Adverbial clauses answer the same questions as adverbial clauses and in a sentence refer to verbs or words that have adverbial meaning.
According to their meaning, adverbial clauses, as well as circumstances, are divided into the following types: clauses of time, place, cause, effect, purpose, condition, comparison, mode of action, measure and degree, concession.
1) Clauses of time indicate the time of the action that takes place in the main clause, answer questions When? From what time? until what time?
They relate to the whole main thing or to the circumstance of time in the main part and are joined by conjunctions when, while, since, barely, as soon as and etc.: In the summer, when the holidays come, we will go on vacation.
In a sentence, the subordinate time can be in any position in relation to the main one (preposition - before the main one, postposition - after the main one, interposition - inside the main one): When I returned, she's already gone(preposition). We'll hit the road as soon as it's dawn (postposition). In the house, since my father returned, everything went differently(interposition).
The actions mentioned in the main and subordinate clauses can occur at the same time or at different times: When the sun comes out from behind the mountain, it becomes light(simultaneity of actions). They woke up when it was already quite light(different time of action: first it became light, and then they woke up). The expression of simultaneity and multi-temporality of actions is carried out with the help of conjunctions, demonstrative words and verb forms of time and aspect.
2) Subordinate clauses indicate the place or direction of action that is spoken of in the main thing, refer to the combination of a predicate and a demonstrative word and answer questions Where? Where? from where?: I was where none of you were.
Subordinate clauses are added to the main clause by allied words where, where, where.
Sometimes demonstrative words may be omitted, which is typical for colloquial speech: I did what I wanted.
Subordinate clauses can be in any position in relation to the main one: postposition - "Go, Where does your free mind take you? (A. Pushkin). Wherever I travel I always kept a diary(preposition). Only there, where I'm from there are such beautiful places(interposition).
3) Subordinate clauses indicate the condition under which the action reported in the main clause occurs or may occur, and answer the question under what condition?
Subordinate clauses are attached to the main clause using conjunctions if, if, if, when, once, if, as soon as soon: If you don’t want to do this, say it straight. Once you start, you must finish.
Subordinate clauses can be in any position in relation to the main clause. If the subordinate clause is in preposition, then the main thing can begin with the words then, like this: If there is tomorrow good weather, then I'll leave.
Combinations can act as indicative words in case, in that case: In the event that we turn off the road, we will get lost. Combination if can merge into one complex union: He was going to leave if nothing changed.
4) Subordinate goals indicate the purpose of the action reported in the main and answer questions For what? For what? for what purpose?
Subordinate clauses are joined to the main clause using conjunctions in order to, in order to, in order to, then in order to. Complex conjunctions can break into two parts, while the conjunction remains in the subordinate clause to, and the rest of the complex conjunctions goes into the main thing: in order, with that, then. These words become demonstrative words and members of the sentence: I came here to work (in order to - complex union). I came here in order to work (for this purpose - index word, to - union).
The subordinate clause of the goal usually refers to the entire main thing and can occupy any position in relation to the main thing: To see you I've come the hard way(preposition). I flew here to see this region with your own eyes (postposition). He, so that no one notices quietly made his way to the exit(interposition).
5) Additional reasons indicate the reason for the action reported in the main clause and answer questions Why? from what? for what reason?
Subordinate reasons are joined to the main one by conjunctions because, because, due to the fact that, since, for, since, due to the fact that, due to the fact that and etc.: In autumn the grass was still green(Why?), because it rained all summer.
A subordinate clause of reason can take any position in relation to the main one, except in cases where it is joined by a conjunction because(a sentence cannot begin with “because”).
Complex conjunctions can be split into two parts, with demonstrative words remaining in the main clause: because, because of, because of that etc., and subordinate clause will join the main union that: “I’m sad because you’re having fun”(M. Lermontov).
6) Subordinate corollaries indicate the result of the action mentioned in the main sentence, answer the question what caused this to happen?
Subordinate clauses are joined by a conjunction So, refer to the entire main clause and are always in postposition in relation to the main clause: The house stood on the very seashore, so the cries of seagulls could be heard through the window.
7) Clauses of manner of action indicate the nature of the action reported in the main sentence and answer questions How? how?
