§ 1 Basic groups of complex proposals

The purpose of this lesson is to expand knowledge of the complex sentence, about its structure and structure; To give a general idea of \u200b\u200bgroups of complex proposals, while special attention to pay for the apparent determination proposals.

We know that a complex proposal, in which one simple proposal on the meaning and structure depends on the other (obeys him) and is associated with it on the basis of communication, called complex. Parts of the complex proposal are non-equivalent in meaning: the main proposal submits to itself the apparent, from the main thing to the apparent can be put in a semantic question. In addition, the relationship between the main and pressing proposal is carried out with the help of subordinate unions and allied words, as well as with the help of intonation.

For example:

In this sentence, the pressing part refers to the grammatical basis of the main part "was heard", and it is from the basis that the question of the pressing proposal is raised, the "What" is used as a means of communication between parts.

Complexed proposals consisting of two simple, on the semantic value of the apparent are divided into three main groups. These groups wear names similar to the names of secondary members (depending on what a member of the proposal was substituted by these Podep):

Complex proposals with apparent determinants,

Issuctive (similar to supplements)

And circumstances.

Pressing groups can be represented as a table

Thus, groups of complexized proposals are determined by the following features:

1. By a semantic issue, which is responsible for the pressing proposal;

2. For the means of communication of the apparent offer with the main (subordinate unions, allied words, indicative words).

For example:

In this proposal, the pressing part relates to the noun "house" in the main part, and it is from this word that the question of the pressing proposal is raised, the allied word "in which" is used as a means of communication between parts. Before us is a complex proposal with the apparent definition.

In this sentence, the pressing part refers to the premonition of the main part "premonition", and it is from him that the subordinate suggestion is raised, as a means of communication between parts, the subordinate union "that" is used. Before us is a complex proposal with an extremely emptying.

In this sentence, the pressing part refers to the entire main part "We got to the goal of our journey", and it is from the entire main part that the subordinate proposal is raised, the subordinate union "when" is used. Before us is a complex proposal with apparent circumstances.

The mansion is another type of appendage proposals - these are the appropriate connecting, which contain an additional message, explaining about what is said in the main sentence; They are attached with the help of union words: what, where, where, when, how, why, why, why, as a result of what.

A feature of such proposals is that from the main part to the apparent impossible to raise the question, since there is no word or phrase in the main sentence that would require the presence of an apparent offer.

For example:

The appointment of the appling in this complex offer is to give an additional explanation about the message in the main part.

§ 2 Combined proposals with apparent determinants

Let us dwell in more detail on the group of complex proposals with the apparent definitions. Such apparent contain the characteristic of the subject or phenomenon called in the main sentence, and answer the question "What?", They relate to a member of the main offer, which is expressed by a noun or other word in the meaning of the noun.

The apparent definition is attached to the defined word in the main sentence with the help of allied words - pronouns and adverbs: which, what, whose, what, where, where, from where.

For example:

In order to select the definable word in the main sentence correctly, you can use an indicable word.

In such proposals, the dressing part is attached to a combination of a noun with an indicative word, which is not mandatory and can be omitted.

The appropriate definition is always after the main or inside the main offer, and it is necessary to be strictly as a definable word, characterizing it.

By virtue of such a feature, such appendages cannot be up to the main offer.

For example:

In this regard, it should be noted that the allied words that, which whose are necessarily consistent with the defined word in childbirth and the number, and their case-based ones are dependent on what a member of the proposal are these words in the apparent part.

For example:

In this sentence, the allied word which, as well as the determined word "Rodnichok", is in male genus and in the only numberAnd in the apparent part of the Union Word is subject to, because it stands in the form of a nominative case.

Often violates the order of words in sentences with apparent determinants. According to the rule, allied words (which, whose) replace the nearest preceding noun.

This provision is not respected in the following example, the books of our writers who reflect modernity are not monitored. To eliminate speech errors, you can enter the main proposal of the index pronouction of one or such a co-relative to the union word that:

Often complex proposals with additives can be replaced by synonymous simple proposals with separate definitions expressed by the involved turns.

Compare:

The apparent definitions are close to the apparent, those, everyone, any, anyone, such, such (locally determined).

They answer questions "Who exactly?", "What exactly?".

For example:

(Who is working with the benefit of the Fatherland), [that it will not be easily separated with it].

Promotional-definition additives can stand up to the definite word, to the entire main part.

Scheme (who ...), [places. That ...]

In such proposals, the apparent specifies, fills the pronoun value in the main sentence, to which it belongs. The term "definition" in relation to the apparent is used in this case conditionally, in the value "revealing content".

Summing up, it can be noted that the ability to competently and correctly use different groups of complex proposals is necessary for everyone who speaks Russian, it makes it possible to improve grammatical knowledge and punctuation skills.

