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Russian language lesson in 9th grade. Types of complex sentences.

Goal: to organize educational activities for students to master the definition of types of complex sentences and to master the primary skills of determining the type of complex sentences. Objectives: 1) consolidate the ability to distinguish complex sentences from other types of complex sentences; 2) test the ability to determine the place of the subordinate clause in a complex sentence; 3) contribute to the formation of interest in reading; 4) organize the process of familiarizing students with the algorithm;

Arrange the sentences in the required sequence to form a text. 1. Very soon your favorite book turns into a family friend. 2. When a family reads the same book several evenings in a row, this involuntarily entails an exchange of thoughts. 3. Try reading a book out loud with your loved ones, and you won't regret it. Underline the main parts of the sentence. Indicate the types of offers (simple, SSP, BSP, SPP).

Let's check When a family reads the same book several evenings in a row, this involuntarily entails an exchange of thoughts. (SPP) Very soon a favorite book turns into a family friend. (Simple) Try reading a book out loud with your loved ones and you won't regret it. (SSP)

Algorithm of reasoning when determining the type of subordinate clause: 1) find grammatical foundations, 2) establish semantic relationships between parts of a complex sentence, determine the main and subordinate clauses, 3) pose a question from the main to the subordinate clause, 4) find a conjunction or allied word in the subordinate clause, Based on the question and conjunction, determine the type of subordinate clause.

Syntactic model of a complex sentence with an attributive clause:

Syntactic model of a complex sentence with an explanatory clause:

Syntactic model of a complex sentence with an adverbial clause

Determine the types of subordinate clauses using algorithm 1. I know that the thickets do not bloom there. 2. He really regrets that he doesn’t know Russian. 3. The novel was written in verse, because at that time almost everything in Russian literature was written in verse. 4. It was in May, when the trees were already covered with leaves. 5. At the place where the road, dug by rain, goes up the mountain, there are three pine trees. 6. The book is a centuries-old experience that makes the human race immortal on earth.

Continue the sentences by adding subordinate clauses. Determine the type of subordinate clauses I am convinced... I can say with confidence... It seems to me...

Rearrange the sentences so that they become complex. 1) Books are a record of the path traveled by humanity. 2) The page of a book is a huge screen displaying reality. 3) Without a book, a person would be a traveler lost in the night desert

Let's check 1) Books are a report on the path traveled by humanity. (Books are an account of the path that humanity has taken). 2) The page of a book is a huge screen displaying reality. (The page of a book is a huge screen that displays reality). 3) Without a book, a person would be a traveler, lost in the night desert. (Without a book, a person would be a traveler who was lost in the desert at night).

Knowledge and skills that you should have mastered today: know the structural features of complex sentences; distinguish between types of subordinate clauses using an algorithm for determining the type of subordinate clause; be able to use punctuation marks correctly.

Homework. P. ex. No.

On the topic: methodological developments, presentations and notes

Types of complex sentences. Complex sentences with adverbial clauses - introduction

Open lesson in 9th grade...

This test work can be used to check the knowledge of knowledge on the topic “Types of SPP” or to prepare students for the State Examination, the Unified State Exam....

Types of complex sentences

There are 5 options of 10 sentences each, which can be used in grade 9 to reinforce the topic “Types of subordinate clauses.” Everyone can come up with variants of tasks based on...

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Russian language lesson in 9th grade by teacher of Russian language and literature T.N. Kuznetsova.

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Complex sentence (generalization and systematization of what has been learned) (2 lessons)

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Repeat the classification of the main groups of complex sentences. Repeat the classification of NGN with several subordinate clauses. Bring into the system knowledge on this topic. Repeat the parsing of the NGN. Identify the frequency of use of SPPs in different styles and types of speech.

Lesson objectives:

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What types of complex sentences do you know? How can you tell if it's a complex sentence? How to determine the type of complex sentence?