The subordinate clause of the manner of action is joined to the main one by subordinating conjunctions as if, exactly, as if. He spoke very slurred(how? in what way?), as if he was in severe pain.
There can be a demonstrative word in the main clause So, in this case the subordinate clause refers to it: He lived like this(how? in what way?), as if every day was his last.
8) Subordinate measures and degrees indicate the measure and degree of action reported in the main sentence and answer questions to what extent? in what degree? To what extent?
Subordinate measures and degrees are attached to the main sentence using conjunctions and allied words what, how, how much, how much and come after the main clause. The main part may contain indicative words so, so much, so much, to such an extent and etc.: The wind blew so hard that it broke the window. The light was so bright that my eyes hurt. The book was so interesting that it was impossible to put it down.
9) Comparative clauses explain what is reported in the main sentence, answer the question How?, refer to the entire main clause, joined using conjunctions as, as if, as if, exactly, as if etc. Comparative clauses can occupy any position in relation to the main one, but most often they are in postposition: The air was clean and fresh, as if it had just rained. It got dark as quickly as it does before a thunderstorm.
10) Subordinate clauses indicate the action that is opposed to the action in the main clause, and answer questions no matter what? in spite of what?
Subordinate clauses are joined to the main clause using subordinating conjunctions despite the fact that, although, even though, even though and etc.: Cloudy days are also good in their own way, although not everyone likes them. It was still dark in the forest, despite the fact that the sun had already risen. “Even though the rose is plucked, it still blooms.”(Nadson) Even if they offend you, don’t lose faith in friendship.
Subordinate clauses can also be attached to the main clause with allied words how, how much with a particle neither, at the same time they acquire an additional reinforcing meaning: No matter how hard we tried to get around it, we failed. “No matter how much the rope hangs, the end will come”(proverb).
Subordinate clauses more often refer to the entire main clause and occupy preposition or postposition in relation to it: Although the frost is still angry, spring will still come. We had to leave early even though we would have liked to stay.
11) Subordinate clauses contain various additional information, which relate to what the main clause is talking about.
Subordinate clauses most often apply to everyone; to the main sentence, come after it, are joined by conjunctive words what, why, why etc. The connection between the main clause and the subordinate clause is very weak; in the main clause there is no indication that a subordinate clause is necessary: He was always very observant, which, in fact, was reflected in his works. This situation lasted for a long time. I found it unbearable, which is why I left.
As a result of frequent use, some subordinate clauses have turned into phraseological units: I congratulate you on this, which is what needed to be proven.
Subordinate clauses in Russian are dependent parts of the main clause in a complex sentence. That is, they play the role of secondary members of the sentence. Therefore, types subordinate clauses are divided taking into account the role performed in the sentence. You can ask one question for the entire secondary sentence, just as you do with the members of the sentence.
Main types of subordinate clauses
Four types of them are considered: attributive, adverbial, explanatory and connective. We can give examples that represent all types of subordinate clauses:
- The flowerbed that was planted in the yard left side from the porch, it resembled a smaller copy of the town - a sort of Flower Town from Nosov’s fairy tale about Dunno. (Definitive).
- And it seemed to me that restless and funny little people really lived there. (Expository).
- And we don’t see them because they are hiding from us underground. (Adverbial).
- But as soon as we leave somewhere, the little ones come out of their hiding places and begin to vigorously enjoy life. (Connection).
Determinative clauses
These subordinate clauses in Russian define the attribute of one noun or sometimes a phrase consisting of a noun and a demonstrative word. They serve as answers to questions Which? whose? which? These minor offers join the main part with allied words whose, which, who, what, which, from where, where, when. Usually in the main part complex sentence there are indicator words such as such, everyone, everyone, any or That V various forms childbirth As examples we can take the following options offers:
- Living beings, ( which?) who live on the planet next to people, feel good human attitude to them.
- Reach out your hand with food, open your palm, freeze, and some bird, ( which?) whose voice is heard in the bushes of your garden in the morning, will sit on your hand with trust.
- Every person ( Which?) who considers himself the pinnacle of the Almighty's creation, must correspond to this title.
