The value and structure of the NGN is divided into three main groups. The apparent proposals in these complex suggestions relate to the three groups of secondary members of the sentence: definitions, additions and circumstances *.

Types of pressing offers

Putting-emptying can join the main one with the help of a particle used in the meaning of the Union. For example: he did not know if tomorrow would come. Union-particle Li can serve to transfer an indirect question: they asked if we would go with them. Remember: The main thing to determine the type of pressing proposals is the semantic question. Unions and allied words can add additional shades of value in NGP. For example: Village, where Eugene missed, was an adorable corner. This is a complex proposal with an appropriate definition that has an additional spatial shade of value.

Russian lesson in grade 9.

The subject of the lesson: "The main groups of complex proposals for their meaning".

The purpose of the lesson: to give a general idea of \u200b\u200bgroups of complex proposals for their meaning, to improve punctuation skills.

Form of the lesson: Combined lesson including a textbook work, elements research work, Designing proposals, drawing up proposals.

During the classes.

Linguistic warm-up. Spelling dictation.

Brilliant, think about, super-descriptive, parliament, glitter, intense, barrier, play, tennis, gallery, side by side, to stay at the exhibition, exactly in-point, arrive in the city, by all means.

Task: Determine the paired types of orthograms, explain them.

Building complex proposals. Generalization of knowledge about NGN.

Game shape: Teacher listens, students explain the material. Implementation of individual tasks.

1st student. The difference between the complex proposal from the SSP. The main thing and additive in the proposal.

Example: when there is no agreement in comrades, there will be no matter on the way. Happy one to whom a warm wind blows.

2nd student. In PSP, there may be not one apparent, but several.

Example: the street is so light, which can be seen how the wind shakes the top of the trees.

3rd student. Additional joins the main supervisory unions or union words (relative pronoun, adverb).

Example: When the sun rises, we go on the road. We agreed when we go to the road.

Determine where the union, and where the allied word, prove it.

4th student. In the main sentence may be indicable words (they enter into themselves in the compressed form put supply offer). An indicable word can connect to subordinate to the union, forming a composite union.

Example: the wind blew so that it seemed animated. We sat on the hill, so all parties saw everything.

5th student. The place of the apparent offer is inconstant. It can stand before the main thing in the middle, after the main one. With double unions, it always stands before the main thing.

Example: The sooner the fire was harmful, the darker became around.

3. Tutor. What do you know about punctuation signs in NGN. Write down the offer, explain the punctuation marks.

Example: everyone understands that the fate of the country is now being solved. We know that now lies on the scales and what is done now.

Create diagrams of recorded proposals.

I I., what ().

I I. , (What .......) And (that .......).

The concept of the main groups of presidential proposals in the NGN. Comparison of proposals of simple and complex. Designing complex suggestions.

Write in the notebook.

The first institution has anticipated the unkind.

2. The school is located on Alexey Hadikina Street.

3. We got to the goal of the trip in the evening.

1.Serdser prefers to happen something unkind.

2. Skol, in which we learn to be on Alexey Hadikina Street.

3. We got to the goal of the trip, when the evening came.

Compare offers and make conclusions.

In challenging proposals, apparent are similar to the value with a secondary member of the sentence: an addition, determination, circumstance. Therefore, we call them the apparent extremely determined, circumstances.

5. How to determine the appendage of the apparent?

The most important rule is to correctly ask a question (from the whole of the main offer or from one of the words of it).

Example: a penny price to this man who cannot break a bad habit. The artist sees the fact that they do not see the rest. He broken his head rushed to where the cry came from about help.

The outcome of the lesson.

Task for the house: Paragraph 9 p. 43, UPR. 98.

In case of stock, the syntactic analysis of the sentence: Never say about what you do not know. Create a proposal scheme.

Sections: Russian language

Type of lesson: Lesson studying new material and fixing primary knowledge.

MetaPremmet: Knowledge, technique "Knowing ignorance."

Fundamental concept:ways of knowledge.

During the classes

I. Organizational moment

recording in the number of numbers, type of work, theme lesson.