Let's repeat:

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Group 1 Make a reference diagram based on theoretical material

Groups 2 and 3 Describe a complex sentence based on control questions

Group assignments

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definitive explanatory

circumstances

connecting

TYPES OF COMPLEX SENTENCES

Which? Which? Whose?

[noun], (n.s.).

Questions about oblique cases

, (s.w., conjunction)

Questions of circumstances

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Must know: Must be able to:

1. How does SPP differ from other types of joint venture; 2. Subordinating conjunctions and allied words; 3. Types of SPP.

1. Recognize SPPs and their types; 2. Put punctuation marks; 3. Depict graphically the SPP.

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1. You can talk endlessly about mothers. 2. Mom was the first to look into our eyes, she was the first to hear our voice. 3. Love never fades in her sensitive heart, and she will not remain indifferent to anything. 4. We are eternally indebted to our mother, whose love accompanies us throughout our lives.

Specify a complex sentence

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Each of us has a feeling of security and peace when our mother is next to us. The mother wishes only the best for the child. Love for the Motherland begins with love for the mother, and a person begins with his attitude towards her.

Card 1

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Love for mother is inherent in us by nature itself. With grief and joy, the child goes to his mother, he finds understanding from her. We will forever glorify that woman whose name is Mother.

Card 2

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Mother expects constant care, attention, cordiality, sympathy, and kindness from us. Children do not always understand well what their mother means to them. You alone are my help and joy, you alone are my unspeakable light.

Card 3

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Place commas

1. When I try to remember my mother as she was at that time, only her brown eyes appear to me. 2. They write to me that you are very worried, very sad about me, that you often go to the road in an old-fashioned, shabby shushun.

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2. [They write to me], (that you, filled with anxiety, are very sad about me), (That you often go on the road in an old-fashioned, shabby shushun). S. Yesenin “Letter to Mother”

1. (When I try to remember my mother like this), (what she was like at that time), [I can only imagine her brown eyes].

Let's check!

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I remember my mother’s hands, That once wiped away my tears. They brought me handfuls from the fields of everything that spring in my native land is rich with. I remember the hands of my mother, And I want the children to repeat: “Weary hands of mothers, There is nothing holier than you in the world!”

Poem by N. Rylenkov

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[I remember my mother’s hands], (That once wiped away my tears). [They brought me everything from the fields in handfuls] (what spring in my native land is rich with). [I remember the hands of my mother], [And I want] (for the children to repeat): “Weary hands of mothers, There is nothing holier than you in the world!”

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“My dear mother! You keep thinking that these are jokes, but I say most seriously that I love your letters very much and that you are extremely close to me in your letters, both in spirit and in mind... I always know and feel that no one will understand me as much as you do . If I upset you, then know that I myself am tormented and ashamed by this. I’m just not a good enough person to fully repay you for all your goodness, and I realize that.”

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“My dear mother! You keep thinking (that these are jokes), but I say most seriously (that I love your letters very much) and (that you are extremely close to me in your letters both in spirit and in mind...) I always know and feel (that no one won’t understand me like that) (like you). (If I upset you), then know (that I myself am tormented and ashamed by this). I’m just not a good enough person (to fully repay you for all your goodness), and I realize that.”

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Beginning of sentences: When the sun is warm,... The bird rejoices in the spring,... Without a father - half an orphan,... The child's finger hurts,... The parents are alive - honor,... The mother feeds the children... Continuation of the sentences: ... and the baby - the mother; and with the mother there is good; and the mother has a heart; and without a mother, all are orphans; died - remember; like the land of people.