- Whether it’s a garden, a forest or an ordinary yard, (Which?)where everything is familiar and familiar, can open the door to a person amazing world nature.
Subordinate clauses
Interesting types of subordinate clauses that relate not to a single word or phrase, but to the entire main part. They are called connecting. Often these parts of a complex sentence contain the meaning of the consequence, supplementing or explaining the content of the main part. Secondary sentences of this type are joined using allied words where, how, when, why, where, what. Examples:
- And only next to his mother does any baby feel protected, what is provided by nature itself.
- Caring for cubs, tenderness for one’s offspring, self-sacrifice are embedded in a creature at the level of instinct, how every creature has an inherent need to breathe, sleep, eat and drink.
Explanatory clauses
If the author of the text wants to clarify, specify one word of the main part, which has the meaning of thought, perception, feeling or speech. Often these clauses refer to verbs, such as say, answer, think, feel, be proud, hear. But they can also specify adjectives, for example, satisfied or glad. It is often observed when these types of subordinate clauses act as explanations of adverbs ( clear, necessary, necessary, known, sorry) or nouns ( message, thought, statement, rumor, thought, sensation). Explanatory clauses are added using:
Unions (so that, what, when, as if, how and others);
Any allied words;
Particles (of the union).
Examples include the following compound sentences:
- Have you ever watched, ( What?) how amazingly he plays sunlight, reflected in drops of dew, insect wings, tiles of snowflakes?
- One day, a person will surely be incredibly happy about this beauty, ( what?) that I discovered a unique world of beauty.
- And it immediately becomes clear, ( What?) that everything around was created for a reason, that everything is interconnected.
- Consciousness will be filled with indescribable feelings of joy, (which?) as if you yourself are a part of this amazing and unique world.
Clauses of manner and degree
Adverbial clauses are divided into several subtypes. A group of dependent parts of compound sentences that relate to the attribute or action named in its main part, and denote its degree or measure, as well as image, are classified as subordinate clauses of manner of action and degree. They usually answer the following questions: how? how much? How? in what degree? The design of the connection between the subordinate and the main part looks something like this: full adjective+ noun + such; full adjective + such; verb + so. The joining of these subordinate clauses is ensured by conjunctions so that, what, as if or allied words how much, how much and some others. Examples:
- The girl laughed so contagiously, so spontaneously, that it was difficult for everyone else not to smile.
- The ringing sounds of her laughter broke the tense silence of the room, as if multi-colored peas from a bag suddenly scattered.
- And the baby’s face itself changed so much, as far as possible in in this case: the girl, exhausted by illness, could easily be called a lovely and absolutely healthy child.
Adverbial clauses
These dependent clauses indicate the place of origin of the action, which is called in the main part compound sentence. Referring to the entire main sentence, they answer the following questions: where? Where? Where? and are joined by allied words where, where, where. Often there are demonstrative words in the main clause there, everywhere, there, everywhere, from everywhere and some others. The following examples of such proposals can be given:
- It is quite easy to determine the cardinal directions in the forest thicket, where there is moss on the trees.
- The ants were dragging on their backs construction material for their anthills and food supplies from everywhere, wherever these hardworking creatures could get.
- I am always drawn there, to magical lands, where we went with him last summer.
Adverbial clauses of time
Indicating the time of action, these subordinate clauses refer both to the entire main sentence and specifically to one predicate. You can ask the following questions about this type of subordinate clause: how long? How long? When? since when? Often there are demonstrative words in the main part of the sentence, for example: sometimes, once, always, now, then. For example: Animals will then be friendly with each other, (When?) when they grow up next to each other since childhood.
Adverbial clauses, causes, goals, consequences
- If the dependent parts of complex sentences answer questions in what case? or under what condition? and relate either to the predicate of the main part or to the whole of it, joining with the help of conditional conjunctions once, if, if, if, when And How(meaning “if”), then they can be attributed to subordinate clauses. Example: And even the most inveterate scoundrel turns into a serious and well-mannered gentleman, ( in which case?)when he becomes a parent, be it a person, a monkey or a penguin.
