Sentences from fiction with subordinate clauses of reason. Complex sentences with subordinate clauses

Complex sentences with subordinate clauses

Subordinate clauses indicate the place or direction of movement, answer questions Where? Where? where? They do not refer to the entire main part, but to one word in it - an adverb of place, expressed by a pronominal adverb ( there, there, from there, nowhere, everywhere, everywhere). The means of communication in NGN with subordinate clauses are allied wordswhere, where, where, acting in the syntactic function of circumstances:

And there, in consciousness,WhereJust yesterday there were so many sounds, all that was left was emptiness(K. G. Paustovsky).

IN colloquial speech the correlative adverb in the main part may be omitted, and this part becomes incomplete, the subordinate part refers to this omitted adverb, for example: He went,Wherehe wanted, where a word is missing in the main part there.

Usually subordinate clauses stand after the index word in the main part. The location of the subordinate clause before the main clause is presented only in colloquial speech, mainly in proverbs and sayings:

Wherethin, it breaks there.

Complex sentences with subordinate clauses of reason

Subordinate reasons relate to the entire main part, reasons matter, answer questions Why? from what? and join the main unionsbecause, because, since, for, good, due to the fact that, since, especially since and under.:

They're hungrybecausethere is no one to feed them, they cry,becausethey are deeply unhappy(A.P. Chekhov).

Every work is importantforennobles a person(L.T.)

The subordinate clause is usually located after the main part, however, when using a two-component union, the subordinate clause can appear before the main part, into which the second component of this union is placed:

Becausewe are all as one for technology and for its exposure,ThatLet's ask Mr. Woland!(M. A. Bulgakov)

Complex sentences with subordinate clauses

The subordinate clause refers to the entire main part, has the meaning of a consequence, a conclusion, is attached to the main part unionSo and is always located after the main part. The subordinate clause answers the question what happened as a result of this?:

He immediately fell asleepSoIn response to my question, I only heard his even breathing.

Do not apply to SPPs with a subordinate clause of a sentence, in the main part of which there is an adverb So, and in the subordinate clause - a conjunction What: Over the summer he grew so much that he became taller than everyone in his class.; This is an SPP with a subordinate clause of measure and degree.

Sentences, parts of which are connected by a coordinating or non-conjunctive connection and in the second part of which adverbs are presented, also do not belong to the group under consideration That's why And That's why: The weather was good, so we went to the lake(SSP); It started to rain so we had to leave(BSP).

Complex sentences with subordinate clauses

The subordinate clause refers to the entire main part, has the meaning of the condition, answers the question under what condition? and joins the main one with the help of subordinating conjunctions if, when(in the meaning of the union If), if, as soon as, once, in case and etc.:

His face seemed very young,Ifnot for the rough corporal folds that crossed the cheeks and neck(I. Ilf and E. Petrov).

What kind of operation?WhenThe man has passed sixty!(K. Paustovsky)

Subordinate conditions can occupy any position in relation to the main part.

Two-component conjunctions can participate in the design of a conditional connection: if - then, if - so, if - then, and all of them can be replaced simple union If(that is, their second part is optional). In this case, the subordinate clause comes before the main clause:

Iftomorrow the weather will be the sameThatI'll take the morning train to the city(A.P. Chekhov).

Complex sentences with subordinate clauses

The subordinate clause of the goal refers to the entire main part, has the meaning of the goal, answers questions for what purpose? For what? and joins the main part unionsso that (so that), in order to, in order to, then in order to, so that, if only, if only, if only:

They put chains under the wheels instead of brakes,so thatthey did not roll out, took the horses by the bridle and began to descend(M. Yu. Lermontov) .

These NGNs sometimes use a demonstrative word then:

I arrived thentoexplain yourself.

Conjunctions used in IPPs with subordinate clauses of purpose are often separated by a comma:

I invited you, gentlemen,so as todeliver the most unpleasant news(N.V. Gogol) .

Complex sentences with subordinate clauses

The subordinate clause of concession refers to the entire main part and has a concessional meaning - it names the situation in spite of which the event named in the main part takes place. You can ask questions about the subordinate clause no matter what? in spite of what? The subordinate clause is joined by subordinators unionsAlthough (though), despite the fact that, for nothing, even though, even though or allied wordswho neither, where nor, whichever, no matter how much and etc.:

It was dirty almost everywhere on the street,Althoughit rained yesterday evening(F. Sologub) - means of communication - union Although.

What arewouldneitherthere were feelings that overwhelmed Bomze, the expression of innate nobility did not leave his face what are, part of the predicate.

How manyIvanneitherincreased his pace, the distance between the pursued and him did not decrease at all(M. A. Bulgakov) - means of communication - union word How many, which is a circumstance.

Union may be two-component with the second part but, yes, however; these components can also be used when using allied words:

WhateverWeird,Butthe sight of the papers calmed the chairman a little(I. Ilf and E. Petrov).

ANDthoughan insensible body is equal to decay everywhere,Butcloser to the sweet limit I would still like to rest(A.S. Pushkin).

