What groups of complex sentences do you know examples. Topic: The main groups of complex sentences by their meaning

According to the meaning and structure, NGNs are divided into three main groups. The clauses in these complex sentences correspond to three groups of secondary members of the sentence: definitions, additions and circumstances *.

Types of subordinate clauses

Subordinate explanatory clauses can be attached to the main one with the help of the particle li, used in the meaning of the union. For example: He did not know if he would come tomorrow. The particle conjunction li can serve to convey an indirect question: They asked if we would go with them. REMEMBER: the main question for determining the type of subordinate clauses is the semantic question. Conjunctions and allied words can add additional shades of meaning to NGN. For example: The village where Eugene missed was a lovely corner. This is a complex sentence with an attributive clause, which has an additional spatial connotation of meaning.

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

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

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

Relative clauses serve to explain either one member in the main clause, or the entire main clause as a whole.

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

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

Subordinating conjunctions:

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

Composite: because, since, because, due to the fact that, due to the fact that, etc.

Allied words:

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

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

The words what, how, when in NGN can be both unions and allied words.

In the main part of the NGN, demonstrative words can sometimes be used: that, such, all, everyone, nobody, there, then, etc.

The main groups of complex sentences

According to the meaning and structure, NGNs are divided into three main groups. The clauses in these complex sentences correspond to three groups of secondary members of the sentence: definitions, additions and circumstances.

1. Definitive (including pronominal-determinative)

2. Explanatory

3. Circumstantial:

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

* time (when?, what time?),

* places (where?, where?, where?),

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

* reasons (why?, why?),

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

* concessions

* comparisons

* consequences

NGN can have not one, but several subordinate clauses.

Types of complex sentences

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

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

2. NGN 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 clauses.

3. NGN with heterogeneous subordination of subordinate clauses (or with parallel subordination). With such subordination, the subordinate clauses include:

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

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

Complicated sentences are mainly used in written speech, but especially widely in the language of fiction.

Sections: Russian language

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

Metasubject: knowledge, the technique of "knowing ignorance".

Fundamental concept: paths of knowledge.

During the classes

I. Organizational moment

entry in the notebook of the number, type of work, topic of the lesson.

II. Checking homework

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

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

Thanks for the reasoning. That's right, as a result of any work, a person gains experience, and this is nothing but knowledge and skills. Today we have a new topic, which means new knowledge - let's work.

III. Actualization.

Teacher questions:

• What branch of the science of language are we studying?
• Name the units of syntax.

Teacher: text in front of you. Read it.

Knowledge is the result of hard work

(1) Knowledge is the result of hard work. (2) So thought the ancient Chinese sage Confucius.( 3) His whole life is a path to knowledge, which makes a person useful to the state and society. (4) Already in early childhood, he was distinguished by outstanding abilities. (5) Little Confucius was far from noisy games, and conversations with wise men became his main entertainment. (6) And this could not but surprise those around him. (7) Confucius was born with an unlimited receptivity to teaching, an awakened mind made him read a lot. (8) It was said about him that he had no teachers, but only students. (9) When Confucius finished school, he was one of all the students who passed the most difficult exams with a 100% result. .(10) He decided to create a school in which a person would learn to learn the laws of the world around him, people and discover his own abilities. (11) His fame spread far beyond the neighboring kingdoms. (12) The recognition of his wisdom reached such an extent that he took the post of Minister of Justice, in those days the most responsible position in the state.

Teacher questions:

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

When parsing, we answer the following questions:

• What is a complex sentence called SPP?
• What is the structure of the NGN?
• Explain punctuation in NGN.
• What means of communication are used in NGN?

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

IV. Goal setting.

Teacher: In the characteristic of the proposal, next, we must indicate the group of NGN by value. Can we do it now. Read the topic of the lesson. State the purpose of our lesson. (in the course of the lesson we must learn...., in the course of the lesson we must learn....)

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

v. The stage of learning new material.

• The work of students on the assimilation of new material. 10 minutes to work

Teacher: Confucius believed that three paths lead to knowledge: the path of imitation is the easiest and the path of experience. (Confucius) (on the board - a diagram based on the statement of Confucius. Cm.Annex 2) Today we will try to follow these paths. To do this, we will divide into "theorists" and "researchers" ( see Appendix 1, slide 8). The "theorists" will follow the path of imitation. Your task is to use the textbook material (textbook edited by Barkhudarov S.G.), fill in the table, all columns except the last one (pp. 44-45, 51,57-59). "Researchers" will follow the path of experience: they will receive a card with sentences written on it. Your task is to analyze the proposals and draw conclusions. Formulate an algorithm for determining the type of subordinate clauses. (Cm.appendix 3 )

• Presentation of work results(students take turns answering the teacher's questions, complementing each other, based on the completed table)

(See Appendix 1, slide 9 - NGN groups by value)

Teacher:

Question for researchers: defining?

