Types of subordination in phrases. Ways of subordination in the phrase Third from the left what type of subordination

phrase

phrase- this is a combination of two or more significant words related to each other in meaning and grammatically.

green eyes, writing letters, hard to convey.

In the phrase stands out main(from whom the question is asked) and dependent(to which is given) the word:

GTrap!

The following are not subordinating phrases:

1. The combination of an independent word with a service: near the house, before a thunderstorm, let him sing;

2. Combinations of words as part of phraseological units: beat the buckets, play the fool, headlong;

3. Subject and predicate: the night has come;

Questions may vary by case!

control (when changing the main word, the dependent does not change):

noun or pronoun in the indirect case with or without a preposition

questions of indirect cases (of whom? what? - about whom? about what?)

ó Remember! The prepositional case form of a noun can be a circumstance, therefore questions of circumstance are asked for these forms (see below)

adjunction (dependent word - invariable part of speech!):

listen carefully, go without looking back, soft-boiled egg

3. adverb

4. possessive pronouns (his, her, them)

1. what to do? what to do?

2. What are you doing? having done what?

3. how? where? where? where? when? why? why?

Or so

Ways of subordination in a phrase

Coordination	Control	adjoining
This is a subordinating relationship, in which the dependent word is consistent with the main word in gender, number and case. From the main to the dependent word, the questions are WHAT? WHICH? WHICH? WHICH?	This is a subordinating relationship, in which the dependent word is placed in a certain case in relation to the main one. The dependent word is expressed by a pronoun, a noun and other parts of speech in the meaning of a noun. Questions of INDIRECT cases are raised from the main to the dependent word	This is a subordinating relationship, in which invariable words act as a dependent word: adverb, gerund (we ask WHERE? WHEN? WHERE? WHERE? WHY? WHY? HOW? WHAT TO DO? WHAT TO DO?), possessive pronouns (his, her, theirs - the question is WHOSE? WHOSE?
reading boy	charity action	run fast
our village	sparkling in the snow	talk excitedly
Fox's tail	sparkling in the snow	cold in winter
open notebook	listen to the news
such an order	traffic on the road	third from left
Older brother	flew to us	unusually quiet
incessant rains	brought from a friend	triple
first student	accept help	a little frivolous
this alley	visit a friend	to know by heart
deserted alley	help a friend	naval pasta
three notebooks	three notebooks	triple
	meet latecomers	Late night
		their intentions, his mood,

. Distinguish!

In the categories of pronouns, two homonymous (the same in sound and spelling, but different in meaning) categories are distinguished. The personal pronoun answers the questions of indirect cases, and it participates in the subordinating connection - control, and the possessive answers the question whose? and is immutable, it participates in adjacency.

Distinguish between the prepositional case form and the adverb. They may have the same questions! If there is a preposition between the main word and the dependent, then you have control.

Algorithm of actions No. 1

1) Identify the main word by asking a question from one word to another.

2) Determine the part of speech of the dependent word.

3) Pay attention to the question you ask to the dependent word.

4) According to the identified signs, determine the type of connection.

Ñ Task parsing

What type of connection is used in the phrase CAPTURE MECHANICALLY.

We define the main word and ask a question from it: catch (how?) mechanically; catch - main word, mechanically - dependent. Determine the part of speech of the dependent word: mechanically- is an adverb. If the dependent word answers the question as? and is an adverb, then the phrase uses the connection abutment.

Algorithm of actions No. 2

1. In the text, it is easier for you to find the dependent word first.

2. If you need agreement, look for the word that answers the question which? whose?

3. If you need control, look for a non-nominative noun or pronoun.

4. If you need to find an adjunction, look for an invariable word (infinitive, gerund, adverb or possessive pronoun).

5. Determine from which word you can ask a question to the dependent word.

Ñ Task parsing

Write out from the sentences subordinative phrase with connection CONNECTION.

I was in third grade when I had a bad cold. I have otitis media. I screamed in pain and pounded my head with my hands. Mom called an ambulance, and we went to the district hospital.

When adjoining, the dependent word is an infinitive, adverb or gerund. Let's try to find these parts of speech: strong (how?) adverb. We find the main word for it, from which a question is asked to the adverb: caught a cold.

In this way, write out the phrase got a bad cold.