Complex sentences with comparative clauses

The comparative clause extends the entire main part. The content of the main part is compared with the content of the subordinate part. You can pose questions from the main part to the subordinate part How? like what? like what? The subordinate clause is added by comparatives unionsas, as if, as if, exactly, in the same way, just as, as if, as if, as if, as if, as if:

Prince Vasily always spoke lazily,Howthe actor speaks the role of an old play.(L.N. Tolstoy)

But then a wide and dull sound came from the ocean,as ifa bubble burst in the sky.(A. N. Tolstoy)

Rolling shook, rose from his chair, the pipe fell out of his mouth, his purple lips curled,exactlyhe wanted and could not utter a word(A.N. Tolstoy).

In the main part of the IPP with a comparative clause, an indicative word can be used So, which, however, is optional: HeSolaughed cheerfully, as if he had heard the wittiest joke of his life.

It is necessary to distinguish between comparative clauses and comparative turnover. In a comparative clause, there is a predicate or secondary members of the predicate group, i.e., dependent on the predicate word. In the comparative phrase, the predicate group is not represented:

The wildebeest accepted the subdued brute and rolled on, swaying,like a funeral chariot(I. Ilf and E. Petrov) - comparative phrase, circumstance.

Close to SPP with subordinate clauses comparison SPP with subordinate clauses comparative, in which one part is compared with another and the second is joined to the first using a union than - with that; in both parts of such a sentence the comparative degrees of the adjective or adverb are presented:

ANDhowthe colors became brighter in his imagination,thoseit was more difficult for him to sit down at a typewriter(V. Nabokov).

In these sentences, the main part is considered to be the second part containing the conjunction component those.

A special group within the SPP with comparative clauses is formed by those that relate not to the entire main part, but to one word in it - to the form comparative degree adjective or adverb or to words different, other, differently, differently, otherwise. The subordinate part is joined to the main part using conjunctions how, than. Relationships between parts - comparative or comparative:

Time passed more slowlyhowclouds crawled across the sky(M. Gorky).

Complex sentences with clauses of manner of action

The modus operandi clause answers questions How? how?, refers to one word in the main part - a demonstrative pronominal adverb So or a combination Thus(sometimes they are omitted) and joins the main part union wordHow:

Gaston only clenched his jaw, but behaved like this,Howit was necessary(A. N. Tolstoy)

Subordinate modes of action are located behind the main part.

Complex sentences with subordinate clauses of measure and degree

Subordinate measures and degrees denote the measure or degree of something that can be measured in terms of quantity, quality, intensity. They answer the question To what extent? and join the main part unionswhat, to, how, as if, as if etc. or allied wordsHow many, how much.

Subordinate clauses with conjunctions what to refer to words so, so, so, so and revolutions to such an extent, to such an extent and have additional corollary significance:

He stood at such a heightWhatpeople below had to look at him with their heads thrown back(D. Merezhkovsky).

Here horror took such a hold of Berlioz,Whathe closed his eyes(M. Bulgakov).

A separate group among SPPs with subordinate clauses of measure and degree are those in which the subordinate part is attached to words so many, so using connecting words How many, how much. These sentences express only the meaning of measure and degree and lack the additional connotation of the consequence:

I was so upsethow muchit was just possible.

Subordinate measures and degrees can have an additional connotation of comparison; in this case they are joined by comparative conjunctions:

There was such ringing and singing on the main street,as ifthe driver in fisherman's canvas overalls was carrying not a rail, but a deafening musical note(I. Ilf and E. Petrov).

Complex sentences with subordinate clauses

The Russian language presents another type of subordinate clauses, which is not reflected in any of the educational complexes. These are subordinate clauses. Their peculiarity lies in the fact that they are not equivalent to any of the members of the sentence; a question cannot be posed to them from the main part, which is the reason for their separation into a separate group.

The means of connecting the subordinate part with the main one in this type of subordinate clause are allied wordsWhat(in any case form with or without a preposition), why, why, why, containing the content of the main part; means of communication in PP connectives can be replaced for diagnosis with a pronoun This:

And every time for seven years the old man clutched his heart,What(= this) amused everyone a lot(I. Ilf and E. Petrov) - means of communication - union word What, which is the subject.

I am well,what(= this) and I wish you - means of communication - allied word what, which is the complement .

He was latefrom what(= from this) we couldn't start the show on time- means of communication - allied word from what, which is a circumstance .

Let us present information about the types of subordinate clauses in the form pivot table. When listing means of communication, the main conjunctions and allied words used in these types of subordinate clauses are highlighted in bold. When determining the type of subordinate clause, non-main means of communication can be replaced with main ones.

Types of subordinate clauses in Russian

Complex sentence with two or more subordinate clauses

In an IPP with two or more subordinate clauses, the following ways of connecting these parts with each other are possible:

1) sequential submission: the connection of parts in the composition of the IPP is a chain, that is, the main part is subordinated to the subordinate part (the subordinate part of the first degree), on which in turn depends the next subordinate part (the subordinate part of the second degree), etc. With such a connection, each subordinate part becomes the main part in relation to the subsequent, but the original main part remains only one:

The linear diagram of the above sentence looks like this:

Here's what a vertical (hierarchical) diagram of the same sentence looks like:

2) parallel subordination:

a) one main part includes different types of subordinate clauses:

Linear diagram:

Hierarchical scheme:

b) conditional clauses of the same type refer to different members of the main part of the sentence:

Linear diagram:

Hierarchical scheme:

3) homogeneous subordination: subordinate clauses are of the same type and refer either to the same member of the main sentence, or to the entire main sentence as a whole (they are also called subordinate clauses). Homogeneous subordinate clauses are connected with each other by a coordinating or non-conjunctive connection (intonation):

Linear diagram:

Hierarchical scheme:

In NGN with several subordinate clauses, combinations of the specified methods of subordination can be presented, for example:

Linear diagram:

Hierarchical scheme:

SPP with parallel (- 1, 3) and sequential (- 3 - 4) subordination.

