Make 8 complex sentences. SPP with several subordinate clauses: examples

complex and painstaking work. Not all children learn a new topic right away; some need time to figure it out and understand the essence of the rule. Knowing the definition by heart, a child cannot always give examples and apply the rule in practice. There are many types of offers. Let's look at complex sentences in more detail and look at examples with diagrams together.

The concept of complex sentences

Before you start explaining a new topic to your child, figure it out yourself. The student will grasp the essence of the topic only when he feels confident from an adult. Where to start explaining new material? Ask your child to make a sentence consisting of two parts, connected by a conjunction and a meaning.

For example:

I saw something behind the curtain and ran into another room so as not to scream in fear.
Analyzing the sentence, we conclude that it consists of two bases connected by the conjunction “and”. Both parts of the sentence are connected in meaning, that is, one is subordinate to the other.

Let's look at the rule:

The definition must not only be learned, but also understood. Highlight with it the basics of simple sentences and depict them schematically. Ask to use the example diagram to create your own proposal. If a student has difficulty completing a task, help him. Read the definition again, think together and start completing the task.

To begin with, use a simple scheme where two simple sentences are connected by a conjunction or a conjunctive word. Do not use too many minor terms, otherwise the child will get confused and will not be able to punctuate and highlight the main terms.

Conjunctions and allied words

NGNs are linked together by conjunctions and allied words. Print them out for your child so they are always at hand:

Explain to your child that they are members of a sentence, so they must be taken into account when parsing syntactically.

If your homework says that you need to find complex sentences in the text, teach your child to use the action algorithm. Print it out and hang it above your student's desk. When completing the task, the reminder will be useful to the child and he will easily remember how to find a complex sentence.

Independent work

To consolidate the material covered, invite your child to complete the task independently. After the job is done, check for accuracy. I made mistakes, don’t be angry, because the topic is really not simple. Mom dictates sentences, the child completes the task:

Next, teach your curious fidget to use the diagrams. Show how to mark a main clause as a subordinating clause. Tell us that the subordination in a sentence can be different: stems can be connected sequentially, parallelly and homogeneously. Using specific examples, explain the difference using diagrams:

Important point! The subordinate clause can appear in any part of the sentence.

In this case, you can make a proposal:

When it started to rain, we came home.

Or another option:

When we arrived home, it started to rain.

May be so:

We came home when it started to rain.

As you can see, by swapping the basics, the meaning remains. Come up with your own simple examples where the subordinate clause is at the beginning, middle and end of the sentence.

Many children cannot immediately determine which type a particular sentence belongs to. Don't worry, when studying new topics, the teacher and the children repeat the material covered to refresh their memory. After all, everything is interconnected, and if you miss one, it is very difficult to understand the other.

In this chapter:

§1. Complex sentences. general characteristics

Complex sentences- these are complex sentences, the parts of which are unequal: one depends on the other. They are connected by a subordinating syntactic connection, expressed by subordinating conjunctions: .

The commonly used designation for complex sentences is SPP.

The independent part of the SPP is the main one. It's called the main clause.

The dependent part of the NGN is the subordinate part. It's called a subordinate clause.

An IPP can have several subordinate clauses. Since semantic relationships in SPP are expressed using subordinating conjunctions and allied words, the classification of SPP is in many ways similar to the classification of subordinating conjunctions. Allied means in the SPP are located in the subordinate part.
The subordinate clause can refer to one word in the main clause or to the entire main clause as a whole. Examples:

We communicated as if we had known each other for a hundred years.

(subordinate clause refers to the whole main thing)

When we met, we communicated more coldly than one might expect.

(clause refers to the word colder)

§2. Classification of NGN by meaning

The NGN classification reflects the meaning expressed by allied means.

The main division is into four types:
1). SPP with an explanatory clause(with conjunctions: what, how, so that, whether):

Olga said that she would return from Pskov on Monday.

2). SPP with subordinate clauses(with allied words: which, which, whose, what; where, where, from, how):

This is the house I would like to live in.

3). SPP with subordinate clauses: (with allied words that (in any case), why, why, why):

In the morning he took a shower, after which his wife fed him breakfast.

