

Exercise 104. Read the text. Retell

Text questions

What do you need to understand in order to master a language?

What types of people are divided into in terms of learning languages?

What types of people need business advice when learning languages?

What main way learning languages?

How much time per day do you need to spend to successfully learn a language?

What amount of character will help to withstand this regime?

How do you study languages?

vocabulary work

Work regularly - ұdayy enbek etu

They don’t want to hit a finger on a finger - zhymys istegіsi kelmeydi

Do not give concessions-ozin-ozі ayamau, erіnbeu, zhalykpau

Exercise 105. When answering the questions given on the left, use the words and phrases from the right side that are appropriate in meaning.

7. The game "Who is faster" collect sentences from the scattered words.

Get, you need, a school in order to, education, graduate, or, or, lyceum, gymnasium, secondary.

Lessons, in, I, to, went, library, cook.

To, in, I, go, the city, to study.

8. Differentiated task

І -level. Insert conjunctions, allied words into complex sentences and determine the form

adjunctive proposal.

A) Everyone was silent, .... to hear the rustle of flowers

b) I came.....to apologize for my actions.

II-level. Make suggestions according to the scheme

, (to).

(In order to), .

9. creative work

Exercise Draw a Venn diagram, point out the differences and common features SSP and SPP

10. Homework learn the rule. Exercise 108.

11. Commenting on grades

12. Reflection

What did I learn? What have I learned?

Most of all I liked....

Lesson topic: A complex sentence with a clause of purpose.

Lesson type: Lesson learning new material.

Objectives: Formation of the concept of NGN with a clause of purpose.

Tasks:

To acquaint with the structural features of the SPP with a subordinate purpose.

Develop the ability to construct sentences of this type and present them correctly in speech and writing.

Learn to find NGN in literary texts.

Expected result: Students will be able to:

Recognize and distinguish between the types of SPP with the studied subordinate clauses;

Model and use NGN in speech different types;

Characterize the syntactic structure of NGN;

See SPP in literary texts.

Equipment, visibility:

Organizing time:

Greetings from the teacher.

We are continuing our study of the topic "Complex Sentence".

1. What do you think, with what work will we start our lesson?

Agree + or disagree - with this statement

1. Syntax - Greek word, which means "building", "drawing up"

2. Offers are simple, complex and compound

3. A complex sentence consists of two simple sentences

4. A complex sentence includes a main sentence and one or more subordinate clauses.

5. Simple sentences as part of a complex subordinate are always equal.

6. Subordinating unions or allied words act as means of communication in a complex sentence.

7. Allied words answer questions and perform a syntactic role.

8. Dependent clauses in a complex sentence, depending on the meaning, are divided into explanatory, attributive, adverbial.

9. The type of subordinate clause is determined by the union or allied word.

10 The type of subordinate clause is determined by the question posed from the main clause.

11. The main sentence from the subordinate clause in writing is usually separated by a comma, and in oral speech pause.

Self-test Key to the task: 1-+ 4+6+7+8+10+11+ 1 mistake ready for the lesson, 2-3 mistakes partially ready 4 mistakes or more - not ready for the lesson

Comment on each correct option (optional and chain).

2. Motivational moment of the lesson:

You have 3 suggestions. What task can you complete? What skills do you use?

Remind the reasoning algorithm Explain what are their similarities and differences?

1. I demand that you reveal the secret hopes of your soul to me.

2. He strove to write in such a way that it was easy to read what was written.

3. The coachmen tied the bells so that the ringing would not attract the attention of the watchmen.

(to - a multi-valued union)

Which of the suggestions caused difficulty?

(NGN with a clause: explanatory, mode of action, purpose)

Maybe someone already guessed what will be discussed in the lesson? Try to formulate the topic yourself and determine the objectives of the lesson.

2. Message of the topic and purpose of the lesson: (children determine)

NGN with a clause of purpose. We will learn to identify features, construct, place commas, find in the text.

3. STUDENT'S MESSAGE Vova Emelin

1. Questions: subordinate goals answer the questions why? for what? for what purpose?

2. Means of communication: subordinate goals are attached to the main clause by unions: so that, so that, so that, then so that, in order to, with particle unions if only, if only, etc.

Compound unions in order to, then to, in order to, etc. can fully perform the function of the union. However, depending on the meaning and logical stress A compound union can be broken into two parts. The first part is part of the main sentence and is a demonstrative word - a circumstance of the goal: with that, for that, then, etc .; second part compound union(to) remains in the subordinate clause and independently performs the function of a simple subordinating union. The comma in this case is placed once - in the middle of the compound union.