Non-union complex sentence

The non-union complex proposal (BSP) is contrasted with union proposals due to the absence of union means. The parts of the BSP are connected in meaning and intonation.

The following are presented in Russian types non-union proposals:

1. Between parts it is observed semantic equality, the parts are connected by enumerative intonation, the order of the parts is free:

Cannonballs are rolling, bullets are whistling, cold bayonets are hanging(A.S. Pushkin) .

To my right was a ravine, bending like a snake; a narrow but deep river meandered to the left.

2. Parts of the BSP are unequal: the second part explains the first (or individual words in it) in any respect, the parts are connected by explanatory intonation, the order of the parts is fixed:

a) the second part reveals the content of the first (= namely):

Everything was unusual and scary: some rustling sounds were heard in the room.

b) the second part complements the meaning of the first (= What):

I looked out the window (and saw): dawn was breaking over the forest.

c) the second part reveals the reason for what is said in the first (= because):

I was surprised: there was a note stuck in the door.

As a rule, in sentences of this type, the first part contains the main part of the statement, and the second part explains and complements the content of the first (it is the functional equivalent subordinate clause).

3. The parts of the BSP are unequal and connected by a special contrasting intonation (the first part of the sentence is characterized by a high tone, the second by a sharp decrease in tone), the order of the parts is fixed:

a) the first part contains an indication of the condition or time of the action:

I come to the well - no one is there anymore(M. Yu. Lermontov).

In this case, the first part of the BSP is the functional equivalent of a subordinate clause or time, and the second part is an analogue of the main part.

b) the second part contains an indication of an unexpected result of an action or a rapid change of events:

Before I could blink, the ball was already in the goal.

c) the second part contains a comparison with what is said in the first part:

Says a word - the nightingale sings.

d) the second part contains a contrast:

Try it on seven times - cut it once.

Complex syntactic structures (complex sentences mixed type)

IN complex syntactic structures combinations are presented

a) coordinating and subordinating connections,

b) coordinating and non-union,

c) subordinate and non-union,

d) coordinating, subordinating and non-union connections.

In such complex sentences of a mixed type, sometimes, in addition to parts, complex blocks are distinguished that combine several more closely related parts. The border between such blocks passes at the place of coordinating or non-conjunctive connection. For example:

Complex sentence with conjunction and non-conjunction. Consists of two blocks connected coordinating conjunction And.

Block I consists of 5 parts and is in the form of an SPP with consistent and homogeneous subordination.

Block II consists of 4 parts and is a SPP with uniform and consistent subordination.

Parsing complex sentence

I. Analyze the proposal by members.

II. Divide the sentence into parts, number the parts in order.

III. Draw up a sentence diagram indicating means of communication and types of subordinate clauses.

IV. Describe the relationships between subordinate clauses: sequential, parallel, homogeneous subordination.

V. Make a descriptive analysis according to the following scheme:

1. According to the purpose of the statement:

Narrative,

Interrogative,

Incentive.

2. By intonation:

Non-exclamatory

Exclamation.

3. By the number of grammatical bases:

1) simple,

2) complex:

Compound,

complex,

Non-Union,

WITH different types communications.

4. By the presence of one or both main members:

1) two-part.

2) one-piece. With the main dick

a) subject - nominative;

b) predicate: - definitely personal,

Vaguely personal

Generalized-personal,

Impersonal.

5. By the presence of minor members:

Common,

Undistributed.

6. By the presence of missing members:

Incomplete (indicate which member(s) of the sentence is missing).

7. By the presence of complicating members:

1) uncomplicated,

2) complicated:

Homogeneous members of the sentence (specify which ones);

Separate secondary members of the sentence - definitions (including appendices), additions, circumstances (expressed by participial, participial, comparative and other phrases);

Introductory words, introductory and plug-in constructions,

Direct speech;

Appeal.

When a sentence is complicated by direct speech or an inserted sentence, they are considered and described as an independent sentence.

Sample parsing

The sentence is narrative, non-exclamatory, complex, with different types of connections.

Part 1: two-part (subject cabinet, predicate was, PGS), widespread, complete, complicated by homogeneous circumstances;

Part 2: two-part (subject dampness, predicate was

Part 3: one-part - indefinite-personal (predicate opened, PGS), widespread, complete, uncomplicated;

Part 4: one-part - impersonal (predicate it was impossible to say), uncomplicated, complete, uncomplicated; (another version of parsing: two-part, incomplete - the place of the subject is occupied by an explanatory clause, uncomplicated, uncomplicated);

Part 5: two-part (subject spruce, predicate ends, PGS), widespread, complete, uncomplicated;

Part 6: two-part (subject spruce, omitted, predicate begins, PGS), common, incomplete (subject omitted), uncomplicated;

Part 7: two-part (subject boy, predicate stood, PGS), widespread, complete, uncomplicated;

Part 8: two-part (subject volumes, predicate were, PGS, omitted), common, incomplete (predicate omitted), uncomplicated.