- For questions because of which? Why? for what reason? from what? adjunct reasons answer. They are joined using causal conjunctions because, because, since. Example: For a child in early childhood, the authority of the parent is unshakable, ( Why?) because his well-being depends on this creature.
- Dependent clauses indicating the purpose of the action named in the main part and answering questions For what? for what purpose? For what?, are called subordinate clauses. Their connection to the main part is ensured by target unions in order to, then in order to (in order to). Example: But even then you should accompany your requirements with explanations ( for what purpose?) then, so that the baby grows into a thinking person, and not a weak-willed robot performer.
- Dependent parts of a sentence that indicate a conclusion or result, indicate a consequence arising from the above in the main part of the sentence, are called subordinate clauses of the consequence and relate to the entire main sentence. They are usually joined by consequence unions That's why or So, for example: Education is a complex and regular process, ( what follows from this?) therefore, parents should always be in shape and not relax even for a minute.
Adverbial clause comparisons
These types of dependent clauses in complex constructions relate either to the predicate or to the entire main part and answer the question like what?, joining comparative unions as if, than (that), as if, exactly. Subordinate clauses differ from comparative phrases in that they have a grammatical basis. For example: The polar bear cub so funny fell on his side and lifted his paws up, it looks like a naughty boy playing happily in the sandbox with his friends.
Circumstantial clauses
Dependent clauses in a complex construction, denoting circumstances in spite of which the action indicated in the main part has been or can be committed, are called subordinate clauses of concession. You can ask them questions: contrary to what? no matter what? and join to the main thing with the help of concessionary unions at least (even though), let (even though), that, for nothing, despite and some others. Conjunctive combinations are often used: no matter how much, whatever, whenever, whoever, no matter how and the like. Example: Even though the panda cubs were playing happily, their dark spots around their eyes gave the impression of sad thoughtfulness.
A literate person should always remember: when writing, sentences that are part of a complex sentence are separated by commas.
SPP with adverbial clauses. Slide number 1
Consolidate knowledge about NGN with attributive and explanatory clauses; - give a general idea of adverbial adverbs;
To develop the ability to distinguish between types of adverbial adverbs by meaning, questions, means of communication;
Improve spelling and punctuation literacy.
(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 adverbials in a 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 the summer sun bakes, dragonflies fly and dance, and they 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)
Designate grammar 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, indicating commas between parts of a complex sentence connected subordinating connection.
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...
Lesson topic: Complex sentence with subordinate purpose.
Lesson type: Lesson on learning new material.
Objectives: Formation of the concept of an IPP with a subordinate purpose.
Tasks:
Introduce the structural features of the SPP with the subordinate purpose.
To develop the ability to construct sentences of this type and correctly formulate them in oral and written speech.
Learn to find SPPs in literary texts.
Expected result: Students will be able to:
Recognize and differentiate types of SPPs with studied subordinate clauses;
Model and use NGN in speech different types;
Characterize the syntactic structure of NGN;
See SPP in literary texts.
Equipment, visibility:
Organizing time:
Welcome speech from the teacher.
We continue to study the topic “Complex sentence”.
1. What work do you think we’ll start our lesson with?
Agree + or disagree – with this statement
1. Syntax is a Greek word that means “structure”, “composition”
2. Sentences can be simple, complex and compound
3. A complex sentence consists of two simple sentences
4.A complex sentence includes a main clause and one or more subordinate clauses.
5.Simple sentences within a complex sentence are always equal.
6.As a means of communication in complex sentence Subordinating conjunctions or allied words appear.
7. Conjunctive words answer questions and perform a syntactic role.
8. Subordinate clauses in complex sentences, depending on their meaning, are divided into explanatory, attributive, and adverbial.
9.The type of subordinate clause is determined by the conjunction or allied word.
10The type of subordinate clause is determined by the question posed by the main clause.
11.The main clause from the subordinate clause in writing is usually separated by a comma, and in oral speech pause.
Self-test Key to the task: 1-+ 4+6+7+8+10+11+ 1 mistake ready for lesson, 2-3 mistakes partially ready 4 mistakes or more - not ready for lesson
Comment on each correct option(optional and chain).
2. Motivational moment of the lesson:
Here are 3 offers. What task can you complete? What skills do you use?
