The main groups of complex sentences. Theoretical information I. Organizational moment

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 unlimited 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 compound sentences in the text. 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 kind subordinate clauses 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 clauses using different unions 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.

The main principle of activity in the classroom is problematic, which ensures the intellectual development of students, helps to organize creative process independent knowledge.

Problem-based learning technology and project-based research technology make it possible to activate cognitive activity students, improve their skills in working with information presented in various forms, develop the horizons, culture, self-awareness of students, develop the creative and communicative abilities of schoolchildren.

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MOU "Pogromskaya average comprehensive school named after A.D. Bondarenko Volokonovsky district Belgorod region "

Synopsis of the Russian language lesson in grade 9

« Main groups complex sentences »

prepared

teacher of Russian language and literature

Morozova Alla Stanislavovna

With. Pogromets

2011

RUSSIAN LESSON IN GRADE 9

The main principle of activity in the classroom is problematic, which ensures the intellectual development of students, helps to organize the creative process of self-knowledge.

The technology of problem-based learning and project-research technology make it possible to intensify the cognitive activity of students, improve their skills in working with information presented in various forms, develop their horizons, culture, self-awareness of students, and develop the creative and communicative abilities of schoolchildren.

Warm-up according to the technology of Yu.A. Potashkina is an integral part of each lesson, which allows you to update and systematize the knowledge of students at the stage of preparation for certification in the Russian language in a new form.

The sequence of stages of the lesson, generalized steps for organizing a search educational process corresponds to the logic of problem-based learning: problem statement → search for ways to solve the problem → formulation of the conclusion.

The use of computer presentation provides perception, assimilation, understanding of the material, reflects the results of educational research activities.

The high pace of the lesson, the change in activities maintain the interest of students in the lesson throughout its duration.

Homework at the choice of students is an element of multi-level education, reflecting the situation:

  1. “choose → understood” (“Diagnostics of success”);
  2. “I choose → I want to understand” (“Diagnosis of difficulties”).

This lesson, with a good organization of problematic and research approaches in teaching, implies a situation of success for each student, which is the main requirement of any modern lesson.

TOPIC OF THE LESSON: "The main groups of complex sentences."

THE PURPOSE OF THE LESSON:

  1. ensure the perception, assimilation and understanding of new material through the creation of a problem situation → its study → solution → analysis → generalization;
  2. create conditions for the development of skills to formulate learning goal, independently identify connections and relationships between the concepts being studied, draw independent conclusions;
  3. arouse students' interest in solving problematic, research, cognitive learning tasks

LESSON TYPE: learning new material

TECHNOLOGY USED: problem learning, design and research technology.

EQUIPMENT: personal computer, multimedia projector, projection board, tape recorder.

VISIBILITY: Microsoft PowerPoint presentation "The main groups of complex sentences."

EPIGRAPH OF THE LESSON: "Research is the road to creative work"

During the classes

I. Warm-up (according to the system of Yu.A. Potashkina).

  1. Scanning words:etymology, classics, territory, fiction, research.
  2. Selection of words - relatives to the word"research" (follow, research, consequence).
  3. Diagnostics: isolation, and investigation, flare up.
  4. The phonetic part of the warm-up:

Which word has fewer letters than sounds?isolation, flight, flight.

  1. Divide by meaning and spelling:

shines in the spring, in the spring forest.

6. Definition of the initial form:

separates, with us, hanging.

  1. Complicate a simple sentence:Always be careful.
  2. Quantity determination simple sentences as part of a complex: [A warm wind passes lazily over the field, sorting through the heavy pouring ears] , and [ in the rye they open, peer at me, and again the sweet blue, light blue, white-faded cornflowers fade] ; [ far ahead, (where the country road is lost in the bread), white and dense July clouds stand motionless above the ground] .

Drawing up a proposal scheme:, and; [..., (where), ... ].

  1. Return a sentence with signs:

Grass, bent by the blows of wind and rain, fell to the ground.

[n., | ~~~~~~~ |, ...].

II. Introduction to the situation of the lesson

Synchronous inclusion of slide No. 1 “What will we talk about today?” (see Appendix 1, slide No. 1) and tape recording.

Tape recording:

“Guys, these three sentences are still strangers to us. They carefully disguise themselves from us. We have not yet been able to find out their true essence in the "Complex Sentence" section.