2 - 3 - 4 - 5 - sequential submission,

2 - 3 - 4 - 6 - sequential submission,

2 - 7 - parallel submission,

5 - 6 - homogeneous submission.

Let's comment parsing complex sentence.

Parsing order

Complex 1 suggests, during syntactic parsing, to indicate the purpose of the utterance and the intonation of the sentence, then find grammar basics each part, indicate the means of connecting the parts, explain the placement of punctuation marks, then, as a simple sentence, analyze each of the parts that make up a complex sentence. In IPP, determine the type of subordinate clauses.

Complex 2 prescribes the following order of analysis: highlight grammatical basics, determine the type of complex sentence (compound, complex, non-conjunctive). The SSP determines the means of communication between the units. In the SPP, based on the question and structural features (what it refers to, what it is attached to), determine the type of subordinate clause. In BSP, determine the meaning (simultaneity, sequence, opposition, etc.). Indicate the purpose of the statement; If the sentence is exclamatory, mark it. Every simple sentence can be parsed as simple.

Complex 3 offers the following order of analysis: determine the type of sentence according to the purpose of the statement and emotional coloring, highlight the grammatical basics and characterize them (one-part, two-part), determine the means of communication and the type of complex sentence (SSP, SPP, BSP, with different types of connection), draw up a diagram, explain the placement of punctuation marks. After this it is possible (as additional task) analysis of parts of a complex sentence according to the scheme of a simple one.

As we see, all complexes offer, albeit in different sequences, the same type of actions in relation to the analysis of a complex sentence. The most significant difference in these analyzes is that only in complex 1 the analysis of each part of a complex sentence is required, including its analysis by members of the sentence. In complexes 2 and 3, only the grammatical basics are emphasized in the sentence, the structure of the parts is described only at will as an additional task.

Constructing a proposal diagram

When parsing a sentence syntactically, the construction of a sentence diagram is assumed.

All three educational complexes work primarily with linear circuits, using square brackets to indicate main clauses and round brackets for subordinate clauses. At the same time, in each part, underscores indicate the subject and predicate, means of communication are introduced into the schematic representation of the subordinate part, and a question is raised from the main part to the subordinate part.

As workers in all educational complexes, this type of linear diagrams is used, in which the presence of complicating terms in a sentence is symbolically displayed, but in the final analysis of the sentence these designations are no longer used.

More visual for demonstrating the connection of parts in a complex sentence hierarchical schemes. Their construction is provided for by complexes 2 and 3 along with linear ones. In complex 2, the same ones are used for the hierarchical scheme symbols, as for linear, but subordinate clauses of the first degree are placed under the main ones, subordinate clauses of the second degree - under subordinate clauses of the first degree, etc. Complex 3 uses hierarchical schemes similar to those presented in our description.

Let us give as an example a linear and two hierarchical schemes of the same sentence:

I regretted it 1/, that I'm not an artist 2/, which can display all the beauty of this spring morning 3/.

Linear diagram:

Hierarchical scheme adopted in complex 2:

The hierarchical scheme adopted in complex 3 and in the practice of pre-university training:

Circles can be used to indicate subordinate clauses instead of rectangles.

There are methods for constructing diagrams in which conjunctions that are not members of the sentence are placed outside the rectangle (circle) of the subordinate clause, and allied words, as members of the sentence, are placed inside the schematic representation of the parts.

Forschoolchildren"(phonetics, lexicology, morphology, syntax). Litnevskaya I.E. For example, here are details...

List of scientific and scientific-methodological works of Elena Ivanovna Litnevskaya

Lesson

About K scientific and scientific-methodological works Litnevskaya Elena Ivanovna Several exercises For development of linguistic sense... 31.3 p.l. (co-author V.A. Bagryantseva) Russian language: BrieftheoreticalwellForschoolchildren: Tutorial. (Recommended by the...

At a meeting of the Department of Humanitarian and Artistic-Aesthetic Disciplines of KRIPKiPRO

Abstract of the dissertation

Galaktionova and E.I. Litnevskaya. – M., 2004. Savchenko, A.N. Comparative grammar of Indo-European languages. - M., ... schoolchildren in Russian language"SVETOZAR" Portal "Culture" writing" Russian language: brieftheoreticalwellForschoolchildren ...

Moscow businessmeridian 2011 contents

Abstract of the dissertation

Possibility is provided For personal development, self-control and self-realization schoolchildrenFor active participation... Vowel sounds and letters E.I. Litnevskaya. Russian language: brieftheoreticalwellForschoolchildren. Section ｫVowel sounds and vowels...

In such sentences, the subordinate clause, as a rule, clarifies the place, reason, purpose of the action, etc. Depending on the meaning, various questions are posed to the subordinate adverbial clauses, which, in turn, help determine the meaning and significance of the subordinate clause.

Type of subordinate clause	Question	Example
Time	When? Since when? How long?	When the time came, Ivanushka was sent to serve.
Places	Where? Where? Where?	We rushed to where the voices were heard.
Conditions	Under what conditions?	If you read a lot, you will know a lot.
Causes	Why? For what reason?	Our team took first place in the tournament because we prepared for the competition seriously.
Goals	For what? For what purpose?	To avoid getting lost, I decided to return to the path.
Consequences	What happened as a result of what?	The snow became whiter and brighter, so that it hurt my eyes.
Mode of action.	How? How?	My peasant worked so hard that the sweat rolled off him like hail.
Measures and degrees	To what extent? In what degree?	The river shines and sparkles so much that it hurts your eyes.
Comparisons	Like what? Like who? Than what? Than who?	The closer we got to the house, the more anxious we felt.
Concessions	Despite what? In spite of what?	Although it was a difficult job for him, he did it flawlessly.