Question for the theorists: What word in the main clause do the attributive clauses refer to? By what language means do they join the main sentence?

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

Question for the theorists:

Question for researchers: what adverbial clauses are called circumstantial?

Question for the theorists: What word in the main clause do the subordinate clauses refer to? By what language means do they join the main sentence?

Teacher: why did Confucius call the first way of acquiring new knowledge - the way of imitation - easy? (Acceptance of an authoritative opinion. This option is the simplest, requires the least energy costs. All you need is to believe the words of an authoritative source) What difficulties can we encounter along the way? (not all questions can be answered, the source of information must be verified). The second way is the way of experience. Confucius called it the path of error. Why? (conclusions can not always be correct) This way of knowing is typical for those who like to think. What is hidden behind ? ?What third way of knowledge would you call? And what way did we go today at the lesson, learning new things? (We analyzed the information from the textbook and the results of our own observations. This is a way of thinking. Confucius called it noble. A person draws conclusions based on the analysis of information and his own observations.) The teacher turns the sheet on the board with ? , on the reverse side of which is the phrase: the path of reflection. (Cm. appendix 2, slide 2)

VI. The stage of primary consolidation of new material.

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

• How to determine the type of subordinate clause? (A group of researchers read out an algorithm for determining the type of subordinate clauses, seeannex 1, slide 10)
• Exercise 1. We return to the text. Is it true that the sentence 8 is a NGN with a clause explanatory (+)? Offer 9 – NGN with a clause definitive (-)? What is the adjective in this sentence? (circumstantial) Offer 10 – NGN with a clause definitive?(+) Offer 12 – NGN with a clause explanatory? (-), – definitive.
• Let's remember what tasks we set for ourselves, did you achieve them during the lesson?

Three-part diary: what did you learn in the lesson? What have you learned? See Annex 1, slides 11-12)

• Exercise 2. task on the slide (See Annex 1, slides 13-15)- compose an NGN from two simple ones, determine the type of subordinate clause.

The sun was still warming the tops. We have reached the place.
A.I. Kuprin wrote more than once about the Russian language. Language is the history of a people.
In the forest, a person especially feels the beauty of nature. Nature is full of secrets.

• Exercise 3 Test for determining the types of NGN by the value of subordinate clauses.

We watch with sadness as the forest loses its magnificent attire.
A. definitive
B. explanatory
B. adverbial

Specify the type of subordinate clause in NGN: The birds that chirped all summer long have not been heard.
A. definitive
B. explanatory
B. adverbial

Specify the type of subordinate clause in NGN: When d the horn was washed away by rain, potholes formed along the edges.
A. definitive
B. explanatory
B. circumstantial

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

Is the type of the subordinate clause correct? Leaves fall to wrap the earth warmer before the cold.
A. right
B. incorrect

Find the HOP with the grammatical error.
A. He was content with what was written in the notebook.
B. When the sun disappeared behind the mill, a cool air blew through the open windows.
Q. This book taught me to appreciate and respect friends, which I read as a child.
G. The devil in one minute lost weight and became so small that he easily got into his pocket.

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

VII. differentiated homework

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

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

VIII. Reflection.

Teacher: Analyze your work in the lesson, how did you feel and choose the phrase that is closer to you (Cm. annex 1, slide 25)

It's nice to know that you've learned something!
molière

Science is hard work...
Michel de Montaigne

There are gaps in my knowledge because I was embarrassed to ask questions...
Abu'l-Faraj

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

Lesson 37 Complex sentences with subordinate clauses.

(Anyktauysh bagynynkyly sabaqtas құrmalas soylem)

Lesson Objectives: give a general idea of ​​the groups of complex sentences according to their meaning; form the concept of attributive clauses, features of their structure; improve punctuation skills.

During the classes

1. Linguistic warm-up.

Vocabulary commented dictation: students "in a chain" explain spelling in words.

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

Tasks:

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

Additional task: explain the lexical meaning of words nuance, skepticism, sumptuous. If necessary, use an explanatory dictionary.

2. The concept of the main groups of NGN .

1. Let's write down the sentences and define the secondary members in them by posing the appropriate questions:

1) The heart foresaw (what?) bad. ( Addition.)

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

3) We have reached our destination (When?)In the evening. (Circumstance.)

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

1) My heart felt that something bad was about to happen.

2) The house I live in is in a new area.

3) We reached our destination when evening came.

3. Let's put questions to subordinate clauses:

1) anticipated (what?)

2) house (what?)

3) arrived (when?)

4. Let's compare simple and complex sentences and draw conclusions:

1) Subordinate clauses are similar in meaning to the secondary members of the sentence.

