REPETITION. ADD INSTEAD OF DOTS TO THESE SENTENCES ONE SUBJECT AT ALL. WRITE OUT WITH PUNCIATION. MAKE A SCHEME OF THE COMPOSED OFFER. 1. 2. Books should be read like this. . . It's easier on the hike. . .

REPETITION. RESTRUCVE THESE SIMPLE SENTENCES INTO COMPLEX SENTENCES, REPLACING THE SELECTED SECONDARY MEMBERS WITH SYNONYMIC SUDDENDENT SENTENCES. BE SURE TO USE INDICATION WORDS. 1. Newspapers wrote about the construction of a new school in our area. 2. The master watched the work of a young locksmith and wrote down something in his notebook.

TYPES OF ADDITIONAL PROPOSALS. Determinative adverbial explanatory At the heart of the classification is a question to the subordinate clause and a means of communication.

ADDITIONAL DETERMINANTS. Answering the question what? 2. Explain a noun or another word in the meaning of a noun in the main predicative part. 3. They join the main sentence with the help of a) allied words which, what, where, where, from where, when, whose, what b) unions what, as if, as if. There are people who carry through their lives the feelings they acquired in childhood or adolescence. one.

1. They were sitting in the garden where the orchestra was playing. 2. The morning when this story begins is cloudy but warm. 3. We met a friend whom we had not seen for a long time.

UNIVERSAL EXPLANATORY: They answer case questions. 2. Explain words with the meaning of speech, thought, feeling or state in the main predicative part: a) verbs: speak, say, report, think, understand, recognize, feel, hear, see, decide, regret, rejoice, complain, etc. d; b) adjectives, nouns, category of state: right, glad, sure, happy, guilty, sorry, necessary, rumor, message, news, etc. 1.

3. They join the main predicative part with the help of: a) unions: what, to, as if, how, whether (a particle with the union function); b) allied words: who, what, where, where, where, how, how much, why, why, etc. Suddenly it seemed to me as if a string rang weakly and plaintively in the rooms. My father demanded that I go with him. He said that his brother brought him.

SUDDENDENT CIRCUMSTANCES: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Time Places Goals Causes Conditions Concessions Consequences Modes of action Measures and degrees of comparison

1. ADDITIONAL SENTENCES OF TIME: Indicate the time of the action in the main predicative part; 2) Answer the questions when? how long? since when? How long? ; 3) They join with the help of unions when, while, as soon as, barely, before, while, until, since, suddenly, before. When the count returned, Natasha was impolitely delighted with him and hurried to leave. one)

In the main predicative part, there can be demonstrative words then, until then, after that, etc., as well as the second component of the union (that). I sit until I start feeling hungry. [decree. word until], (until). When you eat fresh cucumbers in winter, your mouth smells like spring. (When), [then].

If in the main predicative part there is a demonstrative word then, in the subordinate part the means of communication is the allied word when. The poet feels the literal meaning of the word even when (s. sl) gives it in a figurative sense.

SUDDENDENT TYPES OF TIME SHOULD BE DIFFERENT FROM OTHER SUDDENDENTS ADDED BY THE UNION WORD WHEN. 1) I saw Yalta the year Chekhov left it. (in what year?) (= in which) 2) Mokhov repeatedly asked me when he could be discharged. (asking about what?)

ADDITIONAL SENTENCES OF PLACE: 1) indicate the place (space) where what is said in the main clause is happening; 2) answer the questions where? where? where? ; 3) are joined with the help of allied words where, where, from where. Go along the free path, where your free mind leads you.

In the main predicative part, there may be demonstrative words there, there, from there, nowhere, everywhere, everywhere, etc. Where the river went, there will be a channel. From where the wind blows, from there the clouds float.

PLACES OF RELATIONSHIP SHOULD BE DIFFERENT FROM OTHER TYPES OF RELATIONSHIPS WHICH CAN BE JOINED WITH THE HELP OF ALLOY WORDS WHERE, WHERE, FROM. 1. 2. And Tanya enters the empty house where our hero recently lived. (to which house?) (= in which). I began to remember where I went during the day. (remember what?)