A complex sentence can have more than one subordinate clause: with uniform subordination, with sequential subordination, with parallel subordination.

Punctuation marks in a complex sentence

• A comma is placed
• The subordinate clause is separated or separated by commas:

We set off when the sun rose.

• Between homogeneous subordinate clauses, if they are not connected by coordinating conjunctions:

We thought he would be late that we won't be able to say goodbye to him.

When using compound conjunctions because, because, due to the fact that, instead of, while, after:

We sat on the corner of the bastion, so everyone could see in both directions.

• There is no comma
• negation + conjunction:

He began to find out not what happened, and who did it.

• Subordinate clause = one conjunctive word:

He promised to return, but did not say when.

• Before subordinating conjunction words in particular, that is, namely, especially:

He became better, especially when he learned about what had happened.

• Before stable speeds, as you like, at any cost, as much as you like, as if nothing had happened...

Complex non-union sentences.

Non-union complex sentence- this is a sentence in which simple sentences are combined with each other only in meaning and intonation.

Semantic relations between sentences	Punctuation marks	Examples
Transfer	Comma	1) The sky is covered in black haze, 2) in the fog the moon shines a little. (M. Lermontov)
Listing, but there is other punctuation within parts of a complex sentence	Semicolon	1) The road wound in front of me between dense hazel bushes, already filled with darkness; 2) I moved forward with difficulty. (I. Turgenev)
Reason (the second part indicates the reason for what is said in the first)	Colon	1) I couldn’t sleep: 2) a boy with white eyes kept spinning in front of me in the darkness. (M. Lermontov)
Explanation of the meaning of the first part	Colon	1) I ask you one thing: 2) shoot quickly. (M. Lermontov)
Explanation of the predicate of the first part	Colon	1) I know: 2) there is both pride and honest honor in your heart. (A. Pushkin) One day everything became clear: they came to chew apples. I heard apples crunching on someone’s teeth. I stood up and saw: one elk was grabbing apples...
Time, condition	Dash	1) I was driving here - 2) the rye was starting to turn yellow. (M. Prishvin) 1) Work until you sweat - 2) eat when you want. (Proverb)
Cause (the first part indicates the cause of what is said in the second part, and the second part indicates the effect of what is said in the first)	Dash	1) The windows were opened - 2) the smell of pine trees entered the veranda. (V. Kochetov)
Opposition	Dash	1) Summer stores - 2) winter eats. (Proverb)
Fast change of events	Dash	1) The cheese fell out - 2) there was a trick with it. (I. Krylov)

Task 13. Complex sentence

With several subordinate clauses

• Consistent submission
  Ch. prev - Prid. I st - adj. II Art.

He reached the last flight of stairs and saw (what?) that someone is sitting on the steps below the landing (which one), which his door faced.

• Parallel subordination

· If you see him tomorrow, ask him to come see me for a minute.

• Homogeneous Subordination

· Olenin knew that it was dangerous in the forest, that abreks were always hiding in these places.

The sequence of sentences may vary.

PART 3

Using the read text of part 2, complete ONLY ONE of the tasks on a separate sheet: 15.1, 15.2 or 15.3. Before writing your essay, write down the number of the selected task: 15., 15.2 or 15.3

15.1. Write an essay-reasoning, revealing the meaning of the statement of Konstantin Georgievich Paustovsky: “There is nothing in life and in our consciousness that cannot be conveyed in the Russian word.”

Give reasons for your answer, give two examples from the text you read. When giving examples, indicate the numbers of the required sentences or use citations.

You can write a paper in a scientific or journalistic style, revealing the topic using linguistic material. You can start your essay with the words of K.G. Paustovsky.

Work written without reference to the text read (not based on this text) is not graded. If the essay is a retelling or a complete rewrite of the original text without any

comments, then such work is scored zero points.

15.2. Write an argumentative essay. Explain how you understand the meaning of the ending of the text: “The letters, taking advantage of her blindness, were not taken out of the box - they were taken out of her soul, and now not only she, but also her soul has become blind and deaf.”

Bring it in your essay two arguments from the text you read that support your reasoning.

When giving examples, indicate the numbers of the required sentences or use citations.

The essay must be at least 70 words.

If the essay is a retelling or a complete rewrite of the original text without any comments, then such work is scored zero points.

Write your essay neatly and in legible handwriting.

15.3. As you understand meaning of the word HUMANITY? Formulate and comment on the definition you have given. Write an essay-discussion on the topic: "What is humanity", taking the definition you gave as a thesis. When arguing your thesis, give 2 (two) examples-arguments that confirm your reasoning: one example- give an argument from the text you read, and second - from your life experience.

The essay must be at least 70 words.

If the essay is a retelling or completely rewritten of the original text without any comments, then such work is scored zero points.

Write an essay carefully, legible handwriting.

ESSAY PLAN:

1)Formulation of a thesis related to the topic of the essay and the main idea.