Coordination	Control	adjoining
adjective, participle, pronoun, ordinal number) agrees with the main (noun) in gender, number and case.	This is a subordinating relationship in which the dependent word ( noun, pronoun, numeral) is put in a certain case in relation to the main (verb, participle, participle, noun, adjective, numeral).	This is a subordinating relationship in which the dependent word ( adverb, gerund, indefinite form of the verb) is associated with the main (verb, gerund, participle, adverb, adjective, noun) only in meaning and intonation.
reading boy	charity action	run fast
our village	sparkling in the snow	talk excitedly
Fox's tail	sparkling in the snow	cold in winter
open notebook	listen to the news	started reading
such an order	traffic on the road	third from left
Older brother	flew to us	unusually quiet
incessant rains	brought from a friend	triple
first student	accept help	a little frivolous
this alley	visit a friend	to know by heart
deserted alley	help a friend	naval pasta

REMEMBER! Phrases are not:

- a combination of an independent word with a service word: near the house, let him speak;

- combinations of words as part of phraseological units: fool around, headlong;

- subject and predicate;

- compound word forms: lighter, will walk.

TASKS

1. Replace phrase SHEETS OF IRON control agreement
2. Replace phrase HUMAN PERSONALITY, tuned on the basis of a subordinating relationship agreement, a synonymous phrase with connection control. Write the resulting phrase.
3. Replace phrase UNNAMED RIVER, built on the basis of connection agreement, a synonymous phrase with connection control. Write the resulting phrase.
4. Replace phrase SLEEPLESS NIGHTS, built on the basis of connection harmonization, a synonymous phrase with connection control. Write the resulting phrase.
5. Replace phrase SPOKEN WITH ENJOYMENT, built on the basis of connection control, a synonymous phrase with connection contiguity. Write the resulting phrase.

6. Replace the phrase BLANKET IN A CAGE, built on the basis of connection control, a synonymous phrase with connection agreement. Write the resulting phrase.

7. Replace the phrase IN FATHER'S OFFICE, built on the basis of connection control, a synonymous phrase with connection agreement. Write the resulting phrase.

8. Replace the phrase SCREAM IN FEAR, built on the basis of connection control, a synonymous phrase with connection contiguity. Write the resulting phrase.

9. Replace the phrase MORNING WORK-OUT, built on the basis of connection agreement, a synonymous phrase with connection contiguity. Write the resulting phrase.

10. Replace the phrase DUMBLY REPEATED, built on the basis of connection contiguity, a synonymous phrase with connection control. Write the resulting phrase.
11. Replace the phrase Binoculars MOM, built on the basis of connection control, a synonymous phrase with connection agreement. Write the resulting phrase.

12. Replace the phrase BOARD SHED, built on the basis of connection agreement, a synonymous phrase with connection control. Write the resulting phrase.

13. Replace the phrase FUR BALL, built on the basis of connection agreement, a synonymous phrase with connection control. Write the resulting phrase.

14. Replace the phrase SILENTLY HAVING, built on the basis of connection contiguity, a synonymous phrase with connection control. Write the resulting phrase.

15. Replace the phrase CHILDREN'S IMAGINATION, built on the basis of connection agreement, a synonymous phrase with connection control. Write the resulting phrase.

16. Replace the phrase SUBSTRATE OF LIFE, built on the basis of connection management, a synonymous phrase with connection agreement. Write the resulting phrase.

17. Replace the phrase COLIN SISTER built on the basis harmonization, a synonymous phrase with connection control. Write the resulting phrase.

18. Replace the phrase BEAM OF THE SUN based on management, a synonymous phrase with connection agreement. Write the resulting phrase.

19. Replace the phrase APPLE CAKES built on the basis harmonization, a synonymous phrase with a connection control. Write the resulting phrase.

20. Replace the phrase CAREFULLY IRONED, built on the basis of adjacency, with a synonymous phrase with a control connection. Write the resulting phrase

REPETITION

From sentences 20-21, write out the word in which the spelling HH is determined by the rule: "In an adjective formed with the suffix -H- from a noun whose stem ends in -H-, it is written HH"

(20) Only sometimes an old woman from the surrounding village will scurry between the loaves to such a place, stand bowed in mute thought and, having overcome sorrow, will begin to weed hard Chernobyl from a barely noticeable hillock, leaving the grass more gentle, more tender: white bindweed, chamomile, blue flowers chicory, and leaving - cross this grass with a withered pinch. (21) It happened that Uncle Sasha himself accidentally came across such an island, where quails willingly huddled in the withered autumn grass among the arable land, and lingered for a long time in front of the rusty helmet crowning the grave headboard.

Goals: give a concept of the ways of subordinating communication-coordination ; development of skills in the ability to parse phrases; promote the development of dialogical speech, development of logical thinking skills.

Equipment: multimedia cabinet, interactive whiteboard, reference charts, flip charts.

