1. Questions: subordinate clauses answer questions For what? For what? for what purpose?
2. Communications: subordinate clauses are attached to the main clause unions: so that, in order to, in order to, then in order to, particle unions if only, if only and etc.
Compound conjunctions in order to, then in order to and others can fully perform the function of the union. However, depending on the meaning and logical stress, a compound conjunction can be divided into two parts. The first part is part of the main sentence and is an indicative word - a circumstance of the goal: with that, for that, then and etc.; the second part of the compound conjunction (to) remains in the subordinate clause and independently performs the function of a simple subordinating conjunction. In this case, the comma is placed once - in the middle of the compound conjunction.
For general rules for dividing a compound conjunction into an indicative word and a simple subordinating conjunction, see paragraph 2.4. Punctuation marks in a complex sentence with one subordinate clause.
3. Place in a sentence: subordinate goals can appear after the main clause, before the main clause, or in the middle of the main clause.
For that[for what purpose?], to enter Prishvin, to talk with him, you need to slow down the flow of your soul(Soloukhin).
[decree. words, ( to- union),].
He used his eloquence[for what purpose?], in order to turn Akulina away from her intentions(Pushkin).
, (so that- union).
Brigade commander decided to stop pursuit until dawn[for what purpose?], in order to increase reserves by morning(Sholokhov).
, (so as to- union).
2.2. Subordinate clauses that refer to one word in the main clause
2.3. Subordinate clauses that refer to the entire main clause
Lesson topic: Complex sentence with subordinate purpose.
Lesson type: Lesson on learning new material.
Objectives: Formation of the concept of an IPP with a subordinate purpose.
Tasks:
Introduce the structural features of the SPP with the subordinate purpose.
To develop the ability to construct sentences of this type and correctly formulate them in oral and written speech.
Learn to find SPPs in literary texts.
Expected result: Students will be able to:
Recognize and differentiate between types of SPPs with studied subordinate clauses;
Model and use different types of dictionaries in speech;
Characterize the syntactic structure of NGN;
See SPP in literary texts.
Equipment, visibility:
Organizing time:
Welcome speech from the teacher.
We continue to study the topic “Complex sentence”.
1. What work do you think we’ll start our lesson with?
Agree + or disagree – with this statement
1. Syntax is a Greek word that means “structure”, “composition”
2. Sentences can be simple, complex and compound
3. A complex sentence consists of two simple sentences
4.A complex sentence includes a main clause and one or more subordinate clauses.
5.Simple sentences within a complex sentence are always equal.
6. Subordinating conjunctions or allied words act as means of communication in a complex sentence.
7. Conjunctive words answer questions and perform a syntactic role.
8. Subordinate clauses in complex sentences, depending on their meaning, are divided into explanatory, attributive, and adverbial.
9.The type of subordinate clause is determined by the conjunction or allied word.
10The type of subordinate clause is determined by the question posed by the main clause.
11.The main clause from the subordinate clause in writing is usually separated by a comma, and in oral speech by a pause.
Self-test Key to the task: 1-+ 4+6+7+8+10+11+ 1 mistake ready for lesson, 2-3 mistakes partially ready 4 mistakes or more - not ready for lesson
Comment on each correct option (optional and chained).
2. Motivational moment of the lesson:
Here are 3 proposals. What task can you complete? What skills do you use?
Remind the reasoning algorithm. Explain what are their similarities and differences?
1. I demand that you reveal the secret hopes of your soul to me.
2. He strove to write in such a way that it would be easy to read what he wrote.
3. The coachmen tied the bells so that the ringing would not attract the attention of the watchmen.
(to – ambiguous conjunction)
Which of the proposals caused difficulty?
(NGN with subordinate clause: explanatory, course of action, goal)
Maybe someone has already guessed what the lesson will be about? Try to formulate the topic yourself and determine the goals of the lesson.
2. Message of the topic and purpose of the lesson: (determined by children)
IPP with subordinate purpose. We will learn to identify features, construct, place commas, and find in the text.
3.MESSAGE STUDY Vova Emelin
1. Questions: subordinate goals answer the questions why? For what? for what purpose?
2. Means of communication: subordinate goals are attached to the main sentence by conjunctions: so that, in order to, so that, then that, in order to, particle conjunctions only, if only, etc.