3. Place in the sentence: subordinate goals can be placed after the main clause, before the main clause, in the middle of the main clause.

4. Collect and read the scattered sentence (Who is faster):

1. he took a spear in his hands with something steel to play from boredom.

2. to think to live I want to suffer so that and.

3. proud of my name, you are the glory that I wish with.

Answers:

1. He took a steel spear in his hands to play with something out of boredom. (goals)

2. I want to live in order to think and suffer. (goals)

3. I wish glory, so that you are proud of my name. (goals)

Define sentence structure? Type of accessory? Explain?

Determine which artistic technique used in sentences?

What role do spp with subordinate goals play in the text?

(1 and 3 - with inversion). We check the executed ex. and we conclude that NGN with these clauses help build complete answers, make our speech more accurate and complete. slide 3

5. Physical education: slide 7

6. Task "Construction of proposals" Mutual verification

Task Formulation: Connect subordinate clauses with the main ones. Determine the type of adjectives. (If you are at a loss, then the table on page 58 will help you)

1. And she had to be more careful,

2 To learn to speak the truth to people,

3. A Dymkovo clay toy is fired in a kiln.

4. The bear attacked the hunter not from evil,

5. In order not to attract close attention,

7.To achieve strength

8. a stranger perched on a bench near the door

9. You must learn to say it to yourself.

10. to save your freedom.

11. but in order to protect their cubs.

Answers:

1+10, And she had to become more careful in order to save her freedom.

2+9, 2.To learn. to tell the truth to people, one must learn to tell it to oneself. /L.N. Tolstoy/

7+3, To achieve strength, the Dymkovo clay toy is fired in a kiln.

4+11, The bear attacked the hunter not from evil, but in order to protect her cubs.

5 + 8, In order not to attract close attention, the stranger was built on a bench near the door.

Which of the proposals is aimed at self-education of a person?

7. Work with text. What task can you complete?

1) We often say to each other: I wish you all the best. 2) This is not just an expression of politeness. 3) In these words we express our human essence. 4) One must have great fortitude in order to be able to wish good to others. 5) In order to be able to feel, to be able to see the people around you kindly, you need not only an indicator of culture, but also the result of a huge inner work spirit.

6) Turning to each other with a request, we say: please. 7) Request is an impulse of the soul. 8) Refusing to help a person means losing your own human dignity. 9) Indifference to those in need of help is a spiritual deformity. 10) In order to protect yourself from indifference, you must develop in your soul complicity, sympathy, compassion and at the same time the ability to distinguish harmless human weaknesses from vices that cripple the soul.

11) To increase goodness in the world around us - this is the most big goal life. 12) Good is made up of many things, and every time life sets a task for a person that one must be able to solve 13). Love and friendship, growing and spreading to many things, gain new strength, become higher and higher, and the person, their center, is wiser.

(According to D.S. Likhachev)

Determine the type of text, prove it.

What is the theme of the text? (good in the world.)

How many microthemes?

Name the sentences that express the main idea text 8 - 9

ON ONE'S OWN.

1. Find the NGN with adverbial adverbial purpose.

RECORD ONLY THE NUMBER(S) OF THE OFFER.

2. Give 2 sentences (arguments) in the second part, using NGN with a clause adverbial purpose.

Text information for summary

№ paragraph

microtheme

Wishing people well is an expression of the essence of man. Ability to see better the world, people - an indicator of culture, the result of a great internal work.

Kindness is a human dignity, and indifference is spiritual deformity; to protect yourself from it, you must develop sympathy and complicity in your soul.

To increase the goodness in the world around us is the greatest goal of life; the ability to love and make friends makes a person wiser and stronger.

Summarize:

Answer the questions using NGN with a clause of purpose:

1. For what purpose did you come to the lesson?

2. What is the purpose of studying NGN?

3. Why do you need to be able to build NGN schemes?

Homework: Slide 6

Mandatory for all: Run exercise 166 on the proposed task.

Choice:

1. Write an essay-reasoning on the topic "To - a multi-valued union." As arguments, use the WBS examples recorded in the lesson.

Or

2. Find and write out from texts works of art 4-5 SPP with a clause of purpose.

Self-esteem:

Rate yourself using the rating scale. (Children evaluate themselves) Slide 7

Thank you for the lesson!

Now I will know that...

I was upset that…

I am glad that…