Lesson type:

Lesson methods: partial search

Expected result: consolidation of knowledge about the ways of subordination: coordination, the ability to work in a group.

During the classes

1. Organizational moment.

-What time of year is it? (Autumn.)

-Correctly. Summer flew by quickly. The leaves on the trees are turning yellow. Birds fly to warmer climes. The days are getting shorter , and the nights are longer. Cold winds are blowing. Heavy rains are pouring. Crimson leaves are falling from the trees. Although the days are cool, the atmosphere in our classroom is warm.

-Now let's Let's describe the sky.

-Well done! We got autumn sky . Guys! What is written on each ray? (Words are written on each ray.)

clear

the sky the sky is cloudless

overcast

autumn

-What can be done with words? (Words can be used to form phrases.)

What do phrases consist of? (From the main and dependent words.)

2.Updating knowledge.

Write phrases on the board.

cloudy days

Cold wind

Pouring rain

autumn days

Migratory birds

Warm atmosphere

- What exactly is the name of the subject? (phrase)

3.Group work. (September October November.)

Gold autumn. (The main word agrees with the dependent in gender, number, case.)

Firmament (m.r., im.p., sing.)

Terrible peals (pl., im. p.)

4. Work with gifted students . Exercise 10. Form the phrases “adjective + noun”, mark the suffixes in adjectives.

5. The game "Who is more attentive?"

Words, phrases and sentences are given on the board. Students must write out word combinations with an agreement connection.

Autumn has come. Forest. Sultry summer. Clean shirt. Month. White sails. Happy life. Fall rain. Joy. Kind eyes. Watch closely. Write a letter. Look closely.

5. Work in pairs.

Exercise 12. Find a pair and write down phrases. Determine the type of subordination.

6. Reflection.

What did I learn in class today? What did I like and what not?

7. Evaluation. Mutual verification.

8. Homework.

Using the word combinations made at the beginning of the lesson, write a mini-essay about autumn.

Topic: « Control"

Goals : enable students to understand ways of subordination: management ;

develop the ability to use them correctly in speech;

to promote the ability to work in groups, using the means information technologies;

develop logical thinking skills.

Lesson type: formation of new knowledge.

Lesson method: dialogical, partially exploratory.

Equipment: interactive whiteboard, flipchart, reference charts.

Expected result: the ability to work in a group, arouse desire and interest in the lesson.
During the classes

Organizing time

Psychological mood.

-What is happiness?

-What does it mean to be happy? A good grade, praise from teachers and parents, friendly relations between you and others - can this be called happiness?

What to do so that after the lesson you go home happy?

2. Stage of knowledge testing

Selective dictation

Write out phrases with a connection of agreement.

Hot summer, write beautifully, play sports, morning exercises, magnificent figure eight, beautiful sight, think about the beautiful, oriental wisdom, walked briskly, go right, smart girl, run fast, living word.

3. Work on new material.

1. Reading the text "Steppe".

2. Answer questions to the text

- What plants adorn the steppe in April?

Why does summer spoil the luxurious steppe?

-What changes occur in the fall in the steppe?

3. Write out phrases

Will be full of (what?) Plants. (Management)

4. Teacher's word

Management is a type of connection in which the dependent word is placed with the main one in a certain case.

5. Work in groups

Explanatory cheating

flew from the rooftops

dried to the root

Reached out for bread

Tapped on the glass

I will gather the guys

I'll go in for sports.

6. Work in pairs

Exercise 10. Add words from the text.

7. Work with gifted children

Write a story using the following phrases:

Forest path, rode a bicycle, a colorful bird, looked around, a large stone, with difficulty reached.

Determine the types of subordination in phrases.

8. Poetic minute

Expressive reading poems by F.I. Tyutchev.

With what feeling does the poet write about the rainbow?

9. Evaluation

+ coped

? doubted

- did not cope

10. Reflection

Getting feedback.

11. Homework

Exercise 17. Work on the painting by A. Kuindzhi "Rainbow"

Topic : "Adjacent"

Goals: build skills the ability to compose phrases with the type of subordinating connection "adjacency" ;

Development of critical thinking skills; create a sense of responsibility for their work.

Lesson type: partially exploratory.

Equipment: flipchart, interactive whiteboard, speakers, reference charts.

Expected result: to teach to work in a group, to arouse students' interest in the lesson.

During the classes.

1. Organizational moment.

Psychological mood.

We came here to study.

Don't be lazy, but work hard.

We work diligently

We listen carefully.

2. Checking homework.

Question and answer conversation

What is a phrase?