4). SPP with adverbial clauses:

We climbed a hill from where we had a beautiful view of the surrounding area.

Circumstantial meaning may be different: the circumstance of the manner of action, time, place, etc. Therefore, adverbial SPPs are divided into types according to meaning.

Adverbial clauses are divided into sentences with subordinate clauses:

1) places(conjunctive words: where, where, from):

We went down to the river where the children were swimming.

2) temporary(conjunctions: when, while, only, only):

I was sleeping when you called.

3) conditional(conjunctions: if, if (obsolete):

If he invites me to the cinema, I will go.

4) causal(conjunctions: because, since, for (obsolete):

Anna didn't come to the extra lesson because she didn't know anything about it.

5) targeted(conjunctions: so that, so that (obsolete):

Call Anna so that she also knows this news.

6) consequences(conjunction so that):

The grandmother agreed to help look after the children, so they were not left alone.

7) concessive(union though):

Dimka does not really like mathematics, although he has good mathematical abilities.

8) comparative(conjunctions: as, as if, as if, than):

The meeting was very tense and cold, as if none of us had known each other before.

9) measures and degrees(conjunctions: what, so that and allied words: how much, how much):

In just a week she accomplished so much that others would not have accomplished in a month.

10) course of action(conjunctions: that, to, as if, as if, exactly, as if and the conjunctive word as):

Study so that you don't get scolded for your grades

§3. Means of syntactic communication in NGN

The subordinating syntactic connection in NGN can be expressed in different ways:

• unions
• allied words

1. As mentioned above, a typical means of subordinating syntactic connection in NGN is conjunctions.

In addition to those mentioned above, derivative conjunctions are widely represented in the dictionary, which are formed in different ways:

a) from two simple conjunctions: as if, as soon as, only and others similar.

b) from simple conjunctions and demonstrative words with prepositions: after ; although; thanks to and others like that.

c) from simple conjunctions and words time, reason, purpose, condition, etc. with demonstrative words and prepositions (while; while; while; for the purpose of; due to the fact that and others similar)

2. Conjunctive words.
What words can serve as the means of the main and subordinate parts of the dictionary?

First of all, these are relative pronouns who, what, which, what, which, whose, how many, standing in different forms, as well as adverbs where, where, from, when, why, how, etc.

How to distinguish conjunctions from allied words?

Unions are not members of the proposal. They serve only to express the nature of the syntactic connection and the meaning of the sentence as a whole. Unions cannot be questioned.

Conjunctive words, on the contrary, not only serve as a means of communication, but are also members of the sentence. You can ask questions to them. For example:

I remember well the melody that my mother often hummed.

(melody (what?) which is a conjunctive word)

In the Russian language there is homonymy of conjunctions and allied words: what, how, when.

I think she will arrive tomorrow.

(What- union)

I know what she answered you.

(What- a conjunctive word expressed by a relative pronoun)

In addition, subordinating conjunctions, unlike allied words, are not distinguished by logical stress.

Subordinating conjunctions cannot be replaced with a word from the main part, but allied words can:

I remember the conversation you had with me before you left.

(which=conversation)

Conjunctions can sometimes be omitted, but allied words cannot:

I knew that we had parted forever.

(synonymous: I knew we were parting forever)

I know what I am saying.

(omit the conjunction word What impossible)

§4. Place of the subordinate clause relative to the main one

The subordinate part can occupy different positions in relation to the main part:

1) it can precede the main part:

When the mother arrived, the son was already at home.

2) it can follow the main part:

The son was already at home when the mother arrived.

3) it can be located inside the main part:

The son was already at home when his mother arrived.

SPP schemes:

[...] 1, (to...) 2 - complex sentence, for example:

I will do everything 1/to make her happy 2.

(to...) 1, […] 2 - complex sentence, for example:

To make her happy 1, / Mitya will do everything 2.

[... , (to...) 2...] 1 - complex sentence, for example:

Mitya 1,/ to make her happy 2,/ will do everything 1.

Test of strength

Find out your understanding of this chapter.

Final test

1. Is it true that SPPs are complex sentences, the parts of which are unequal: one depends on the other?

2. Is it true that subordinating syntactic connections in SPP can be expressed in different ways: by subordinating conjunctions and allied words?