Composite unions in order to, then in order to, etc. can fully perform the function of a union. However, depending on the meaning and logical stress, a compound conjunction can be divided into two parts. The first part is part of the main sentence and is an indicative word - a circumstance of the goal: with that, for that, then, etc.; the second part of the compound conjunction (to) remains in the subordinate clause and independently performs the function of a simple subordinating conjunction. In this case, the comma is placed once - in the middle of the compound conjunction.
3. Place in a sentence: subordinate goals can appear after the main clause, before the main clause, or in the middle of the main clause.
4.Collect and read the scattered sentence (Who is faster):
1. He picked up a spear out of boredom with something steel to play with.
2. think to live, I want to suffer so that I can.
3. be proud of my name, you are the glory I wish with.
Answers:
1. He picked up a steel spear to play with something out of boredom. (goals)
2. I want to live so that I can think and suffer. (goals)
3. I wish you glory, so that you can be proud of my name. (goals)
Determine sentence structure? Type of clause? Explain?
Determine what artistic device is used in the sentences?
What role do special clauses with subordinate clauses play in the text?
(1 and 3 – with inversion). We check the completed exercise. and we conclude that SPPs with these subordinate clauses help construct complete answers and make our speech more accurate and complete. Slide 3
5. Physical education minute: slide 7
6.Task “Constructing sentences” Peer review
Task formulation: Connect subordinate clauses with main clauses. Determine the type of subordinate clauses. (If you are at a loss, the table on page 58 will help you)
1.And she had to become more careful,
2In order to learn to tell the truth to people,
3. The Dymkovo clay toy is fired in a kiln.
4. The bear did not attack the hunter out of malice,
5. In order not to attract close attention to yourself,
7.To achieve strength
8.the stranger sat down on a bench near the door
9. You need to learn to say it to yourself.
10.to save your freedom.
11. but in order to protect their cubs.
Answers:
1+10, And she had to become more careful in order to save her freedom.
2+9, 2. In order to learn. To tell the truth to people, you must learn to tell it to yourself. /L.N. Tolstoy/
7+3, To achieve strength, a Dymkovo clay toy is fired in a kiln.
4+11, The bear attacked the hunter not out of malice, but in order to protect her cubs.
5+8, So as not to attract close attention to himself, the stranger lined up on a bench near the door.
Which of the proposals is aimed at human self-education?
7.Working with text. What task can you complete?
1) We often say to each other: I wish you all the best. 2) This is not just an expression of politeness. 3) In these words we express our human essence. 4) You must have great fortitude to be able to wish goodness to others. 5) In order to be able to feel, to be able to see the people around you kindly, you need not only an indicator of culture, but also the result of enormous internal work of the spirit.
6) When turning to each other with a request, we say: please. 7) A request is an impulse of the soul. 8) To refuse help to a person means to lose one’s own human dignity. 9) Indifference to those in need of help is mental deformity. 10) To protect yourself from indifference, you need to develop in your soul complicity, empathy, compassion and at the same time the ability to distinguish harmless human weaknesses from vices that cripple the soul.
11) To increase goodness in the world around us - this is the greatest goal of life. 12) Good is made up of many things, and every time life presents a person with a task that one must be able to solve 13). Love and friendship, growing and spreading to many things, gain new strength, become higher, and man, their center, becomes wiser.
(According to D.S. Likhachev)
Determine the type of text, prove it.
What is the theme of the text? (good in the world.)
How many microthemes?
Name the sentences that express the main idea of the text 8 – 9
ON ONE'S OWN.
1.Find IBS with adverbial clauses of purpose.
WRITE DOWN OFFER NUMBER(S) ONLY.
2. Give 2 sentences (arguments) in the second part, using the IPP with a subordinate adverbial purpose.
Text Information for Concise Exposition
№ paragraph
Micro theme
Wishing people well is an expression of the essence of a person. The ability to see the world around us and people in a kind way is an indicator of culture, the result of a lot of internal work.
Kindness is human dignity, and indifference is mental deformity; to protect yourself from it, you need to develop sympathy and complicity in your soul.
To increase goodness in the world around us is the greatest purpose of life; the ability to love and make friends makes a person wiser and stronger.
Summarize:
Answer the questions using IPS with a subordinate clause of purpose:
1. For what purpose did you come to the lesson?
2. For what purpose do you need to study SPP?
3. Why do you need to be able to build WBS diagrams?
Homework: Slide 6
Mandatory for everyone: Complete exercise 166 according to the proposed task.