ADDITIONAL OBJECTIVES: Indicate the purpose of what is being said in the main predicative part; 2) Answer the questions why? for what purpose? for what? ; 3) Join with the help of unions to (to), in order to, in order to, then to, in order (obsolete). I woke Pashka so that he would not fall off the road. It is necessary not only to love, but also to be loved in order to be happy. one)

UNDER A SPECIAL LOGICAL IMPACT THE COMPOSITE UNION MAY BREAK UP. IN SUCH A CASE, IN THE ADDITIONAL PART THE UNION IS TO, AND IN THE MAIN PART THE INDEPENDENT WORD APPEARS. I mention this solely to emphasize the absolute authenticity of many of Kuprin's things.

OTHER TYPES OF GOALS SHOULD BE DIFFERENT FROM PARTS WITH UNION TO. I want the pen to be equated with the bayonet. (I want what?) The landing time was calculated so that we could get to the landing site at dawn. (was calculated how? how?)

ADDITIONAL REASONS: 1) indicate the reason for what is said in the main predicative part; 2) answer the questions why? for what reason? ; 3) join with the help of unions because, because, because, because, because, due to the fact that, due to the fact that. Every work is important, because it ennobles a person. Due to the fact that we staged new plays every day, our theater was eagerly attended.

UNDER A SPECIAL LOGICAL IMPACT THE COMPOSITE UNION MAY BREAK UP. IN THIS CASE, THE CONNECTION WHAT IS REMAINING IN THE RELATED PART, AND THE INDICATIVE WORD APPEARS IN THE MAIN PART. That is why the people who live with me on earth are dear to me.

ADDITIONAL CONSEQUENCES: 1) indicate a consequence, a conclusion that follows from the content of the main predicative part; 2) answer the questions what follows from this? what happened as a result of this? ; 3) always join with the help of the union so. The heat was increasing, so that it became difficult to breathe. Adverbial clauses always come after the main predicative part.

ADDITIONAL CONDITIONS (CONDITIONAL). 1) indicate the conditions for the implementation of what is said in the main predicative part; 2) answer the question under what condition? ; 3) join with the help of unions if, if ... then, when (= if), when ... then, if, as soon as, once, in case. If I get sick, I won't go to the doctors.

IF THE SUBDICATIVE CONDITION IS IN THE FIRST PLACE, THEN IN THE MAIN PREDICATIVE PART THERE MAY BE THE SECOND PART OF THE UNION -. THAT Since we started talking, it's better to finish everything.

ADDITIONAL CONCESSIONS (CONCESSION). 1) in the subordinate clause it is reported about the event, contrary to which the action is carried out, the event named in the main predicative part; 2) answer questions no matter what? contrary to what? ; 3) join Ø with unions although, although ... but, despite the fact that, despite the fact that, despite the fact that, let, let Ø with allied words in combination with a particle neither: no matter how much, no matter what (whatever).

EXAMPLES: And although he was an ardent rake, he finally fell out of love with abuse, and a saber, and lead. Let the rose be plucked, it still blooms. It was quiet and overcast in the steppe, despite the fact that the sun had risen. No matter how much I love you, once I get used to it, I will stop loving you immediately.

COMPARATIVE SUBJECTS: 1) the content of the main predicative part is compared with the content of the subordinate clause; 2) the question cannot be asked; 3) join with the help of unions like, exactly, as if, as if, as if, like, as if, than ... that. As in summer a swarm of midges flies to the flame, flakes flew from the yard to the window frame.

DOUBLE CONNECTION SUBJECTS ... THEM INDICATE THE MUTUAL CONDITIONING OF THE PARTS. The less we love a woman, the easier she likes us. Clauses with conjunction than refer to an adjective or adverb in comparative degree from the main predicative part. Time passed more slowly than the clouds crawled across the sky.

ADDITIONAL MODES OF ACTION AND DEGREES: 1) reveal the image, method of action or indicate the measure or degree of action, the attribute indicated in the main predicative part; 2) answer the questions how? how? how much? in what degree? To what extent? ; 3) join with the help of Ø unions what, to, as if, as if, exactly, etc.; Ø allied words like, how much, how much, etc.