3. Is it true that the main part of a sentence is the dependent part, which is called a subordinate clause?

4. Is it true that the subordinate part of the NGN is the independent part, which is called the main clause?

5. What type of SPP is it: I think we will definitely meet.?

6. What type of SPP is it: This is the book that Tatyana Nikolaevna recommended to me.?

   • NGN with explanatory clause
   • NGN with clause attributive

7. What type of SPP is it: We talked, after which Vanka repented of his action.?

   • SPP with additional connecting
   • NGN with clause attributive
   • SPP with adverbial clause

8. What type of SPP is it: I was sleeping when he came.?

   • SSP with subordinate clause
   • SSP with subordinate explanatory clause

9. Is it true that conjunctions are parts of a sentence, but allied words are not?

10. What can be replaced by a word from the main part of the IPP: a conjunction or an allied word?

    • allied word

Right answers:

1. NGN with explanatory clause
2. NGN with clause attributive
3. SPP with additional connecting
4. SPP with adverbial adverbial clause (of time)
5. allied word

• Chapter 19. Punctuation in sentences with different types of syntactic connections

In contact with

The concepts of main and subordinate clauses were introduced into Russian syntactic science at the beginning of the 19th century by N. I. Grech. He also divided subordinate clauses into noun clauses, adjective clauses and adverbial clauses (in the latter case it would be more consistent to say “adverb clauses”).

For example, that his house burned down - a noun clause, which you know - an adjective clause, when you returned from the city - an adverb clause (or, to be consistent, an adverb).

So, the basis of N.I. Grech’s classification is, although not entirely consistent, a fairly clear idea about parallelism between subordinate clauses and parts of speech. Such parallelism does exist, and it is necessary to keep it in mind.

The classification of F.I. Buslaev, developed in the middle of the 19th century, is based on a different basis. It consistently introduces the idea of ​​parallelism between subordinate clauses and members of a simple sentence. F. I. Buslaev distinguishes subordinate clauses (He who is hot-tempered is not angry), additional (Say what is useful), attributive (It is interesting to talk with a person who has experienced a lot), adverbial (Go where you should). In turn, adverbial clauses are divided into subordinate clauses, tense, manner of action, measure and counting, reasons, conditional, concessive and comparative. F.I. Buslaev does not distinguish the predicate clause, because he exaggerates the organizing role of the predicate and believes that it cannot be expressed by a subordinate clause1. (This type was identified at the beginning of the 20th century by D.N. Ovsyaniko-Kulikovsky. An example of a complex sentence with a predicate clause: I am the one whom no one loves.)

There is no doubt that the parallelism of subordinate clauses with sentence members is also a real fact.

It remained for the grammarians of subsequent generations to overcome the particular omissions of these two approaches and link them, just as the theory of parts of speech and the theory of members of a sentence were linked. However, the development of the theory of complex sentences took a different path, confusing and full of various kinds of inconsistencies. Both theories began to be criticized, often unfounded. Thus, both approaches were assessed as reducing the classification of complex sentences to the classification of subordinate clauses. And if this was true regarding the approach of N. I. Grech, then F. I. Buslaev was accused of this in vain: after all, he essentially classified not the subordinate clauses themselves, but the positions they occupy, and the question of the presence of this or that position of this or that member sentences are resolved only within the framework of the sentence as a whole, and not its subordinate link. Rather, F.I. Buslaev exaggerates precisely the role of the main sentence, the presence in it of “free space” for one or another member, replaced by a subordinate clause. But there is still a basis for approaching a complex sentence as an integral phenomenon in Buslaev’s concept.

A more justified criticism of this theory is that not all types of subordinate clauses fit into the accepted scheme. And if the adverbial conditions or concessions, which were not highlighted in the old syntactic works, were subsequently highlighted, then the so-called relative clauses, which relate to the main thing as a whole, clearly violate the defining principle of this classification.

Examples of such sentences: A faulty car went on a flight, which caused the disaster. As mentioned earlier, not all fly agarics are poisonous. Of the twenty concert participants, only seven arrived on time, which is why the start of the performance was greatly delayed. But this drawback of the classification under consideration, as we will see later, turns out to be imaginary.