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

3. The word of the teacher.

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

How do we determine which minor member is in front of us? (on the issue.)

In the same way, we will determine to which group the subordinate clause belongs. The main thing is to ask the right question. Let's start with the adjectives.

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

1) Worth a penny for a person (what?) who cannot break a bad habit.

2) The room (what?) where they brought me looked more like a barn.

3) And the pain (what?) that pounded like a starling in the temple, subsides, subsides ...

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

What do the subordinate clauses refer to, from which words in the main clause the question is raised to the subordinate clause? (Possessive clauses refer to nouns in the main clause, from which a question is posed.)

How are subordinate clauses attached to the main clause? (With the help of allied words which, where, what, where. )

Consider separately, out of context words which, where, what, where.

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

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

SPP with attributive clauses are absent in the Kazakh language. The difficulties of studying them lie in the fact that sentences similar to them in semantics in the Kazakh language in their structure represent simple sentences with the so-called detailed definitions, which are not distinguished by intonation and are usually located in front of the word being defined. For example: The plane that arrived from Astana landed. – Astanadan ұshyp kelgen ұshaқ zherge kondy.

4. Work with the textbook .

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

What new did you learn from the textbook article?

Demonstratives in attributive clauses serve to highlight the noun being defined.

2. Definitive clauses always come after the noun they define.)

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

For example:

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

(To wait for such an evening), [one had to live a hundred years].(K. Paustovsky.) (To…), […].

[The village (where Bim was brought) really surprised him].(G. Troepolsky.) […, (Where…), …].

The subordinate clause is syntactically subordinate to the main clause. You can ask him a question:

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

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

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

For example:

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

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

7. Homework.

Perform exercises No. 283, 284.

Sections: Russian language

General educational goal:

• Give a general idea of ​​the groups of complex sentences according to their meaning;
• To consolidate the ability to determine the place of the subordinate clause in a complex sentence, ways of its connection with the main one;
• Improve the ability to correctly punctuate, draw up SPI schemes.

educational goal:

• Education of motives for learning, a positive attitude to knowledge.

Development goal:

• To form the ability to highlight essential features and properties;
• Develop the skills of partial-search cognitive activity.

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

During the classes

1. Organizational moment.

2. Lyrical minute ( educational goal setting):

Since the world arose in darkness,
no one else on earth
did not regret
about giving his life to learning.
Ever since the universe has existed
There is no such thing, who would not need knowledge.
Whatever language and age we take,
Man always strives for knowledge.

3. Statement of the topic and purpose of the lesson.

• We will continue to strive for knowledge.
• What was discussed in the last lesson?
• Today we will continue our acquaintance with complex sentences and talk about the main NGN groups by value.
• The purpose of our lesson is to learn how to identify the main groups of subordinate clauses, determine the boundaries of the main and subordinate clauses, and correctly punctuate.

4. Repetition of the material covered.

And now we will remember what we know about SPP. If you agree with the statement, then put “plus” in the margins of the notebook, if you do not agree, then put “minus”. So,

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

• Check the answer: 1.+; 2-; 3-; 4+; 5-; 6+.
• Who made a mistake in the first, second, etc. approval. Let's hear the correct answers.

5. New theme.

- Well done. Let's return to the topic of the lesson. The adjectives 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 ask questions.

- Let's analyze three sentences and ask a question from the main part to the subordinate clause.

- Highlight the grammatical basis, explain the setting of the comma.

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

- What is the difference? ( Question.)

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

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

- By the name of the secondary members, they gave the name to the groups of subordinate clauses: attributive, explanatory and adverbial.

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

Groups of subordinate clauses

"So what did you find out?"

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

6. Fixing.

Let's do exercise number 8. Mark the boundaries of the sentences that make up the complex. Specify 1) grammatical foundations; 2) unions or allied words that connect subordinate clauses with the main one; 3) what members of the sentence are allied words; 4) ask a question and determine the type of clause.

1. To the right, he saw a large clearing on which stood a thick-set oak.
2. Opekushin spent the last years of his life in his native village on the banks of the Volga, where he was born and spent his childhood.
3. Their legs were soaked to the knees, as if they had just forded a stream.
4. They approached the river as the sun was sinking towards the distant forest behind them.
5. A wise man sees what is coming.
6. I don't understand why I got so lucky.

7. Independent work.

No. 11. Insert the missing letters, missing punctuation marks. Highlight the boundaries of the main and subordinate. Indicate whether the parts of the complex sentence are connected with the union or allied word. Draw up a proposal. Ask a question and determine the group of the subordinate clause.

1. It was already quite dark by the time we set off.
2. We went down to the village where r..ate r..beautiful flowers and bizarre trees and made a halt.
3. Acne dew left a few 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 did not know what to do in such a situation and was a little confused.

8. Summing up.