IN THE MAIN SENTENCE, AS A RULE, CONTAIN INDICATIVE WORDS: 1) pronouns such (such); 2) adverbs so, so. The offensive proceeded as planned in the headquarters. (how?) - an adjective of the mode of action. The old woman wanted to repeat her story as much as I wanted to listen to it. (how much?) - subordinate measure and degree.

UNIQUENESS AND POLYSEMINATION OF SUCH MODALITIES AND DEGREES. 1) subordinate clauses are considered unambiguous if they are joined by allied words like, how much, how much. 2) subordinate clauses are considered ambiguous if they are joined by unions (it is the union that brings additional meaning): White acacias smelled so strongly that their sweet smell was felt on the lips. (subordinate measure and degree + additional meaning of the consequence).

Beautiful girl should be dressed in such a way as to stand out from the surroundings. (subordinate mode of action + additional meaning of the goal). This whole little plant sparkled at our feet as if it were made of crystal. (subordinate measures and degrees + additional comparison value).

§ 1 Main groups of complex sentences

The purpose of this lesson is to expand knowledge about the complex sentence, about its structure and structure; to give general idea about groups of complex sentences, while paying special attention to subordinate attributive sentences.

We know that difficult sentence, in which one simple sentence in meaning and structure depends on another (submits to it) and is connected with it on the basis of subordination, is called complex. The parts of a complex sentence are unequal in meaning: the main sentence subjugates the subordinate clause, a semantic question can be raised from the main clause to the subordinate clause. In addition, the connection between the main and subordinate clauses is carried out with the help of subordinating conjunctions and allied words, as well as with the help of intonation.

For example:

In this sentence, the adjective refers to grammatical basis the main part “was heard”, and it is from the stem that the question is raised to the subordinate clause, as a means of communication between the parts, subordinating union"what".

Complex sentences consisting of two simple sentences semantic meaning adnexal are divided into three main groups. These groups are named after minor members(depending on which member of the sentence was replaced by this clause):

Complex sentences with subordinate clauses,

Explanatory (similar to additions)

And circumstantial.

Groups of subordinate clauses can be represented in the form of a table

	What do they mean		Attached to main		Descriptive words
	What do they mean		Subordinating conjunctions	allied words	Descriptive words
Define-	Characteristic of the object or phenomenon named in the main part			Which, what, which, where, whose	That, such, such, any, each, any, all
Explanatory	Characteristics of the main member of the sentence with the meaning of speech, thought, feeling, named in the main part	Case questions	What, to, as, as if, a LI particle	What, when, how, where
circumstantial	Characteristics of a sentence member with the meaning of place, time, mode of action, degree, condition, etc., named in the main part	Where? How? Where? What for?	When, bye, if, to, so	Where, when, where, etc.	There, there, from there, everywhere, everywhere, until, in that case, in view of

Thus, groups of complex sentences are determined by the following features:

1. on the semantic question to which the subordinate clause answers;

2. by means of communication subordinate clause with the main (subordinating conjunctions, allied words, demonstrative words).

For example:

In this sentence, the subordinate part refers to the noun "house" in the main part, and it is from this word that the question is raised to the subordinate clause, the allied word "in which" is used as a means of communication between the parts. Before us is a complex sentence with an attributive clause.

In this sentence, the subordinate part refers to the predicate of the main part “felt”, and it is from it that the question is raised to the subordinate clause, the subordinating conjunction “what” is used as a means of communication between the parts. Before us is a complex sentence with an explanatory clause.

In this sentence, the subordinate clause refers to the entire main clause “we have reached the destination of our journey”, and it is from the entire main clause that the question is raised to the subordinate clause, the subordinating union “when” is used as a means of communication between the parts. Before us is a complex sentence with an adverbial clause.

Another type of subordinate clauses stands apart - these are subordinate clauses, which contain an additional message, an explanation about what is said in the main sentence; they are attached with the help of allied words: what, where, where, when, how, why, why, why, as a result of which.

A feature of such sentences is that a question cannot be raised from the main part to the subordinate clause, since there is no word or phrase in the main clause that would require the presence of a subordinate clause.

For example:

The purpose of the clause in this complex sentence is to give an additional explanation about the message in the main part.