2) A theoretically substantiated answer to the question posed in the topic, supported by linguistic examples from the reading text.

3) Conclusion (confirmation of the thesis).

OPTIONS FOR STARTING AN ESSAY-ORDERING (THESIS)

1) a phrase belonging to the hero of the discussion;

2) own statement

YOUR OWN STATEMENT CAN BE FORMULATED:

1) Using a sentence stating the relevance of the issue being discussed (In our time, the problem is especially acute... Or: The problem... is relevant today)

2) USING STYLISTIC FIGURES:

Nominal sentences (Russian spelling. Principles of Russian spelling. What do these concepts mean?)

Pair connection homogeneous members(Sounds and letters. How are these concepts related to each other?)

Antitheses (Spelling and spelling errors are concepts opposed to each other and closely related to each other)

Defaults (Rhetorical question...What does it contain in a work of art?)

Question and answer (Are appeals needed in speech? Of course they are)

Rhetorical exclamation (What a difficult Russian spelling it is!)

3) With the help of proverbs and sayings (Everyone knows the saying “What is written with a pen cannot be cut out with an ax.” It hides deep meaning: you need to be demanding in writing.)

4) In the form of a small digression, which can lead to the problem of the text (Every person wants to be considered educated. One of the signs good education is the ability to write a letter correctly.)

Subordinate objectives contain an indication of the purpose or purpose of what is said in the main part of the sentence, and answer the questions “why?”, “for what?”, “for what purpose?”.
The semantic feature of target clauses in their uncomplicated form is that they denote an event or a desired phenomenon, and it is emphasized that active activity is necessary for its occurrence.
Subordinate clauses are attached to the main part by means of conjunctions so that, in order to, so that, then so that, so that, if only, if only, etc. The subordinate clause usually refers to the entire main part as a whole: We bought several lilies from the flower girls so that put them on the tomb of Raphael (K. Paustovsky); And so that the mouse race would not harm him, he established a police force of cats (I. Krylov); People invented vices for themselves so as not to be considered insipid (JI. Tolstoy); Of course, quick-witted Valentina probably left some at home so that she could have some left over for the first expenses upon her return (A. Gaidar); I turned around, looking for Chubuk, in order to quickly give him the prearranged signal (A. Gaidar); In complete darkness... the flotilla moved slowly along the very shore, so as not to run into mines placed by the Whites at some distance from the coastline (K. Paustovsky).
Compound conjunctions can be dismembered, as a result of which only the conjunction remains in the subordinate clause, and the first part of the conjunction is used as a correlative word: People did not live underground at all in order to simply hide. They hid in order to live. And they lived in order to tirelessly fight the enemy (V. Kataev). The division of a union is obligatory if it is preceded by restrictive, comparative and other particles, as well as introductory words: He allowed silence only to scold his daughters (A. Pushkin); All this was said as if to make an already difficult task as difficult as possible (K. Fedin).
Subordinate goals can occupy any position in relation to the main part, except in cases where the union is dismembered.

More on the topic COMPLEX SENTENCES WITH CLAUSES OF PURPOSES:

1. § 223. Complex sentences with subordinate clauses of purpose
2. 345. Complex sentences with a subordinate part of the goal
3. 117. Complex sentences with a subordinate part of the goal
4. 35. Complex sentences of undivided structure. Complex sentences with attributive clauses. Other ways of expressing these relationships.
5. 33. Complex sentences of undivided structure. Complex sentences with explanatory clauses.

SPP with adverbial clauses. Slide number 1

Consolidate knowledge about NGN with attributive and explanatory clauses; - give general idea about adverbial adverbials;

To develop the ability to distinguish between types of adverbial adverbs by meaning, questions, means of communication;

Improve spelling and punctuation literacy.

Organizing time.

(Mutual greetings, identifying absentees, checking students’ readiness for the lesson, etc.)

II. Repetition

"Check your literacy." Insert missing letters where necessary. Slides No. 2-3

Chicken..y, calc..command, uninvited, ac..accompaniment, same age..literate, due to.. rain, forged.., charming, dangerous, windless.

Write down the inserted letters in a row. What word did you get? (ocean)

Differentiated work.

Group 1 (work independently; diagrams are printed)

Make sentences using diagrams, determine the type of subordinate clauses.

A) (Where...), [ch. ].

u/r: No one could say where he was hiding for several days. (come to explain)

B) [Noun, (which...),...].

u/r: After a minute, which seemed like an eternity to everyone, he appeared at the gate. (add. define.)

B) (Who...), [that...].

n/r: Whoever trades his homeland will not escape punishment. (proverb) (adj. local-determinative)

Group 2 (work independently) Slide No. 4

Copy, place punctuation marks, make diagrams, determine the types of subordinate clauses.

A) The comrades asked me if there really was a brood in this ravine.

B) It was hard these days for those who left their native places.

B) We settled down to rest near a village that grows right in the water.

Group 3 (work with a teacher)

Write down sentences, determine the types of subordinate clauses.

A) The street, which seemed extinct, suddenly came to life.

[ Noun, (which ...), ... ]. (add. define.)

B) I could not determine where the rustling sound was heard.

[ch. … ], (Where …). (come to explain)

C) He who is brave is confident in himself.

(Who...), [that...]. (adv. place.-determin.)

Checking the work of groups 1 and 2.