II. Checking homework

monologic statement on the topic: "Knowledge - the result of great labor" (Confucius)

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

Thanks for reasoning. That's right, as a result of any work, a person acquires experience, and this is nothing more than knowledge and skills. Today we have new topicSo, new knowledge - let's work.

III. Actualization.

Teacher's questions:

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

Teacher:before you text. Read it.

Knowledge - the result of great labor

(1) Knowledge is the result of great work. (2) It was so considered the ancient Chinese sage of Confucius. ( 3) All his life is the path to the knowledge that makes a person with a useful state and society. (4) In early childhood, he was distinguished by outstanding abilities. (5) Little Confucius was far from noisy games, and conversations with wise men became the main entertainment. (6) And this could not not surprise others. (7) Confucius was born with unlimited susceptibility to teaching, the awakened mind forced him to read a lot. (8) He was told that he did not have teachers, but only the disciples. (9) When Confucius graduated from school, he was one of all students passed the most difficult exams with one hundred percent result. .(10) He decided to create a school in which a person would have learned to know the laws of the surrounding world, people and open their own opportunities. (11) The fame of him spread far beyond the limits of 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's questions:

• Prove that you have text.
• Determine its topic, type of speech and style.
• Find complex in the text non-union sentences. Consider and prove.
• Find in the text complex proposals. Consider and prove.
• Find complex proposals in the text. Consider and prove.
• Find a proposal in which the main idea of \u200b\u200bthe text is enclosed. Write it up and make a syntax parsing. All his life is the path to the knowledge that makes a person with a useful state and society.

By performing a syntactic analysis, we answer questions:

• What complex offer is called NGN?
• What is the STP structure?
• Tell us about punctuation in NGN.
• What provisions are used in SPP?

Answering questions, we fill in 1 column of the three-part diary "What do I know about the STP?" (Cm.attachment 1 , slides 2-6).

IV. Goal.

Teacher:In the proposal description, we must specify the NGN group by value. Can we do now. Read the topic lesson. Word the purpose of our lesson. (During the lesson we must learn ...., during the lesson we must learn ....)

Formulating the target and task of the lesson, we fill the second column of the three-part diary (see Appendix 1, Slide 7)

V. Stage of studying a new material.

• Work of students on learning new material. 10 minutes are given to work

Teacher:Confucius believed that three ways lead to knowledge: the path of imitation is the easiest - and the path of experience. (Confucius) (on the board - the scheme based on the statement of Confucius. Cm.Appendix 2.) Today we will try to go through these paths. To do this, we will share the theoretics and "researchers" ( see Appendix 1, Slide 8)."Theorists" will go through the way. Your task is to use the textbook material (textbook under the editor. Barhudarova S.G.), fill in the table, all columns, except the last (p. 44-45, 51.57-59). "Researchers" will go through experience: they will receive a card on which proposals are written. Your task is to analyze proposals and draw conclusions. Formulate the algorithm for determining the type of departing offers. (Cm.appendix 3. )

• Representation of the results (students respond in turn on teacher's questions, complementing each other, relying on the completed table)

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

Teacher:

Question "Researchers": determined?

Question "Theorists": What word in the main sentence include appropriate definitions? What language tools are they joined by the main sentence?

Question "Researchers":what attachments are called Issuctive?Why in some foreign languages These proposals are called Podep additional?

Question "Theorists":

Question "Researchers":what attachments are called circumstances?

Question "Theorists": What word in the main proposal are applied apartments? What language tools are they joined by the main sentence?

Teacher: Why the first way to acquire new knowledge is the path of imitation - the Confucius called the Easy? (Acceptance of an authoritative opinion. This option is the easiest, requires less energy costs. All you need is to believe the words of an authoritative source) with what difficulties can we face on this path? (Not all questions can be found answers, the source of the information must be verified). The second way is the path of experience. Confucius called him by mistakes. Why? (Conclusions can not always be done) This method of cognition is characteristic of those who love to think. What is hiding behind ? ? What is the third way of knowledge would you call? And how we still went today in the lesson, studying new? (We analyzed the information from the textbook and the results of our own observations. This is the path of reflection. Confucius called him noble. The person makes conclusions based on the analysis of information and own observations.) The teacher turns the sheet to the board with ? , on the back of which phrase: the way of reflection. (Cm. appendix 2, Slide 2)

Vi. The stage of primary consolidation of a new material.