Nevertheless, throughout the 20th century, attempts have been made in Russian syntax to build a classification of complex sentences on some other basis.

In the so-called formal grammar, which prevailed in our country in the 20s and 30s, an attempt was made to group subordinate clauses according to those conjunctions and allied words with the help of which they were attached to the main clauses. In fact, this was a return to the idea of ​​HL I. Grech, but the return was unconscious and complicated by an eclectic connection with the “logical-grammatical” (Buslaev) approach. For example, subordinate clauses with the conjunction that were singled out, but instead of trying to find some general grammatical semantics in these sentences, they were divided into explanatory sentences (representing a combination of subjects and additional), manner of action, comparative, and then these same types found in subordinate clauses with other conjunctions or allied words, etc.

However, the most confusing and inconsistent was the so-called structural-semantic classification of complex sentences, which appeared in the second half of the 50s and by the end of the 60s was introduced into most syntax textbooks, including school ones.

A positive feature of this classification is the desire to approach a complex sentence as an integral structure. But this desire was realized extremely unsuccessfully. Complex sentences are divided into single-member and two-member, or, in later terminology, into sentences of undivided and dismembered structure. Not to mention the inadequacy of the terms (the expression “undifferentiated structure” in relation to a complex sentence sounds strange), the very essence of these concepts turned out to be very fragile and did not achieve the purpose for which they were introduced. Complex sentences with adverbial clauses without correlative words in the main part were declared sentences of a dissected structure. Without any argumentation, it was announced that they did not relate to the verb, but to the entire main part as a whole. True, some facts so clearly contradict this that the authors of the new scheme are forced to make reservations. For example, V.A. Beloshapkova admits that in the sentence I want, if I have free time, to read this book today, the subordinate clause refers to the verb read. 2 Wed. Another construction: I didn’t know how to play the way we play now, just as my brother didn’t know how to do it. There are two subordinate modes of action here, and if we accept that both relate to the main part as a whole, then they should be recognized as homogeneous. It is clear, however, that there is no homogeneity here, since the first refers to the verb play, and the second to the verb inept. Apparently, under the pressure of such facts, the academic “Russian Grammar” even states that “the distinction between two groups of sentences on the basis of the conventionality or non-verbality of the subordinate part or, what is the same, on the basis of the indivisibility or dismemberment of their structure is not absolute: under certain conditions this distinction can be weakened and loses its significance altogether”1®. For all that, in this book it is put at the forefront.

Meanwhile, by attaching such a meaning to “verbalness,” that is, the presence of a correlative word, the authors of the new scheme repeated the mistake of F.I. Buslaev - they exaggerated the role of the structure of the main sentence. Of course, it is necessary to distinguish between cases when the subordinate part occupies the position of one or another member of the main part, and cases when it reveals the content of one or another semantically inferior word occupying such a position, but it is unlikely on this basis that subordinate clauses in such for example, constructions like I go where I was sent and I go where I was sent. (Moreover, the authors of the structural-semantic scheme criticize the “logicalogrammatical” classification for the fact that it refers to subordinate clauses as different types, for example, that it was difficult to breathe with different main parts; It was so hot that ... - adverbial, Such a thing came heat, that.. - determinative, The heat was such that... - predicate) .

However, the structure of the main part is not maintained as the basis for the classification under consideration. Thus, attributive clauses, included in the category of proverbs, are qualified as substantive, regardless of the presence of a correlative at the noun. I am worried about the youth who have not found themselves in the new conditions and... about those youth who have not found themselves in the new conditions - here and there the subordinate clause is substantive. Meanwhile, in the second case, the subordinate clause refers to the correlative word, as can be seen from such, for example, perestroika: I worry about those young people who..., not which (not to mention the possibility of constructions like those who... , i.e. without a substantive at all). In addition, only a sentence with a relative connection is considered definitive. Designs such as I selected such a width of the door leaf that (so that) the door fits two of the four openings are not included in this category. With obvious exaggeration, they are included in subordinate degrees. Thus, in this case, the structure of the subordinate clause is put at the forefront. But that's not all. In the constructions, Grandfather went into the room that was assigned to him as a place to live and Grandfather went into the room that he never left again; the subordinate clauses are also qualified as different, despite the identity of the structure of both parts, main and subordinate clause: in the second case, the so-called narrative-extensional sentence is found - based on the semantics of the subordinate clause.