3. Game (written on the board)

Based on the fragments of sentences, determine which of them are NGN and which are SSP.

A) ... was there and they ...

B) ... by the tail which ...

B) ... the wolf also ran ...

D) ... saw how the wind ...

III. Communicate the topic and objectives of the lesson.

Today we will get acquainted with the types of adverbial clauses. Most adverbial clauses have the same meanings as the adverbial clauses in simple sentence, which means they answer the same questions and are divided into the same types.

Remember what types of circumstances do you know? (Mode of action, degree, place, time, condition, reason, purpose, concession)

How do we distinguish between types of circumstances? (For questions)

We will also distinguish types of adverbial clauses by questions, as well as by conjunctions and allied words with the help of which they are attached to the main sentence.

Studying the types of adverbial clauses using the table (printed for each desk).

Type of subordinate clause	What is it attached to?
Mode of action or degree	How, how much, how much, what, so that, as if, as if, as if, etc.	My peasant worked so hard that the sweat rolled off him like hail.
	Where, where, where	Where the vines bend over the pool, where summer sun dragonflies bake, fly and dance, and lead a merry round dance.
	When (once...then), until, as soon as, barely, since (since), until (until), etc.	I will return (when?) when our white garden spreads its branches in spring.
	If (if...then), when, times, etc.	When there is no agreement among the comrades, things will not go well for them.
	Because, because, due to the fact that, since, for, due to the fact that, etc.	Mishutka does not go to school because he is barefoot.
	In order to, in order to, etc.	In order to cross the river, one had to stay firmly on one's feet.
Comparisons	How, with what, with what - with that, as if, as if, exactly, etc.	Before the thunderstorm, the forest became quiet (how?), as if everything had died.
	Although, despite the fact that, no matter how	The leaves on the trees did not turn yellow or fly off, no matter how much the wind whistled at night.
Consequences		The heat kept increasing, so it became difficult to breathe.

IV. Consolidation.

1) Determine the type of subordinate clauses. Slide number 5

1) I wrote down this story as I heard it from a friend’s mouth.

2) For a long time, my tireless dog continued to scour the bushes, although she herself, apparently, did not expect anything worthwhile from her feverish activity.

3) Dasha’s heart was beating so much that she had to close her eyes.

4) I’ll be happy to talk if good man.

5) All work is also a game if you love work.

6) Where Razin was born, people don’t like timidity.

Write down sentence No. 2 in your notebook and explain the punctuation marks graphically. (SPP with adverb of concession; the subordinate clause is complicated by the introductory word “apparently”)

2) Recording a proposal. Slide number 6

Mercy will begin to warm our souls if everyone does at least a little, spends a minute of precious time, applies at least a little warmth.

Determine the type of subordinate clause in the IPP. (additional conditions)

Assignments (preparation for the OGE)

Determine how many grammatical stems are in the written sentence (2)

Outline the grammatical basics (1) mercy will begin to warm; 2) everyone will do, spend, apply)

Make a sentence diagram, (if... oh, oh, oh).

Write down a phrase connected by the method of “coordination”, “control”, “adjacency” (for example, our souls, will spend a minute, will begin to warm)

3) Differentiated work.

A) Creative work in pairs. Slide number 7

Make up a dialogue with a friend so that the questions begin with the words How? how? When? If? For what? etc., and the answers contained complex sentences with adverbial clauses.

B) Individual work (tasks are printed for several students)

Continue the sentences by making them IPPs with the indicated type of subordinate clauses

a) Despite the fact that it rained... (adv. concessions)

b) I haven’t learned my lessons... (give reasons)

c) ...had to prepare for the night. (add. consequence)

4)Testing followed by mutual testing (OGE-type tasks). Slides No. 8-12

1) Indicate the SPP number with an adverbial clause.

1. The letter that you wrote to me made me happy.

2. There is no truth where there is no love.

3. It is not without reason that they say that the master’s work is feared.

2) Among sentences 1-3, find a complex sentence with a subordinate clause

1) There I was involuntarily distracted, I was forced to do something all the time, the guys there bothered me, together with them - like it or not - I had to move, play, and work in class. (2) But as soon as I was left alone, longing immediately fell upon me - longing for home, for the village. (3) Never before had I been away from my family, even for a day, and, of course, I was not ready to live among strangers.

3) Among sentences 1-7, find a complex sentence with a subordinate clause

(1) Alyosha stood with a confused, shocked face. (2) After all, it was he who carried the mail to apartment thirty-five! (3) So it’s all his fault! (4) But none of us reproached Alyosha. (5) We were no less shocked than he was. (6) We began to figure out how to take revenge on Ovtsov. (7) Natasha suggested stretching a rope along the entrance so that Ovtsov would trip.

4) Write it out numbers, denoting commas between parts of a complex sentence connected by a subordinating relationship.

Thank you, (1) - said Nazarov, (2) - but that’s not what I came for. My father is sick. We arrived in Moscow, (3) but in Moscow I only know you, (4) and I wanted to ask, (5) can we stay with you for a week?

No, (6) no, (7) - Sergeeva said hastily. - This is inconvenient (8) because I have a very small apartment.

5) Write it out figure, denoting a comma between parts of a complex sentence connected by a subordinating relationship.

When Senya, (1) confused and tense, (2) wandered through the labyrinths of the famous quatrains, (3) Vanya suffered.