Make sentences (orally)

Write down, determine the type of sentences 1. Arkady Nikolaevich loved his Christmas tree to look great. (A.I. Kuprin) 2. The candles were taken out, the room was again illuminated by one lamp. (A.S. Pushkin) 3. Our friends were met in the hallway by two tall footmen in livery; one of them immediately ran after the butler. (I.S. Turgenev) 4. It was quiet, cool in the garden, and dark, calm shadows lay on the ground. (A.P. Chekhov) 5. The prince, without losing his presence of mind, took a traveling pistol from his side pocket and shot at the masked robber. (A.S. Pushkin)

SPPs can be connected using Subordinating conjunctions (simple) Subordinating conjunctions (complex) Conjunctive words - WORD - SO THAT - WHEN - AS WHERE - WHILE - IF - AS - THAT and others - SO AS - AS WHAT - AS AS IF - BECAUSE - WHEN - ONLY - SINCE - IN CONNECTION WITH THAT and others - WHICH - WHERE - WHICH - WHEN - WHERE - WHO - WHAT and others

Difference between conjunctions and allied words 1) The conjunction can be omitted, and the meaning of the sentence will be preserved. We saw that our efforts were not in vain. We saw that our efforts were not in vain. 2) The union can be replaced by another union. While we were talking, the bus left. While we were talking, the bus left. 3) The allied word can be replaced with another allied word. He did not hear the words that his friends said to him. He did not hear the words that his friends said to him. 4) The conjunction word can be replaced with words from the main part of the sentence. We went to see the monument that was erected for the city day. We went to see the monument: this monument was erected for the city day.

In the sentences below, all commas are numbered. Write down the numbers indicating commas between parts of a complex sentence. Option 1 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. (L.N. Tolstoy “Childhood”) Option 2 She was in a white dress with a pink belt and white kid gloves, (1) slightly short of her thin, (2) sharp elbows, (3) and white satin shoes. The Mazurka was taken from me: the disgusting engineer Anisimov - I still can’t forgive him for this - invited her, (4) she just came in, (5) and I stopped by the hairdresser and for gloves and was late. I danced the Mazurka not with her, (6) but with one German girl, (7) whom I had courted a little before. (L.N. Tolstoy “After the Ball”)

Types of subordination of subordinate clauses in SPP 1. Complex sentences with homogeneous subordination: all subordinate clauses refer to the same main sentence or to the same word in the main sentence (if the subordinate clauses do not extend the entire main sentence, but one of its words); subordinate clauses answer the same question, that is, they are subordinate clauses of the same type; subordinate clauses are connected to each other using coordinating conjunctions or non-conjunctions (with the meaning of enumeration), just as homogeneous members of coordinating clauses are connected to each other

Types of subordination of subordinate clauses in SPP 2. Complex sentences with heterogeneous (parallel) subordination: all subordinate clauses refer to the same main clause; subordinate clauses answer different questions, that is, they are different types of subordinate clauses. Note. Subordinate clauses that have the same meaning but refer to different words in the common main clause will also be heterogeneous (parallel).

Types of subordination of subordinate clauses in NGN 3. Complex sentences with sequential subordination. In complex sentences with sequential subordination, one subordinate clause (subordinate clause of the 1st degree) is subordinated to the main clause, and another subordinate clause (subordinate clause of the 2nd degree) is subordinated to this subordinate clause, etc. Thus, the subordinate clause of the 1st degree is the main clause for the subordinate clause of the 2nd degree, etc.

• Lesson type: learning new knowledge
• Goals and objectives of the lesson: 1) Educational: to give an idea about the types of complex sentences and teach how to identify the types of subordinate clauses;
• 2) Developmental: develop intellectual skills: analyze, classify and systematize material according to the syntax of a complex sentence
• cultivate a desire for reflection, self-control and self-understanding
• To develop the thinking and creative skills of students, which were acquired during an active search and independent solution of problems on the topic “Types of complex sentences.”
• 3) Educational: to cultivate love for the Motherland through the perception of S. Yesenin’s poetry

• I. Organizational moment.
• Determining readiness for the lesson, greeting, marking absences in the class register.

• Students do work in notebooks, Right And those who complete it quickly receive additional task

In which row in all words is the unstressed vowel of the root being tested missing?