Thus, in different cases in the considered

The classification is based on either the structure of the main part, or the structure of the subordinate part, or the semantics (meaning lexical semantics) of one or the other. Only in the context of the desire for no alternative to textbooks could such an unsuccessful and inconsistent scheme spread so widely in educational literature.

Returning to the “logical-grammatical” classification,

Let's take a closer look at the type of subordinate clauses that do not fit into parallels with members of a simple sentence - relative clauses. Here are a few examples: The coachman decided to travel along the river, which should have shortened our journey by three miles (A. Pushkin); I had to run up onto this barge along a narrow, shaky and long plank, which I was mortally afraid of (K. Chukovsky); This incident, as I later understood, testified to the extraordinary creative peace of the artist (R Cherkasov). Why is it that in all these cases it is really impossible to find in the main part the word to which the subordinate link belongs? Why does the subordinate clause really refer to the main thing as a whole? Because if in other constructions subordinate clauses either replace or clarify a member of the main part, here, on the contrary, the main clauses explain a member of the subordinate clause: in the 1st example - the subject what, in the 2nd - the complement of what, in the 3rd example how . Already from these three examples it is clear that in fact we have before us not the same type, but very diverse subordinate clauses, united, however, by the fact that the main part here is, as it were, included in the subordinate clause.

Considers the structure of phrases and sentences. At the same time, the construction and punctuation of various types of complex sentences, especially with three or more predicative parts, usually causes particular difficulty. Let us consider, using specific examples, the types of NGNs with several subordinate clauses, the ways of connecting the main and subordinate parts in them, and the rules for placing punctuation marks in them.

Complex sentence: definition

To clearly express a thought, we use various sentences characterized by the fact that they have two or more predicative parts. They can be equivalent in relation to each other or enter into a relationship of dependence. SPP is a sentence in which the subordinate part is subordinate to the main part and is joined to it using subordinating conjunctions and/or For example, “ [Styopka was very tired in the evening], (WHY?) (since he walked at least ten kilometers during the day)" Here and below the main part is indicated, and the dependent part is indicated by round parts. Accordingly, in SPPs with several subordinate clauses, at least three predicative parts are distinguished, two of which will be dependent: “ [The area, (WHAT?) (which we were now passing through), was well known to Andrei Petrovich], (WHY?) (since a good half of his childhood passed here)" It is important to correctly determine the sentences where commas should be placed.

SPP with several subordinate clauses

A table with examples will help you determine what types of complex sentences with three or more predicative parts are divided into.

Type of subordination of the subordinate part to the main part	Example
Sequential	The guys ran into the river, the water in which had already warmed up enough, because it had been incredibly hot the last few days.
Parallel (non-uniform)	When the speaker finished speaking, silence reigned in the hall, as the audience was shocked by what they heard.
Homogeneous	Anton Pavlovich said that reinforcements would soon arrive and that we just needed to be patient a little.
With different types of subordination	Nastenka re-read the letter, which was trembling in her hands, for the second time, and thought that she would now have to quit her studies, that her hopes for a new life had not come true.

Let's figure out how to correctly determine the type of subordination in an IPP with several subordinate clauses. The examples above will help with this.

Consistent submission

In a sentence " [The guys ran into the river] 1, (the water in which had already warmed up enough) 2, (because it had been incredibly hot the last few days) 3“First, we select three parts. Then, using questions, we establish semantic relationships: [... X ], (in which... X), (because...). We see that the second part has become the main part for the third.

Let's give another example. " [There was a vase with wildflowers on the table], (which the guys had collected), (when they went on an excursion to the forest)" The scheme of this IPS is similar to the first: [... X ], (which... X), (when...).

With homogeneous subordination, each subsequent part depends on the previous one. Such SPPs with several subordinate clauses - examples confirm this - resemble a chain, where each subsequent link is attached to the one located in front.