§ 2 Complicated sentences with subordinate clauses

Let us dwell in more detail on the group of complex sentences with attributive clauses. Such subordinate clauses contain a description of the object or phenomenon named in the main clause, and answer the question “what?”, They refer to a member of the main clause, which is expressed by a noun or another word in the meaning of a noun.

The attributive clause is attached to the word being defined in the main clause with the help of allied words - pronouns and adverbs: which, what, whose, what, where, where, where, when.

For example:

In order to correctly highlight the defined word in the main sentence, you can use a demonstrative word.

In such sentences, the subordinate clause is attached to the combination of a noun with a demonstrative word, which is optional and can be omitted.

The attributive clause is always located after the main clause or inside the main clause, and follows strictly the word being defined, characterizing it.

Due to this feature, such subordinate clauses cannot be placed before the main clause.

For example:

In this regard, it should be noted that the allied words which, which, whose necessarily agree with the word being defined in gender and number, and their case forms depend on which member of the sentence these words are in the subordinate part.

For example:

In this sentence, the allied word which, like the defined word "spring", is in the masculine gender and in the singular, and in the subordinate part the allied word is the subject, because it is in the form of the nominative case.

Often the word order is violated in sentences with attributive clauses. As a rule, allied words (which, which, whose) replace the nearest preceding noun.

This provision is not observed in the following example. The books of our writers, which reflect the present, enjoy continued success. To eliminate a speech error, you can enter in the main sentence a demonstrative pronoun this or that, correlative to the allied word which:

Often complex sentences with subordinate clauses can be replaced by synonymous simple sentences with separate definitions, expressed by participial revolutions.

Compare:

The subordinate definitives are close to the subordinate clauses related to the pronouns that, each, anyone, all, any, such, such (pronoun-defining).

They answer the questions “Who exactly?”, “What exactly?”.

For example:

(Whoever works for the benefit of the fatherland), [he will not be easily separated from him].

Pronominal-defining clauses can stand up to the word being defined, up to the entire main part.

Scheme (Who…), [loc. That…].

In such sentences, the subordinate clause specifies, fills with content the meaning of the pronoun in the main sentence to which it refers. The term "attributive" in relation to the subordinate clause is used in this case conditionally, in the meaning of "revealing content".

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

List of used literature:

Egorova N.V. Lesson developments in Russian: a universal guide. Grade 9 - M.: VAKO, 2007. - 224 p.
Bogdanova G.A. Russian language lessons in grade 9: a book for teachers. - M.: Enlightenment, 2007. - 171s.
Baranov M.T. Russian language: Reference materials: a guide for students. - M .: Education, 2007. - 285 p.
Rosenthal D.E. Practical style of the Russian language: A textbook for universities. – M.: graduate School, 1977. - 316s.

Lesson 37 Complex sentences with subordinate clauses.

(Anyktauysh bagynynkyly sabaqtas құrmalas soylem)

Lesson Objectives: give a general idea of the groups of complex sentences according to their meaning; form the concept of attributive clauses, features of their structure; improve punctuation skills.

During the classes

1. Linguistic warm-up.

Vocabulary commented dictation: students "in a chain" explain spelling in words.

Nuance, dramatic, anti-fascist, reproach, idealize, brilliant, smuggler, premiere, skepticism, problem, by all means, stay, over-refined, overly, apparently-invisibly, ponder, tennis, quantitative, sumptuous, gallery.

Tasks:

1) Select words with alternating morphemes, pick up words with paired morphemes ( brilliant - shine, stay - arrival, super-refined - play - charge (excl.) too - extraordinary, think about - interrupt ).

Additional task: explain lexical meaning words nuance, skepticism, sumptuous. If necessary, use an explanatory dictionary.

2. The concept of the main groups of NGN .

1. Let's write down the sentences and define the secondary members in them by posing the appropriate questions:

1) The heart foresaw (what?) bad. ( Addition.)

2) (whose?) My house is in a new area. (Definition)

3) We have reached our destination (when?)in the evening. (Circumstance.)

2. Let's select syntactic synonyms for these sentences - rebuild the sentences so that they become complex:

1) My heart felt that something bad was about to happen.

2) The house I live in is in a new area.

3) We reached our destination when evening came.

3. Let's put questions to subordinate clauses:

1) anticipated (what?)