• 1. water..lid, impression..smoldering, t..intrimental
• 2. arsonist, pr..zident, sh..bet
• 3. miniature, frozen, defined
• 4. sink..sit, in..rhushka, getting closer

Provide a grammatically correct continuation of the sentence.

• Approaching my native place,
• 1. my heart started beating.
• 2. I was overcome by excitement.
• 3. I am always very worried.
• 4. Memories of childhood overwhelmed me.

In which row are all parts of speech functional? 3 points

1. For (me), once, so that, exactly

2. Yesterday, as a result of (what happened), perhaps, because of

3.After (work), during (river), because, despite

4.During (the day), just, so, the three of us

Replace the phrase WOODEN TOY based on the connection coordination, a synonymous phrase with connection control. Write the resulting phrase.

• 4. wooden toy

total – 7 points

• 2. - What goals and objectives would you set if you knew the topic of the lesson?
• The teacher compares the students’ options with the goals and objectives of the lesson that he set.
• Students write the topic in their notebook.
• They offer options.
• Students compare the goals and objectives set by them and the teacher and draw a conclusion.
• The teacher clarifies and draws a conclusion.
• The following note appears on the board

Goals( Knowledge and skills that you should master today):

1. LEARN TO CLASSIFY COMPLEX SENTENCES.

2. CONSOLIDATE PUNCTUATION KNOWLEDGE AND SKILLS.

3. BE ABLE TO USE COMPLEX SENTENCES IN SPEECH.

• - know the types of IPPs and types of subordinate clauses,
• - learn the algorithm for determining the type of subordinate clause,
• - distinguish between subordinating conjunctions and allied words

• Working with the textbook
• Compiling a reference table
• Pages 271-272

Definitive

Explanatory

Circumstantial

• What types of complex sentences are divided into according to the semantic relationships between the main and subordinate parts and according to structure?
• Can they be correlated with minor members of the sentence, and if so, how?
• Complex sentences with attributive clauses. circumstances

• Reasoning algorithm for determining the type of subordinate clause
• 1) find grammar basics ,
• 2) establish semantic relationships between the parts of a complex sentence, determine main and subordinate clause offers,
• 3) put question from main to subordinate,
• 4) find union or allied word in a subordinate clause,
• 5) on issue and alliance determine the type of subordinate clause offers.

1.Identify and write down a sentence that is complex.

1. I walked along the stream, and it gurgled louder and louder.

2. In a number of places people built paths to the stream.

3. In the summer, in the heat, probably more than one person knelt here to quench their thirst.

4. The sun played in the shimmer of the water, and the stream sparkled, and sang and sang about different things.

Answer:

3. In the summer, in the heat, more than one person probably knelt here to quench their thirst.

1 point

• Determine the type of complex sentence, draw up its diagram, add punctuation marks

• 2. I fell in love with gray cranes with their purring into the skinny distance because in the vastness of the fields they have not seen nourishing bread.

there won't be these fields,

golden in the darkness.

• 1. , (when) - adverbial clause
• 2. , (because) - adverbial clause
• 3. , (that) - explanatory clause
• 4. , (when) - adverbial clause
• 5. , (that) - subordinate clause 5 points

If the holy army shouts:

“Throw away Rus', live in paradise!”

I will say: “There is no need for heaven,

Give me my homeland...

PATRIOTISM- a moral and political principle, a social feeling, the content of which is love for the fatherland, devotion to it, pride in its past and present, the desire to protect the interests of the Motherland.

PATRIOTISM– love, devotion and affection for the Fatherland, one’s people.

• Students are offered 3 types of independent work to choose from:
• 1.Continue the sentences, indicate their type, make a diagram
• 2. Determine the type of sentence proposed, put punctuation marks, draw up a diagram
• 3. Answer the question: “Patriot. Who is this?" (write a mini-essay using complex sentences

• What did I do today?
• How did I work?
• What have I achieved?
• It is possible to earn per lesson 18 points

Homework

paragraph 210, ex.145

Thanks everyone for the lesson!