List of references:

1. Egorova N.V. Pounding developments in the Russian language: Universal benefit. Grade 9. - M.: Vako, 2007. - 224c.
2. Bogdanova G.A. Russian lessons in grade 9: a book for a teacher. - M.: Enlightenment, 2007. - 171c.
3. Baranov M.T. Russian language: Reference materials: Handbook for students. - M.: Enlightenment, 2007. - 285С.
4. Rosenthal D.E. Practical stylistics of the Russian language: Textbook for universities. - M.: high school, 1977. - 316С.

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

« Basic groups of complexized 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 "Complex Offer", we have not yet succeeded.

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. find out what put supply offersWhat words the question is set to 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.

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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, there may be indicable words (they enter into themselves in a compressed form content of the pressing offer). An indicable word can be connected to the subordinate union, forming an integral alliance.

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 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 time syntactic analysis Offers: Never talk about what you do not know. Create a proposal scheme.

Sections: Russian language

General Education:

• Give a general idea of \u200b\u200bgroups of complex proposals for their meaning;
• Consolidate the ability to determine the place of the appropriate in a complex sentence, the ways of its connection with the main thing;
• Improve the ability to properly arrange punctuation signs, to draw up the schemes of sleep.

Educational goal:

• Education of the motives of teaching, positive attitude to knowledge.

Developing goal:

• To form the ability to allocate essential features and properties;
• Develop the ability of partially search cognitive activity.

Equipment: Tutorial in Russian, sheets with text for each student, table.

During the classes

1. Organizational moment.

2. Lyric Minute ( setting educational goal):

Since the world arose in the darkness,
No one else on the whole earth
No regretraged
About that, I gave the life of the teach.
Since there is a universe -
There is no such thing who would not need knowledge.
What we will take the language and age,
Always strives for a knowledge of a person.

3. Statement of the theme and objectives of the lesson.

• We will continue to strive for knowledge.
• What did they talk about in the past lesson?
• Today, we will continue to get acquainted with complex proposals and talk about the basic groups of the NGN.
• The purpose of our lesson to learn to determine the main groups of apparent, identify the boundaries of the main and apparent, correctly express the punctuation marks.

4. Repetition of material passed.

And now we will remember that we know about the NGN. If you agree with the statement, then put the "Plus" notebook fields, if we do not agree, then put "minus". So,

1. A complex proposal is a complex proposal, the parts of which are connected by subordinate unions and allied words.
2. NGN has two parts, while no part depends on the other.
3. Putting part of the NGN can only stand after the main one.
4. Subordination unions and allied words are in the pressing part.
5. Subordination unions in NGN are members of the sentence.
6. Allied words are members of the sentence.

• Check the answer: 1. +; 2-; 3-; 4 +; five-; 6 +.
• Who was mistaken in the first, second, etc. Approval. Let's voice the right answers.

5. New topic.

- Well done. Let's go back to the topic of the lesson. Approvers perform great semantic work, so they are divided into several groups in accordance with those meanings they express. These meanings are easy to understand if you learn to raise the question.

- We will analyze three suggestions and ask the question from the main part to the apparent.

- to highlight the grammatical basis, explain the semicolon.

- What unites these suggestions? ( This is a NGN, there is home and apparent parts.)

- What is the difference? ( Question.)

- Drink questions. ( What? What for? What?)

- What suggestions are responsible for the same questions? ( Secondary sentences.)

- By the name of secondary members, they gave the name of the groups of the Podepar: Determined, Issuctive and Considering.

(In the course of working on the board, the table is gradually created)

Appendices groups

- So, what did you know?

- How to determine the appendage of the apparent? ( You need to ask a question from the main thing to the apparent.)

6. Fastening.

Perform Exercise No. 8. Mark the boundaries of the proposals that are part of the complex. Specify 1) grammar Basics; 2) alliances or allied words, which are associated with pressing proposals with the main one; 3) What members of the proposal are allied words; 4) Ask a question and determine the appendage of the apparent one.

1. On the right, he saw a large glade, on which a cattle oak stood.
2. Last years The life of Pokeshin spent in his native village on the banks of the Volga, where he was born and spent his childhood.
3. Their legs fought up to her knees as if the guys had just crossed the rods.
4. The river approached the river when the sun beyond their spins to the far forest.
5. Reasonable sees what goes for.
6. I do not understand why I began to accompany the extraordinary luck.

7. Independent work.

No. 11. Insert the missing letters missing the punctuation signs. Highlight the boundaries of the main and apparent. Indicate, union or by the union word complex offer. Make a proposal schema. Ask a question and define the group of the apparent.

1. Already completely dark when we went to the road.
2. We descended into D .. Rina where r..seli r..skaya flowers are bizarre trees and staged a hat.
3. Ultrasound .. I left several tears on the petals, in which the sun played.
4. How many times repeated the world that Lesting Gnus .. it is harmful.
5. I did not know what it should be done in such a situation and confused a little.

8. Summing up.