Experts are required for a thorough investigation to establish the identity of strangers!

III. Getting new knowledge. Study

Formulation of the problem

Launch of slide No. 2 "The main groups of complex sentences." (see Appendix 1, slide No. 2).

Teacher:

Let's work on the title training session. Let's get into the sound of the theme. Given the problematic situation that arose when listening to a tape recording, we formulate a learning goal, a learning problem.

/ students formulate a question-task:

"What are the main groups of complex sentences in the Russian language?" /

Teacher:

We need to work out the main steps to identify the main groups of complex sentences.

Finding ways to solve the problem

Teacher:

A search is needed to solve the problem. This work is not easy, requiring perseverance, attention, independence, accumulation of knowledge bit by bit. But this is the way to creative work.

/referring to the epigraph/

Let's start the study:

1) (see Appendix 1, slide No. 3)

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

The heart foresaw (what?) bad.

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

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

(start slide #4)

2) (see Appendix 1, slide No. 5)

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

My heart felt that something bad was about to happen.

The house I live in is in a new area.

We reached our destination when evening came.

3) (see Appendix 1, slide No. 6)

Let's put questions to the subordinate clauses:

Feeling (What?)

house (what?)

Arrived (when?)

IV. Comparison, comparison, conclusions.

Let's compare simple and complex sentences and draw conclusions (see Appendix 1, slide No. 7):

  1. Subordinate clauses are similar in meaning to secondary members of a sentence.
  2. Three main groups of subordinate clauses correspond to three groups of secondary members: additions, definitions, circumstances.

Teacher:

Let's summarize the research material. Let's formulate first version of the problem-search problem solution.

Students independently formulate results academic work over the problem“What are the main groups of complex sentences in the Russian language?”

  1. The main groups of complex sentences have names similar to the names of secondary members: NGN with subordinate attributive, explanatory (similar to additions) and adverbial clauses, which in turn are divided into subgroups.
  2. To determine the type of NGN, you need to ask the right question.

Teacher:

Let's do an observational analysis.

Target:

  1. find out what the subordinate clauses refer to, from which words in the main clause the question is raised to the subordinate clause?
  2. How are the subordinate clauses attached to the main?

Launch of slide No. 8 “Suggestions for observation and analysis” (see Appendix 1, slide No. 8).

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

2) My father demanded (what?) that I go with him.

3) I came home (when?) when it was getting dark.

Teacher:

  1. What are adverbial clauses? (1 - to the noun in the main, 2 - to the verb in the main, 3 - to the entire main sentence).
  2. How are subordinate clauses attached to the main? (with the help of unionswhere to when).

Formulation of the conclusion

Teacher:

Let us summarize the material of the observation-research. Let us formulate version No. 2 of solving the problem-search problem.

Students independently formulate the results of educational work on the problem, defining the main steps for determining the main groups of complex sentences.

Step 1: find the main offer;

Step 2: determine why we will ask a question;

Step 3: remember which minor member answers this question:

Step 4: compare and draw a conclusion (this is a definitive, explanatory or adverbial clause);

Step 5: Determine the means of communication.

Synchronous inclusion of slide No. 9 "Basic steps for determining the main groups of complex sentences."

(see Appendix 1, slide No. 9) and tape recording:

"Your version is correct. In Russian, there are three main groups of complex sentences: NGN with attributive clauses, explanatory and adverbial).

Slide number 10:

V. The final stage of the lesson

  1. Reflection: compiling a syncwine.
  2. Homework: textbook, §22, exercises 109, 110, 111, 112 - at the choice of students.

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Russian language lesson in 9th grade.

Lesson topic: "The main groups of complex sentences according to their meaning."

The purpose of the lesson: to give general idea about groups of complex sentences according to their meaning, to improve punctuation skills.

Lesson form: combined lesson, including work on the textbook, elements research work, construction of proposals, drawing up schemes of proposals.

During the classes.

    Linguistic workout. Spelling dictation.

Brilliant, ponder, super-refined, parliament, shine, intense, barrier, play, tennis, gallery, side by side, stay at the exhibition, exactly the same, arrive in the city, by all means.

Task: identify paired types of orthograms, explain them.

    Construction of complex sentences. Generalization of knowledge about NGN.

Form of the game: the teacher listens, the students explain the material. Implementation of individual tasks.