2) house (what?)

3) arrived (when?)

4. Let's compare simple and complex sentences and draw conclusions:

1) Subordinate clauses are similar in meaning to the secondary members of the sentence.

2) Three main groups of subordinate clauses correspond to three groups of secondary members: additions, definitions, circumstances.

3. The word of the teacher.

The main groups of complex sentences have names similar to the names of secondary members: NGN with attributive, explanatory (similar to additions) and adverbial clauses, which in turn are divided into subgroups.

How do we determine which minor member is in front of us? (on the issue.)

In the same way, we will determine to which group the subordinate clause belongs. The main thing is to ask the right question. Let's start with the adjectives.

Let's write the sentences by putting questions to the subordinate clauses:

1) Worth a penny for a person (what?) who cannot break a bad habit.

2) The room (what?) where they brought me looked more like a barn.

3) And the pain (what?) that pounded like a starling in the temple, subsides, subsides ...

4) And the beggar rider lurks in the gorge (which one?), where the Terek plays in fierce fun.

What do the subordinate clauses refer to, from which words in the main clause the question is raised to the subordinate clause? (Possessive clauses refer to nouns in the main clause, from which a question is posed.)

How are subordinate clauses attached to the main clause? (With the help of allied words which, where, what, where. )

Consider separately, out of context words which, where, what, where.

What parts of the sentence can these words be associated with? (Which - with the definition, what - with the subject or addition, where, where - with the circumstance.)

Note that in order to determine the type of the subordinate clause, context is needed, it is necessary to pose a question that will prompt the correct answer. It is not so important that the subordinate clause is attached with allied words. The main thing is what question it answers.

NGN with adjectival clauses are absent in Kazakh language. The difficulties of studying them lie in the fact that sentences similar to them in semantics in the Kazakh language in their structure represent simple sentences with the so-called detailed definitions, which are not distinguished by intonation and are usually located in front of the word being defined. For example: The plane that arrived from Astana landed. – Astanadan ұshyp kelgen ұshaқ zherge kondy.

4. Work with the textbook .

1. Let's read the theoretical material on pages 142-143.

What new did you learn from the textbook article?

Demonstratives in attributive clauses serve to highlight the noun being defined.

2. Definitive clauses always come after the noun they define.)

5. Reflection 6. The subordinate clause can come before the main clause, after it, or break the main clause. Subordinate clauses are separated by commas.

For example:

[The sun was still warming the tops of the pines] (when we reached the place).(Yu. Kazakov.) […], (when…).

(To wait for such an evening), [one had to live a hundred years].(K. Paustovsky.) (To…), […].

[The village (where Bim was brought) really surprised him].(G. Troepolsky.) […, (where…), …].

The subordinate clause is syntactically subordinate to the main clause. You can ask him a question:

And it's fun for me to think(about what?) that the poet will understand me.(I. A. Bunin.) […], (what…).

He remembers a small house, a bedroom(which?) in which he slept against his father.(V. M. Garshin.) […], (wherein…).

If there are several subordinate clauses in a complex sentence, then they can obey not only the main clause, but also each other.

For example:

The days of bright light have come when it is impossible to go out without dark glasses, because reflected in the snow sunlight unbearably hurts the eyes.(I. Sokolov-Mikitov.)

Or: When they were left alone, Rostov was convinced for the first time that it was embarrassing for him to look Boris in the eyes.(L. N. Tolstoy.)

7. Homework.

Perform exercises No. 283, 284.

According to the meaning and structure, NGNs are divided into three main groups. The clauses in these complex sentences correspond to three groups of secondary members of the sentence: definitions, additions and circumstances.

Definitive (including pronominal-determinative)

Explanatory

circumstantial:

mode of action, measure and degree (how?, how?),

time (when?, what time?),

places (where?, where?, where?),

goals (why?, for what purpose?),

reasons (why?, why?),

conditions (under what condition?, in what case?),

consequences

NGN can have not one, but several subordinate clauses.

Types of complex sentences

Based on what the clauses refer to and how they relate to each other, there are three types of NGN with several clauses.

NGN with sequential subordination of subordinate clauses. With such subordination, the first clause refers to the main clause, the second to the first clause, the third to the second clause, etc. The specificity of the clauses is that each of them is a clause in relation to the previous and main in relation to subsequent.