Return to the proposal, which was understood at the beginning of the lesson.

• How to determine the type of apparent? (A group of researchers read the algorithm for determining the type of pressing proposals, seeappendix 1, Slide 10)
• Exercise 1. Return to the text. Is the assertion that the proposal is true 8 is a NGN with the apparent issuctive (+) ? Sentence 9 - SPP with pressing determinent (-)?What is the apparent in this sentence? (Constentive)Sentence 10 – SNP with petition Determinating? (+)Sentence 12 – SNP with petition Issuctive? (-) - Determined.
• Recall what tasks have we set before, did you achieve them during the lesson?

Three-hot diary: What did you know in the lesson? What did you learn? See Appendix 1, Slides 11-12)

• Exercise 2. Task on Slide (See Appendix 1, Slides 13-15)- Create a STP from two simple, determine the appendage of the apparent one.

The sun was warming up the tops. We reached the place.
A.I. Kubrin has repeatedly wrote about Russian. Language is the history of the people.
In the forest, a person especially feels the beauty of nature. Nature is full of secrets.

• Exercise 3.Test for the definition of SPP species by the value of the apparent.

We look with sadness, how the forest loses its lush outfit.
A. Determinent
B. Istlynaya
B. Conscious

Specify the appendage of the appendage in SPP: Birds that twitter all summer has long been not heard.
A. Determinent
B. Istlynaya
B. Conscious

Specify the appendage of the appendage in SPP: Whend. the oroga blurred rain, the edges were formed on the edges.
A. Determinent
B. Istlynaya
B. Conscious

Find the fourth unnecessary.
BUT. He looked forward to this moment, from which his independent life began.
B. I looked at Kleon and saw how slowly and smoothly separated from him a red leaf.
V. Never forget that the theater does not live with glitter lights, but the ideas of playwright.
All night we were lying by the fire and listened to how the sea raged.

Is the appendage of the pressing offer right? Feed foliage to warm up the earth to the cold. (SNP with VD. COLL.)
A. Vero
B. Neverly

Find SPP with a grammatical error.
A. He was content with what was written in a notebook.
B. When the sun hidden behind the mill, in the opened windows revealed cool.
B. This book taught me to appreciate and respect friends I read in my childhood.
G. Cheyrt in one minute lost weight and became so small that without difficulty in his pocket.

• Self-esteem on the key on the slide. (Cm. appendix 1, Slide 23)

VII. Differentiated homework

For researchers: to learn the material of the textbook: to make up your suggestions-example 5 for each group of apparent, using different unions and allied words.

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

VIII. Reflection.

Teacher: Analyze your work in the lesson how you felt and select the phrase that you closer (Cm. appendix 1, Slide 25)

How nice to know that you found out something!
Moliere

Science is a very difficult ...
Michelle de Monten.

There are gaps in my knowledge, because I shy to ask questions ...
Abu-Faraj

Teacher: Let's return to the phrase that has become the epigraph of our lesson. Due to what we learned a new on SPP? (Thanks to the work done). I thank you for good work at the lesson.

The main principle of activity at the study lesson is the problemability that provides intellectual student development, helps to organize the creative process of independent knowledge.

Problem technology and design technologiesProducts to activate cognitive activity students, improve their skills to work with the information presented in different types, develop the horizons, culture, self-awareness of students, develop creative and communicative abilities of schoolchildren.

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MOU "Middle Pogrom comprehensive school named after A.D. Bondarenko Volokonsky district Belgorod region "

Abstract lesson in the Russian language in grade 9

« Main groups complexed proposals »

prepared

russian language and literature teacher

Morozova Alla Stanislavovna

from. Pommets

2011

Russian lesson in grade 9

The main principle of activity at the study lesson is the problemability that provides intellectual student development, helps to organize the creative process of independent knowledge.

The technology of problem learning and design technology allow you to intensify cognitive activity of students, improve their skills to work with information presented in various kinds, develop a horizon, culture, self-awareness of students, develop creative and communicative skillbooks.