1st student. The difference between a complex sentence and a SSP. Main and subordinate clause in a sentence.

Example: When there is no agreement among the comrades, their business will not go well. Happy is the one to whom the warm wind blows at dawn.

2nd student. In NGN, there can be more than one subordinate clause, but several.

Example: It is so light outside that you can see the wind shaking the tops of the trees.

3rd student. The subordinate clause is attached to the main by subordinating unions or allied words (relative pronoun, adverb).

Example: When the sun rises, we set off. We agreed on when we would be on our way.

Determine where the union is, and where the allied word is, prove it.

4th student. In the main sentence there may be demonstrative words (they contain in a compressed form the content of the subordinate clause). A demonstrative word can be combined with a subordinating conjunction to form a compound conjunction.

Example: The wind was blowing so that it seemed animated. We were sitting on a hill, so we could see everything in all directions.

5th student. The place of the subordinate clause is not constant. It can stand before the main, in the middle, after the main. With double alliances, it always comes before the main one.

Example: The sooner the fire burned out, the darker it became around.

3. Teacher. What do you know about punctuation marks in NGN. Write a sentence explain punctuation marks.

Example: Everyone understands that the fate of the country is now being decided. We know what is now on the scales and what is happening now.

Draw up written sentences.

    I I, what ().

    I I,(what…….) and (what…….).

    The concept of the main groups of subordinate clauses in NGN. Comparison of simple and complex sentences. Construction of complex sentences.

Sentences constructed by students (right side).

Write down in a notebook.

1. The heart foresaw something bad.

2. Our school is located on Aleksey Khadykin Street.

3. We reached our destination in the evening.

1. The heart foresaw that something bad would happen.

2. The school where we study is located on Aleksey Khadykin Street.

3. We reached the destination of the trip when evening came.

Compare the proposals and draw conclusions.

In complex sentences, clauses are similar in meaning to a minor member of the sentence: addition, definition, circumstance. Therefore, we call them subordinate explanatory, attributive, circumstantial.

5. How to determine the type of subordinate clause?

The most important rule is to ask the question correctly (from the whole main sentence or from one of its words).

Example: A penny is the price of a person who cannot break a bad habit. The artist sees what others do not see. Headlong, he rushed to where the cry for help came from.

Summary of the lesson.

Homework: paragraph 9 p. 43, ex. 98.

In the case of a margin of time, syntactic analysis of the sentence: Never talk about what you do not know. Draw up a proposal.

Complex sentences are called complex sentences in which one simple sentence is subordinate to another in meaning and is connected with it by a subordinating union or allied word.

Such a sentence may consist of two or more simple sentences, one of which is the main one, and the rest are subordinate clauses.

The subordinate clause can come before the main clause, after it, or even in the middle.

Relative clauses serve to explain either one member in the main clause, or the entire main clause as a whole.

Subordinate clauses are attached to the main clause with the help of subordinating conjunctions expressing different meanings, or with the help of allied words.

Unlike unions, allied words not only connect subordinate clauses with the main one, but are also members of subordinate clauses.

Subordinating conjunctions:

Simple: what, to, how, when, while, as if, as if, if, exactly, barely, only, although, for, etc.

Composite: because, since, because, due to the fact that, due to the fact that, etc.

Allied words:

Relative pronouns: what, who, which, which, what, whose, how much, etc.

Pronominal adverbs: where, how, when, where, from where, why, etc.

The words what, how, when in NGN can be both unions and allied words.

In the main part of the NGN, demonstrative words can sometimes be used: that, such, all, everyone, nobody, there, then, etc.

The main groups of complex sentences

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.

1. Definitive (including pronominal-determinative)

2. Explanatory

3. 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?),

* concessions

* comparisons

* 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.

1. 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 relation to the next.

2. 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.

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

a) to different words of 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 entire main sentence, but respond to different questions and are different types of subordinate clauses.

Complicated sentences are mainly used in written speech, but especially widely in the language of fiction.

Sections: Russian language

General educational goal:

  • Give a general idea of ​​the groups of complex sentences according to their meaning;
  • To consolidate the ability to determine the place of the subordinate clause in a complex sentence, ways of its connection with the main one;
  • Improve the ability to correctly punctuate, draw up SPI schemes.

educational goal:

  • Education of motives for learning, a positive attitude to knowledge.

Development goal:

  • To form the ability to highlight essential features and properties;
  • Develop the skills of partial-search cognitive activity.