Peer review

Key Slide No. 13

1) 2 2) 2 3) 7 4) 5, 8 5) 3

5) Problem task(subject to free time)

Ivan Afanasyevich asked me riddles and was childishly happy when I could not guess them.

Determine the type of subordinate clause: time or...?

Try to transform the SPP into a simple sentence (Ivan Afanasyevich asked me riddles and was childishly happy at my inability to guess them).

V. Lesson summary.

Homework. Slide number 14

1. Learn theoretical material.

2. Make 10 complex sentences with adverbial clauses or copy them from the novel by M.Yu. Lermontov “Hero of Our Time” 8-9 complex sentences with adverbial clauses different types.

Reflection stage. Slide number 15

The guys in a circle speak in one sentence, choosing the beginning phrases from the reflective screen On the desk.

today I found out...

it was interesting…

it was difficult…

I completed tasks...

I realized that...

Now I can…

I felt that...

I purchased...

I learned…

I managed …

I will try…

I was surprised...

gave me a lesson for life...

Complex sentences with adverbial clauses.

Problem-based learning technology

Related topic --The role of language in society

Goals:

1. Formation of the skill of recognizing and characterizing NGN with adverbial adverbial purposes.
2. Strengthening the skill of placing a comma between parts of an IPP.
3. Improving the skill of complex text analysis.
4. Formation of the ability to use SPPs with adverbial adverbs in one’s oral and written speech.
5. Formation of the ability to find ways to solve a problem and formulate hypotheses.
6. Fostering interest in learning your native language.

Equipment:

1. Presentation
2. Cards with texts for work in class and for homework.

During the classes:

1. Org moment. (slide 1)
2. Preparation for the perception of new material. Statement and solution of the problem.

Write down the sentence from dictation.

Language to remain a means of communication, must constantly evolve.

(A. Kornilov)

What does the sentence say? Determine the accompanying topic of the lesson.

(The role of language in the life of society)

Perform a complete parsing of the sentence according to the diagram on page 66.

(prov., non-exclamation, main part - 1, subordinate part - 2, subordinate part inside the main one, subordinate part with the meaning of the goal, conjunction - so that.

[ , (to), ].

Formulate and write down the topic of our lesson.

(IBS with adverbial adverbial purposes)

1. Learning new material.

1. Independent study of new material on page 104. Drawing up a reference summary of “QUESTION” (slide 2)

B – questions (why? For what purpose?)

O – applies (to the entire main part)

P – joins (conjunctions: in order to, in order to, so that, in order to, if only)

P – separated by a comma

C – standing (location free)

1. Linguistic story based on a supporting summary about the SPP with an adverbial clause for purposes.

1. Consolidation of what has been learned

1. Constructing proposals. (slide 3)

Continue the sentences you started.

We must learn our native language,

You need to treat your native language in such a way that...

Through language, the experience of generations is passed on,

Read the resulting sentences. Find among them the IPP not with a subordinate purpose (No. 2). Determine its type (mode of action). Draw a conclusion.

(The conjunction SO – ambiguous)

1. Comprehensive text analysis.

Why is language needed? Why does a person need articulate speech?

Firstly, language is needed so that people can exchange thoughts in all kinds of situations. joint activities. It is needed as a means of communication. True, in addition to language, other means can be used for this purpose, for example, a system of signs regulating street traffic.

Secondly, language is needed in order to consolidate and preserve the collective experience of humanity and the achievements of social practice. When Archimedes discovered his famous law, the first thing he did was formulate this law in words, expressing his thought in such a way that it became understandable to both his contemporaries and us, his distant descendants. When you study at school, you assimilate the achievements of social experience from textbooks, where the necessary information is presented in linguistic form.

Finally, thirdly, language is needed so that a person can use it to express his thoughts, feelings, and emotions. For example, in poetry a person conveys his most intimate thoughts, feelings, and experiences. And all this thanks to language.

Without language there would be no man himself, because everything that is human in him is connected with language, is expressed in language and is fixed in language.

A. Leontyev.

Tasks: (slide 4)

1) Determine the topic and main idea of ​​the text. Do you agree with the author's opinion?

2) Determine the type and style of speech.

3)Produce different kinds parsing:

1st row – phonetic analysis words LANGUAGE

2nd row – morpheme parsing words ARTICLE

Row 3 – spelling analysis of the word USE

4) Find all SPP, indicate their type.

5) Write down the IPP with adverbial adverbial purposes in your notebook and parse them syntactically.

Firstly, language is needed so that people could exchangethoughts during all kinds of joint activities.

Secondly, language is needed in order to consolidate and preserve collective experience of humanity, achievements of social practice.

Finally, thirdly, language is needed so that a person can use it to express your thoughts, feelings, emotions.

[ in order to).

1. Continuation of the text.

V. Summing up the lesson.

VI. Homework (slide 5)

§ 18

Working with a card

Read the text. Write how you spend your free time. Why are you doing this or that type of activity? Use IPS with adverbial clauses in your work.

Let’s say a person is multi-talented by nature, he instantly understands and remembers everything. But that’s why he’s a man to ask: “Is this just interesting or do I need this for something?” The question of why this or that knowledge is needed is completely natural and legitimate. And it’s better to have it arise earlier in order to avoid bitter disappointments in wasted efforts or regrets about wasted time.

I. Miloslavsky