Warming up technology Yu.A. Potashkina - component Each lesson, which allows to actualize and systematize students' knowledge at the stage of preparation for certification in the Russian language in a new form.

Sequence of the lesson stages, generalized steps on the organization of the search educational process Corresponds to the logic of problem learning: setting the problem → Search for ways to solve the problem → Output formulation.

The use of a computer presentation provides perception, assimilation, reflection of the material, reflects the results of educational research activities.

The high rate of classes, the change of activity supports the interest of students to the lesson in all its length.

Homework for the choice of students is an element of multi-level learning, reflecting situations:

1. "I choose → understood" ("Diagnostics of Success");
2. "I choose → I want to understand" ("Diagnosis of difficulties").

This lesson with a good organization of problem and research approaches in training involves the situation of success for each student, which is the main requirement of any modern lesson.

The subject of the lesson: "Basic groups of complexized proposals".

THE PURPOSE OF THE LESSON:

1. ensure perception, assimilation and understanding of a new material through the creation of a problem situation → its study → Decision → Analysis → Generalization;
2. create conditions for the development of skills to formulate training goal, independently detect connections and relations between the concepts studied, making independent conclusions;
3. call interest in students in solving problem, research, educational learning tasks

Type of lesson: learning a new material

Used technology: Problem learning, design technology.

Equipment: Personal computer, multimedia projector, projection board, tape recorder.

Visuality: Microsoft PowerPoint Presentation "Basic Groups of Completed Proposals".

Epigraph lesson: "Research is the road to creative work"

During the classes

I. Warm up (according to Yu.A. Potashkina).

1. Word Chain:etymology, classic, territory, fiction, research.
2. Selection of words - relatives to the word"Study" (follow, research, consequence).
3. Diagnostics: O B O C O Reflection, and SS Ice ON VIA, RAZ.
4. Phonetic part of the warm-up:

in what word letters are less than sounds:separation, flight, Poland.

1. Divide the value and writing:

shines in spring, according to the spring forest.

6. Determining the initial form:

differently, with us hanging.

1. Complete a simple sentence:Be always careful.
2. Definition of quantity simple offers As part of a complex: [Warm wind passes lazily over the field, it moves heavy poured bumps], and [ in the rye open, peer on me and the pretty blue, blue, blue, you have gotten the faded cornflowers] ; [ far ahead, (where it is lost in the breads of parcels), stand above the ground still white and dense July clouds] .

Drawing up a proposal scheme: and; [..., (where), ...].

1. Return offer with signs:

The grass, bending the wind and rain, fell to the ground.

[SUST., | ~~~~~~~ |, ...].

II. Introduction to the lesson

Synchronous inclusion of Slide # 1 "What will we talk about today?" (See Appendix 1, Slide No. 1) and a tape recorder.

Tape record:

"Guys, these three sentences are still strangers for us. They are carefully disguised from us. Find out their true essence in the section " Difficult sentence"We have not succeeded yet.

Requires for a thorough effect on identifying strangers! "

III. Getting new knowledge. Study

Formulation of the problem

Running slide №2 "Basic groups of complexized proposals". (See Appendix 1, Slide No. 2).

Teacher:

We work over the title themes educational sessions. Currently in the sound of the topic. Considering the problem situation that has arisen when listening to the tape recorder, we formulate a training goal, the study problem.

/ Students formulate a question:

"What are the main groups of complex-in-free proposals exist in Russian?" /

Teacher:

We need to develop basic steps to determine the main groups of complexized proposals. "

Search for ways to solve the problem

Teacher:

To solve the problem, you need to search. The work is not easy, requiring perseverance, attention, independence, accumulation of knowledge on grains. But this is the road to creative work.

/ Appep to the epigraph /

Let's start learning:

1) (see Appendix 1, Slide No. 3)

We write down the proposals and we define secondary members in them, putting relevant issues:

The heart premonitions (what?) Unknown.

- (Whose?) My house is in a new area.

We got to the goal of our journey (when?) In the evening.