To choose from:
1. Write an essay-reasoning on the topic “To - a polysemantic conjunction.” Use examples of IPPs recorded in class as arguments.
Or
2. Find and write out 4-5 SPP with subordinate purpose from the texts of works of art.
Self-esteem:
Rate yourself using the rating scale. (Children evaluate themselves) Slide 7
Thank you for the lesson!
Now I will know that...
I was upset that...
I am glad that…
Finished works
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Russian language 9 "B" class
Open lesson on the topic:
Lesson Objectives: 1.form in students the concept of a complex sentence with a subordinate clause;
2. develop skills in performing grammatical analysis;
3. cultivate a desire to learn languages.
Lesson type: combined.
During the classes:
1.Org.moment. The lesson begins with a circle of joy.
Let's hold hands tightly
And let's smile at each other
The earth is waking up
Together with her and I.
State the topic and purpose of the lesson.
Dividing the class into groups.
II. Homework survey.
Complex sentences with subordinate clauses, exercise 121
Digital dictation
A number of statements are proposed, either correct or obviously false. If you answer affirmatively, “yes,” then put “1,” but if you disagree with the statement, “no,” then put “0.”
Is it true that:
1. Do complex sentences consist of two or more simple sentences?
2. Unions A, BUT, ZATO, HOWEVER, connecting?
3. Are complex sentences connected using coordinating conjunctions?
4. Unions AND, ALSO, ALSO, NEITHER...NOR - dividing?
5. Does a complex sentence consist of two or more unequal parts: a main clause and a subordinate clause?
6. In complex sentences with conjunctions OR, OR, THAT...THAT, NOT THAT...NOT THAT, is one phenomenon opposed to another?
7. Is the subordinate clause subordinate to the main one in meaning and structure?
8. Complex sentences with conditional clauses answer the question UNDER WHAT CONDITIONS?
9. Subordinate reasons are attached to the main conjunctions BECAUSE, BECAUSE THAT, SO HOW?
You should get the following response:
"101 010 111"
Students fill out the “Blind” chart
Brain attack
Students answer the questions: What needs to be done to get a good education? At what age do you need to start training to become a good athlete?
Complex sentences:
I know......
I would like to know.....
Introduction to new material:
Working with the textbook. Each group reads the rules and explains to each other.
Reading theoretical material in the textbook on pp. 82-83
Compose questions and answer them.
Recording questions and conjunctions of IPPs with subordinate clauses in notebooks.
Learning new material:
Subordinate objectives in SPP indicate the purpose of what is reported in the main one. Answer the questions: why? for what purpose? For what? and are usually connected by unionsSO WHAT . The subordinate clause can be in any position in relation to the main clause, before or after the main clause. Sometimes there may be a demonstrative word in the main clausefor that :
For example: He swam across the river in order to shorten the path.
Working with a table. Using the table, give a definition of IPP with subordinate clauses of purpose.
| Subordinate clause type | What is the main word that explains what it explains? | What conjunctions or what allied words does it join? | What questions does it answer? | Place of subordinate clause |
| IPS with clauses of purpose | Applies to the entire main clause | So that Demonstrative words for that | For what? For what? For what purpose? | before and after the main clause |
Pinning a new topic:
1.Working with the textbook, exercise 103. From simple sentences, make up IBS with subordinate clauses of purpose. When writing, where possible, change the location of the subordinate clause. Place punctuation marks. Make graphic diagrams of the WBS.
For example: We cleared the area so we could plant flowers. So that we could plant flowers, we cleared the area.2. Exercise 104. Working on the text “Language and People”, p.84
Write out the IPP with subordinate clauses and make diagrams of them.
Game "Who is faster?"
Compose an IPP with subordinate clauses of purpose. Exercise 105
Why do we go to school?
For what purpose do we study different subjects?
Why do you need to study languages?
Connect the parts of the IPP with the subordinate clauses of the goal:
Exercise 107 /orally/
Answer the questions using complex sentences with subordinate clauses.
Mission "Finish"
Exercise 108
Complete the second part of the SPP.
Homework:
Learn the rules, exercise 106 p. 86
Translate into Russian using sentences with subordinate clauses.
Reflection:
1. The lesson is useful, everything is clear.
2. Only one thing is a little unclear
3. You still have to work hard.
4. Yes, it’s still difficult to study!
Secondary school No. 19
Open lesson on the topic:
Complex sentences with subordinate clauses
/9 “B” class/
The lesson was taught by: Aitkalieva B.U.