NGN with homogeneous subordination of subordinate clauses. With this subordination, all subordinate clauses refer to one word in the main clause or to the entire main clause, answer the same question, and belong to the same type of subordinate clauses.

NGN with heterogeneous subordination of subordinate clauses (or with parallel subordination). With such subordination, the subordinate clauses include:

a) to different words the main sentence or one part to the whole main, and the other to one of its words;
b) to one word or to the whole main sentence, but they answer different questions and are different types adjunctive proposals.

Sections: Russian language

Lesson type: a lesson in studying new material and consolidating primary knowledge.

Metasubject: knowledge, the technique of "knowing ignorance".

Fundamental concept: paths of knowledge.

During the classes

I. Organizational moment

entry in the notebook of the number, type of work, topic of the lesson.

II. Checking homework

monologue on the topic: “Knowledge is the result of hard work” (Confucius)

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

Thanks for the reasoning. That's right, as a result of any work, a person gains experience, and this is nothing but knowledge and skills. Today we have new topic, which means new knowledge - let's work.

III. Actualization.

Teacher questions:

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

Teacher: text in front of you. Read it.

Knowledge is the result of hard work

(1) Knowledge is the result of hard work. (2) So thought the ancient Chinese sage Confucius.( 3) His whole life is a path to knowledge, which makes a person useful to the state and society. (4) Already in early childhood he was distinguished by outstanding abilities. (5) Little Confucius was far from noisy games, and conversations with wise men became his main entertainment. (6) And this could not but surprise those around him. (7) Confucius was born with an infinite receptivity to teaching, an awakened mind made him read a lot. (8) It was said about him that he had no teachers, but only students. (9) When Confucius finished school, he was one of all the students who passed the most difficult exams with a 100% result. .(10) He decided to create a school in which a person would learn to learn the laws of the world around him, people and discover his own abilities. (11) His fame spread far beyond the neighboring kingdoms. (12) The recognition of his wisdom reached such an extent that he took the post of Minister of Justice, in those days the most responsible position in the state.

Teacher questions:

Prove that the text is in front of you.
Determine its topic, type of speech and style.
Find complex words in the text unionless proposals. Read and prove.
Find in the text compound sentences. Read and prove.
Find complex sentences in the text. Read and prove.
Find the sentence that contains the main idea of the text. Write it out and produce parsing. His whole life is a path to knowledge, which makes a person useful to the state and society.

When parsing, we answer the following questions:

What is a complex sentence called SPP?
What is the structure of the NGN?
Explain punctuation in NGN.
What means of communication are used in NGN?

Answering questions, we fill in column 1 of the three-part diary “What do I know about SPP?” (Cm.Attachment 1 , slides 2-6).

IV. Goal setting.

Teacher: In the characteristic of the proposal, next, we must indicate the group of NGN by value. Can we do it now. Read the topic of the lesson. State the purpose of our lesson. (in the course of the lesson we must learn...., in the course of the lesson we must learn....)

Formulating the goal and objectives of the lesson, we fill out the second column of the three-part diary (see Appendix 1, slide 7)

v. The stage of learning new material.

The work of students on the assimilation of new material. 10 minutes to work

Teacher: Confucius believed that three paths lead to knowledge: the path of imitation is the easiest and the path of experience. (Confucius) (on the board - a diagram based on the statement of Confucius. Cm.Appendix 2) Today we will try to follow these paths. To do this, we will divide into "theorists" and "researchers" ( see Appendix 1, slide 8). The "theorists" will follow the path of imitation. Your task is to use the textbook material (textbook edited by Barkhudarov S.G.), fill in the table, all columns except the last one (pp. 44-45, 51,57-59). "Researchers" will follow the path of experience: they will receive a card with sentences written on it. Your task is to analyze the proposals and draw conclusions. Formulate an algorithm for determining the type of subordinate clauses. (Cm.appendix 3 )

Presentation of work results(students take turns answering the teacher's questions, complementing each other, based on the completed table)

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

Teacher:

Question for researchers: defining?

Question for the theorists: What word in the main clause do the attributive clauses refer to? By what language means do they join the main sentence?