(launch slide №4)

2) (see Appendix 1, Slide No. 5)

We will select syntactic synonyms to these proposals - rebuild proposals so that they become complex:

The heart prefers to what happens is something unkind.

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

We got to the goal of our journey when evening came.

3) (see Appendix 1, Slide No. 6)

We will set questions to the pressing offers:

Premonition (what?)

House (what?)

Did you get (when?)

IV. Comparison, comparison, conclusions.

Compare simple and complex proposals and make conclusions (see Appendix 1, Slide No. 7):

1. Puttinglements are similar in meaning with secondary sentences.
2. Three major groups of apparent proposals correspond to the three groups of secondary members: additions, definitions, circumstances.

Teacher:

Summarizing research material. Formulatefirst The version of the solution of the problem-search task.

pupils Independent formulate results academic work Above the problem"What are the main groups of complexity proposals exist in Russian?"

1. The main groups of complexized proposals are the names similar to the names of secondary members: SNPs with apparent definitions, thantening (similar to supplements) and circumstances, which in turn are divided into subgroups.
2. To determine the type of SPP, you need to ask the question correctly.

Teacher:

Conduct observation-analysis.

Purpose:

1. to find out what attachments include, from what words in the main sentence put a question for the apparent?
2. what way is the apparent attachments to the main one?

Launching Slide No. 8 "Proposals for Observation and Analysis" (see Appendix 1, Slide No. 8).

1) The room (what?), Where they led me, was like a barn.

2) Father demanded (what?) So that I went with him.

3) I came home (when?), When it was already felt.

Teacher:

1. What do apparent offers? (1- to the noun in the main, 2- to the verb in the main, 3 - to the whole main sentence).
2. What way is the apparent attachments to the main one? (with the help of unionswhere to, when).

Output wording

Teacher:

Summarizing the material observation-research. We formulate version number 2 solving a problem-search task.

pupils Independently formulate the results of educational work on the problem, defining the main steps to determine the main groups of complex-in-free proposals. "

1 step: find the main proposal;

2 step: determine from what we will ask a question;

3 Step: Remember what a secondary member answers such a question:

4 step: compare and conclude (this is an appropriate determination, thanks or circumstantial);

5 Step: Determine the means of communication.

Synchronous inclusion of Slit No. 9 "The main steps to determine the main groups of complex proposals".

(See Appendix 1, Slide No. 9) and a tape recorder:

"Your version is true. In Russian, there are three main groups of complexized proposals: SPP with apparent definition, thanxwarted and circumstantial).

Slide number 10:

V. Final stage lesson

1. Reflection: Compilation of synkewine.
2. Homework: Tutorial, §22, Exercises 109, 110, 111, 112 - on the selection of students.

Attachment 1

1 Slide:

2 Slide:

3 Slide:

4 Slide:

5 Slide:

6 Slide:

7 Slide:

8 Slide:

9 Slide:

Game - warm-up: Simple sentences were confused as part of the NGN. Pat them and write down correctly only beauty, it is impossible to treat it. What the food is tasteless than a disease that robbing life. No worse than the enemy and the thief, which I know is health. If the disease is not defined, the more useful for health.

CHECK YOURSELF! (self-test) The only beauty I know is health. Gane than the food tasteless, the more useful for health. A. Lesazh is not worse than the enemy and thief than a disease that robbing life. "Merzor of Wisdom" If the disease is not defined, it is impossible to treat it. Samarkand

Algorithm "Order thinking operations When analyzing the NGN "to determine the type of sentence; how many simple suggestions are included in it (find and emphasize grammar Basics). Find a major offer. Read the apparent offer and determine its place in relation to the main one. Determine what explains the apparent (all the main, word or phrase); Put the question from the main offer to the apparent. Call the type of apparent. Specify the method of connecting the appling offer with the main (alliances, allied words, intonation). Find out whether there is an index in the main sentence. Explain the punctuation marks. Create a graphical scheme of the sentence replenish the methodical piggy bank "Schoolboy"

Compare: The heart premonished unkind. My house is located in a new area. We got to the goal of our journey in the evening. The heart prefers to what happens is something unkind. The house in which I live is in a new area. We got to the goal of our journey when evening came. Comparative analysis