Equipment: Russian language textbook, sheets with text for each student, table.

During the classes

1. Organizing time.

2. Lyrical minute ( educational goal setting):

Since the world arose in darkness,
no one else on earth
did not regret
about giving his life to learning.
Ever since the universe has existed
There is no such thing, who would not need knowledge.
Whatever language and age we take,
Man always strives for knowledge.

3. Statement of the topic and purpose of the lesson.

  • We will continue to strive for knowledge.
  • What was discussed in the last lesson?
  • Today we will continue our acquaintance with complex sentences and talk about the main NGN groups by value.
  • The purpose of our lesson is to learn how to identify the main groups of subordinate clauses, determine the boundaries of the main and subordinate clauses, and correctly punctuate.

4. Repetition of the material covered.

And now we will remember what we know about SPP. If you agree with the statement, then put a “plus” in the margins of the notebook, if you do not agree, then put a “minus”. So,

  1. A complex sentence is a complex sentence, the parts of which are connected using subordinating conjunctions and allied words.
  2. NGN has two parts, with neither part dependent on the other.
  3. The subordinate part of the NGN can only stand after the main part.
  4. Subordinating conjunctions and allied words are in the subordinate part.
  5. Subordinating conjunctions in NGN are members of a sentence.
  6. Allied words are members of the sentence.
  • Check the answer: 1.+; 2-; 3-; 4+; 5-; 6+.
  • Who made a mistake in the first, second, etc. approval. Let's hear the correct answers.

5. New theme.

- Well done. Let's return to the topic of the lesson. The adjectives do a lot of semantic work, so they are divided into several groups in accordance with the meanings that they express. These meanings are easy to understand if you learn to ask questions.

- Let's analyze three sentences and ask a question from the main part to the subordinate clause.

- Highlight the grammatical basis, explain the setting of the comma.

What do these proposals have in common? ( This is an NGN, there is a main and subordinate parts.)

- What is the difference? ( Question.)

- Let's write questions. ( Which? What for? What?)

Which parts of the sentence answer the same questions? ( Secondary members of the sentence.)

- By the name of the secondary members, they gave the name to the groups of subordinate clauses: attributive, explanatory and adverbial.

(As you work, a table is gradually created on the board.)

Groups of subordinate clauses

Which? What for? What?
Determinants circumstantial Explanatory
Relate to a noun, giving it a characteristic or revealing its sign Refer in the main sentence to words with the meaning of speech, thoughts and feelings and clarify the meaning of these words Refers to verbs or words with adverbial meaning in the main clause and specifies the place, time, reason, purpose.
Question: what? Case questions Issues of circumstance
They join with the help of allied words - pronouns, adverbs: what, who, which, where, where, where, etc. They join with the help of unions or allied words that, as, as if, etc. Join with the help of unions and allied words
Always found after the main or inside the main Always located after the main They can be located anywhere in relation to the main one.

"So what did you find out?"

- How to determine the type of subordinate clause? ( You need to ask a question from the main to the subordinate.)

6. Fixing.

Let's do exercise number 8. Mark the boundaries of the sentences that make up the complex. Specify 1) grammatical foundations; 2) unions or allied words that connect subordinate clauses with the main one; 3) what members of the sentence are allied words; 4) ask a question and determine the type of clause.

  1. To the right, he saw a large clearing on which stood a thick-set oak.
  2. Last years Opekushin spent his life in his native village on the banks of the Volga, where he was born and spent his childhood.
  3. Their legs were soaked to the knees, as if they had just forded a stream.
  4. They approached the river as the sun was sinking towards the distant forest behind them.
  5. A wise man sees what is coming.
  6. I don't understand why I got so lucky.

7. Independent work.

No. 11. Insert the missing letters, missing punctuation marks. Highlight the boundaries of the main and subordinate. Indicate whether the parts of the complex sentence are connected with the union or allied word. Draw up a proposal. Ask a question and determine the group of the subordinate clause.

  1. It was already quite dark by the time we set off.
  2. We went down to the village where r..ate r..beautiful flowers and bizarre trees and made a halt.
  3. Acne dew left a few tears on the petals, in which the sun played.
  4. How many times have they told the world that flattery is vile .. not harmful.
  5. I did not know what to do in such a situation and was a little confused.

8. Summing up.

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