Parallel (heterogeneous) subordination

In this case, all subordinate clauses relate to the main clause (to the entire part or word in it), but answer different questions and differ in meaning. " (When the speaker finished speaking) 1, [silence reigned in the hall] 2, (as the audience was shocked by what they heard) 3 ". Let's analyze this SPP with several subordinate clauses. Its diagram will look like this: (when...), [... X], (since...). We see that the first subordinate clause (it comes before the main one) indicates time, and the second - the reason. Therefore, they will answer different questions. Second example: " [Vladimir definitely needed to find out today] 1, (at what time the train from Tyumen arrives) 2, (in order to meet his friend in time) 3" The first subordinate clause is explanatory, the second is goals.

Homogeneous Subordination

This is the case when it is appropriate to draw an analogy with another well-known syntactic construction. For the design of PPs with homogeneous members and such PPs with several subordinate clauses, the rules are the same. Indeed, in the sentence " [Anton Pavlovich talked about] 1, (that reinforcements will arrive soon) 2 and (that you just need to be patient a little) 3» subordinate clauses - 2nd and 3rd - refer to one word, answer the question “what?” and both are explanatory. In addition, they are connected to each other using the union And, which is not preceded by a comma. Let's imagine this in the diagram: [... X ], (what...) and (what...).

In SPPs with several subordinate clauses with homogeneous subordination between subordinate clauses, any coordinating conjunctions are sometimes used - the rules of punctuation will be the same as when formatting homogeneous members - and the subordinating conjunction in the second part may be completely absent. For example, " [He stood at the window for a long time and watched] 1, (as cars drove up to the house one after another) 2 and (workers unloaded construction materials) 3».

NGN with several subordinate clauses with different types of subordination

Very often, a complex sentence contains four or more parts. In this case, they can communicate with each other in different ways. Let's look at the example given in the table: " [Nastenka re-read the letter for the second time, (which was shaking in her hands) 2, and thought] 1, (that she would now have to quit her studies) 3, (that her hopes for a new life had not come true) 4" This is a sentence with parallel (heterogeneous) (P 1,2,3-4) and homogeneous (P 2,3,4) subordination: [... X, (which...),... X], (which...), (which... ). Or another option: " [Tatyana was silent all the way and just looked out the window] 1, (behind which small villages located close to each other flashed) 2, (where people were bustling about) 3 and (work was in full swing) 4)". This is a complex sentence with sequential (P 1,2,3 and P 1,2,4) and homogeneous (P 2,3,4) subordination: [... X ], (after which...), (where...) and (... ).

Punctuation marks at the junction of conjunctions

To arrange in a complex sentence, it is usually enough to correctly determine the boundaries of the predicative parts. The difficulty, as a rule, is the punctuation of NGN with several subordinate clauses - examples of schemes: [... X ], (when, (which...),...) or [... X ], [... X ], (as (with whom...), then ...) - when two subordinating conjunctions (conjunctive words) appear nearby. This is characteristic of sequential submission. In such a case, you need to pay attention to the presence of the second part of the double conjunction in the sentence. For example, " [An open book remained on the sofa] 1, (which, (if there was time left) 3, Konstantin would certainly have read to the end) 2." Second option: " [I swear] 1, (that (when I return home from a trip) 3, I will definitely visit you and tell you about everything in detail) 2 ". When working with such SPPs with several subordinate clauses, the rules are as follows. If the second subordinate clause can be excluded from the sentence without compromising the meaning, a comma is placed between conjunctions (and/or allied words); if not, it is absent. Let's return to the first example: " [There was a book on the sofa] 1, (which I had to finish reading) 2". In the second case, if the second subordinate clause is excluded, the grammatical structure of the sentence will be disrupted by the word “that”.

Something to remember

A good assistant in mastering SPP with several subordinate clauses are exercises, the implementation of which will help consolidate the acquired knowledge. In this case, it is better to follow the algorithm.

1. Read the sentence carefully, identify the grammatical basics in it and indicate the boundaries of the predicative parts (simple sentences).
2. Highlight all means of communication, not forgetting about compound or adjacent conjunctions.
3. Establish semantic connections between parts: to do this, first find the main one, then ask question(s) from it to the subordinate clause(s).
4. Construct a diagram, showing with arrows the dependence of the parts on each other, and place punctuation marks in it. Move commas into the written sentence.