Name the types of subordination.

What kind of communication is called coordination?

3. Work in groups

The words are on the board. Make up sentences with these words.

loudly long attentively

expressively askew without interrupting

quiet with surprise silently

teacher's word

How do these words relate to each other (in meaning)

This means that adjunction is a type of connection in which the dependent word is associated with the main one only in meaning.

4. Work at the blackboard. (interactive board)

Word combinations on the board

run fast

Pada be back

Zavern ut right

Umch at jump up

hit t backhand

Wait a long time

Find main and dependent words. Determine the type of subordination.

5. Work with text.

O TWITCH TO QUESTIONS TO THE TEXT.

6 .Group work.

Exercise 8. Compose phrases according to the method of adjunction.

Exercise 9. Determine the method of subordination.

7. Game "Who is faster?" Add.

Be in love

Hate

Sit

Dance

run

wash your face

Wake up

rejoice

8.Summary of the lesson

-What models belong to the type of connection adjoining?

Verb + adverb verb + noun

Noun + adverb numeral + noun

adjective + noun

9. Evaluation

per correct answer - 5 points;

for an inaccurate answer - 4 points;

for an answer with large errors - 3 points;

for no answer or wrong answer - 0 points.

10. Reflection.

What topic were you working on?

What is this knowledge for?

11. Homework.

Exercise 10.11.

Topic : « Lesson-p repetition "Methods of subordination"

Goals: repeat and summarize the material on the ways of subordination in a phrase;

DEVELOP CORRECT SPEECH,development of critical thinking skills ;

CONSOLIDATION OF THE ABILITY TO TRANSFORM PHRASES WITH VARIOUS WAYS OF SUBJECTIVE COMMUNICATION.

Lesson type: partial search, generalization and consolidation of knowledge about the ways of subordination.

O equipment : INTERACTIVE BOARD, BACKGROUND DIAGRAM. FLIPCHART.

Expected Result: the ability to distinguish between all types of subordination, arouse desire and interest in the lesson.

DURING THE CLASSES.

1. ORGANIZATIONAL MOMENT.

Psychological mood.

You accompany a positive answer with an exclamation: “In!”

-What are your friends?

-And the school?

-And the teachers?

- Class?
- How are you?

-How are you feeling?

-Well done! I'm happy for you. Let's remember our motto: "Knowledge is calling, but deeds do not wait."

2. BLITZ TOURNAMENT. What do I know?

1. What does syntax study?

2. What are the main types of syntax?

3. What is a phrase?

4. What is the difference between a phrase and a word?

5. What parts does the phrase consist of?

6. How are the words in the phrase grammatically related?

3.Group work. (Coordination, control, connection)

Work with the text "Ordinary land" by K. Paustovsky.

1. Reading the text along the chain.

2. Answers to questions on the text.

4.Selective write-off

Completing tasks:

1. Find phrases in the text according to the method of communication: coordination, control, adjunction.

2.Make parsing suggestions: A cheerful tourist walked along the path and hummed a song. A tear rolled down from the horse's eyes.

5. Explanatory cheating (work on the interactive whiteboard)

Specify ways submissively oh connections in phrases:

Frost fierce-

Flew from rooftops

dried to the root

Reached for bread

Impossible to lift

reluctantly got up

Universal consent-

Knocked in the door-

I'll take the guys

Looked around-

6. Test tasks

1. Specify the phrase:

A) ski jumping
c) it is snowing
c) the dog barked.

2. Specify the phrase with the connection agreement:
a) beautiful voice

3. Specify the phrase with the connection management:

A) winter morning

B) wait until morning
c) early in the morning.

4. Indicate the phrase with the adjacency connection:
a) a capable student;
c) a jasper box;
c) speak quietly.

5. What types of word connections exist in Russian?
a) coordination, management, adjoining;
c) addition, circumstance, definition;
c) nominal, verbal, adverbial.

6. What does syntax study?

A) words and their meanings;
c) speech sounds;
c) phrase and sentence.

7. Lesson summary

Create a cluster on a topic : "Methods of subordination"

8. REFLEXI I

What did you learn from the topic « Methods of subordinating communication.

9. EVALUATION.

Self-assessment, evaluation of each other.

10. Homework

Write a mini-essay on the topic "The nature of my land"

Hello. Please tell me what type of communication will be in the phrase "work from the heart." If adjoining, then do I understand correctly that "from the heart" is an adverb?

Communication type - management.


	Question No. 302682

Are these phrases adjoining m? Read aloud, do exactly the same, thinking about the task, the desire to understand, walked slowly.