Question for researchers: what adverbial clauses are called explanatory? Why in some foreign languages these sentences are called subordinate clauses. additional?

Question for the theorists:

Question for researchers: what adverbial clauses are called circumstantial?

Question for the theorists: What word in the main clause do the subordinate clauses refer to? By what language means do they join the main sentence?

Teacher: why did Confucius call the first way of acquiring new knowledge - the way of imitation - easy? (Acceptance of an authoritative opinion. This option is the simplest, requires the least energy costs. All you need is to believe the words of an authoritative source) What difficulties can we encounter along the way? (not all questions can be answered, the source of information must be verified). The second way is the way of experience. Confucius called it the path of error. Why? (conclusions can not always be correct) This way of knowing is typical for those who like to think. What is hidden behind ? ?What third way of knowledge would you call? And what way did we go today at the lesson, learning new things? (We analyzed the information from the textbook and the results of our own observations. This is a way of thinking. Confucius called it noble. A person draws conclusions based on the analysis of information and his own observations.) The teacher turns the sheet on the board with ? , on the reverse side of which is the phrase: the path of reflection. (Cm. appendix 2, slide 2)

VI. The stage of primary consolidation of new material.

Return to the sentence discussed at the beginning of the lesson.

How to determine the type of subordinate clause? (A group of researchers read out an algorithm for determining the type of subordinate clauses, seeannex 1, slide 10)
Exercise 1. We return to the text. Is it true that the sentence 8 is a NGN with a clause explanatory (+)? Sentence 9 – NGN with a clause definitive (-)? What is the adjective in this sentence? (circumstantial) Sentence 10 – NGN with a clause definitive?(+) Sentence 12 – NGN with a clause explanatory? (-), – definitive.
Let's remember what tasks we set for ourselves, did you achieve them during the lesson?

Three-part diary: what did you learn in the lesson? What have you learned? See Annex 1, slides 11-12)

Exercise 2. task on the slide (See Annex 1, slides 13-15)- compose an NGN from two simple ones, determine the type of subordinate clause.

The sun was still warming the tops. We have reached the place.
A.I. Kuprin wrote more than once about the Russian language. Language is the history of a people.
In the forest, a person especially feels the beauty of nature. Nature is full of secrets.

Exercise 3 Test for determining the types of NGN by the value of subordinate clauses.

We watch with sadness as the forest loses its magnificent attire.
A. definitive
B. explanatory
B. adverbial

Specify the type of subordinate clause in NGN: The birds that chirped all summer long have not been heard.
A. definitive
B. explanatory
B. adverbial

Specify the type of subordinate clause in NGN: When d the horn was washed away by rain, potholes formed along the edges.
A. definitive
B. explanatory
B. circumstantial

Find the fourth one.
BUT.He looked forward to this moment, from which his independent life began.
B. I looked at the maple tree and saw how slowly and smoothly a red leaf separated from it.
C. Never forget that the theater lives not by the brilliance of lights, but by the ideas of the playwright.
D. All night we lay by the fire and listened to the raging sea.

Is the type of the subordinate clause correct? Leaves fall to wrap the earth warmer before the cold.
A. right
B. incorrect

Find the HOP with the grammatical error.
A. He was content with what was written in the notebook.
B. When the sun disappeared behind the mill, a cool air blew through the open windows.
Q. This book taught me to appreciate and respect friends, which I read as a child.
G. The devil in one minute lost weight and became so small that he easily got into his pocket.

Self-assessment on the key on the slide. (Cm. annex 1, slide 23)

VII. differentiated homework

For researchers: learn the textbook material: make up your own example sentences 5 for each group of subordinate clauses, using different conjunctions and allied words.

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

VIII. Reflection.

Teacher: Analyze your work in the lesson, how did you feel and choose the phrase that is closer to you (Cm. annex 1, slide 25)

It's nice to know that you've learned something!
Molière

Science is hard work...
Michel de Montaigne

There are gaps in my knowledge because I was embarrassed to ask questions...
Abu'l-Faraj

Teacher: Let's return to the phrase that became the epigraph of our lesson. How did we learn new things about NGN? (thanks to the work done). I thank you for Good work on the lesson.