Thus, attentiveness in the construction and analysis (including punctuation) of a complex sentence - SPP with several subordinate clauses specifically - and reliance on the above-listed features of this syntactic construction will ensure the correct completion of the proposed tasks.

Levchuk Lidiya Nikolaevna

teacher of the highest category

KSU "Secondary school No. 2",

Atbasar, Akmola region.

This lesson is the first in the system of lessons about complex sentences. The selected tasks will help to enhance students’ knowledge on the topic and gain primary skills in working with NGN.

Subject:Complex sentence.

Purpose: 1. Educational: students will repeat information about a complex sentence, begin working with IPPs, learn to find main and subordinate clauses in IPPs, see the means of communication between parts of a sentence

2. Developmental: development of students’ mental activity, development of the ability to work in groups, evaluate classmates’ answers.

3. Cultivate interest in the Russian language as a science.

During the classes. 1. Organizational moment

2. Activation of knowledge on the material covered.

A) Spelling warm-up. A student is working at the board. Write down a proposal, do an analysis.You need to know the rules of behavior, and not reinvent them every time.

Predicate type? “every time” - member P?

IN) 2 students compose a BSC module  check

WITH) TEST “THINK QUESTIONS”. Resource #1. Peer review  comment

1. The sentence is studied in the section ... syntax

2. If P is divided into 2 groups, then these are... simple and complex, union and non-union

3. PP differs from SP... in the number of grammatical bases

4. Types of complex sentences... union and non-union

5. PPs as part of a joint venture can be connected... in meaning, intonation, conjunctions, allied words

6. One-component P ... one main member

7. Grammar basis... subject and predicate

8. Unextended P... without minor members

9. The apples were ripe in the garden and there was a smell of rotten leaves. How many, (0)

Criteria: 1 error - “5” 2-3 = “4” 4-5 “3”

Was the task useful?

D) Restore the SP module.

Union - non-union

 

SSP SPP

What do we know?What do you need to know? Let's talk about SPP in detail. But we know something!

SPP (General Module) RESOURCE 2

Consists of main and subordinate clauses

Subordinate clause, something to which a question is asked

The main thing from which the question is asked

Means of communication: subordinating conjunction, allied word

Can a dependent P exist without a main one?

What place can a subordinate clause occupy in relation to the main one?

? ASK YOUR QUESTION

REFLECTION. How was this stage of the lesson useful for you?

4. Reinforcing the topic.

1. Find out! SSP PP BSP SPP

1. The sea shone in bright light, and the waves beat menacingly against the shore.

2. The sleepy birch trees smiled and disheveled their silk braids.

3. In a smart conversation you can gain your intelligence, but in a stupid conversation you can lose yours.

4. The village where Evgeniy was bored………was a lovely corner.

1-SSP 2-BSP 3-SSP 4-SPP

To correctly determine type P, what should you consider?

2. Record 4P. WORK: this is an SPP, w/what.....

3. Make up an IPP with a subordinate clause at the beginning and at the end.

Beware of everything that your conscience does not approve of.

Where hope dies, emptiness appears.

4. Dialogue learning. Resource #3

In the sentences below, all are numbered commas. Write down the numbers indicating the commas between the parts of the SPP.

Now I see in front of me a long figure in a cotton robe and a red cap, (1) from under which sparse gray hair can be seen. He sits next to a table, (2) on which there is a circle with a hairdresser, (3) casting a shadow on his face; in one hand he holds a book, (4) the other rests on the arm of the chair; next to him lie a watch with a gamekeeper painted on the dial, (5) a checkered handkerchief, (6) a black round snuff box, (7) a green case for glasses, (8) tongs on a tray. All this is so decorous, (9) lies neatly in its place, (10) that from this order alone one can conclude, (11) that Karl Ivanovich has a clear conscience and a calm soul.

Check in pairs. Answer: P No. 1 2 10 11

What source are the sentences taken from? (L. Tolstoy, “Childhood”)

5. Bottom line: Do we need WBS?

For what?

What style is best to use them in?

Reflection. Complete the sentence: In the lesson about NGN I learned……………..

…………………..I was able to repeat…..

…………………..I secured……………

6. D/Z Write out 10 SPPs from the novel “Eugene Onegin”.