Remind the reasoning algorithm. Explain what are their similarities and differences?
1. I demand that you reveal the secret hopes of your soul to me.
2. He strove to write in such a way that it would be easy to read what he wrote.
3. The coachmen tied the bells so that the ringing would not attract the attention of the watchmen.
(to – ambiguous conjunction)
Which of the proposals caused difficulty?
(NGN with subordinate clause: explanatory, course of action, goal)
Maybe someone has already guessed what the lesson will be about? Try to formulate the topic yourself and determine the goals of the lesson.
2. Message of the topic and purpose of the lesson: (determined by children)
IPP with subordinate purpose. We will learn to identify features, construct, place commas, and find in the text.
3.MESSAGE STUDY Vova Emelin
1. Questions: subordinate goals answer the questions why? For what? for what purpose?
2. Means of communication: subordinate goals are attached to the main sentence by conjunctions: so that, in order to, so that, then that, in order to, particle conjunctions only, if only, etc.
Composite unions in order to, then in order to, etc. can fully perform the function of a union. However, depending on the meaning and logical stress, a compound conjunction can be divided into two parts. The first part is part of the main sentence and is an indicative word - a circumstance of the goal: with that, for that, then, etc.; the second part of the compound conjunction (to) remains in the subordinate clause and independently performs the function of a simple subordinating conjunction. In this case, the comma is placed once - in the middle of the compound conjunction.
3. Place in a sentence: subordinate goals can appear after the main clause, before the main clause, or in the middle of the main clause.
4.Collect and read the scattered sentence (Who is faster):
1. He picked up a spear out of boredom with something steel to play with.
2. think to live, I want to suffer so that I can.
3. be proud of my name, you are the glory I wish with.
Answers:
1. He picked up a steel spear to play with something out of boredom. (goals)
2. I want to live so that I can think and suffer. (goals)
3. I wish you glory, so that you can be proud of my name. (goals)
Determine sentence structure? Type of clause? Explain?
Determine which artistic technique used in sentences?
What role do special clauses with subordinate clauses play in the text?
(1 and 3 – with inversion). We check the completed exercise. and we conclude that SPPs with these subordinate clauses help construct complete answers and make our speech more accurate and complete. Slide 3
5. Physical education minute: slide 7
6.Task “Constructing sentences” Peer review
Task formulation: Connect subordinate clauses with main clauses. Determine the type of subordinate clauses. (If you are at a loss, the table on page 58 will help you)
1.And she had to become more careful,
2In order to learn to tell the truth to people,
3. The Dymkovo clay toy is fired in a kiln.
4. The bear did not attack the hunter out of malice,
5. In order not to attract close attention to yourself,
7.To achieve strength
8.the stranger sat down on a bench near the door
9. You need to learn to say it to yourself.
10.to save your freedom.
11. but in order to protect their cubs.
Answers:
1+10, And she had to become more careful in order to save her freedom.
2+9, 2. In order to learn. To tell the truth to people, you must learn to tell it to yourself. /L.N. Tolstoy/
7+3, To achieve strength, a Dymkovo clay toy is fired in a kiln.
4+11, The bear attacked the hunter not out of malice, but in order to protect her cubs.
5+8, So as not to attract close attention to himself, the stranger lined up on a bench near the door.
Which of the proposals is aimed at human self-education?
7.Working with text. What task can you complete?
1) We often say to each other: I wish you all the best. 2) This is not just an expression of politeness. 3) In these words we express our human essence. 4) You must have great fortitude to be able to wish goodness to others. 5) In order to be able to feel, to be able to see the people around you kindly, you need not only an indicator of culture, but also the result of a huge internal work spirit.
6) When turning to each other with a request, we say: please. 7) A request is an impulse of the soul. 8) To refuse help to a person means to lose one’s own human dignity. 9) Indifference to those in need of help is mental deformity. 10) To protect yourself from indifference, you need to develop in your soul complicity, empathy, compassion and at the same time the ability to distinguish harmless human weaknesses from vices that cripple the soul.
11) To increase goodness in the world around us - this is the greatest goal of life. 12) Good is made up of many things, and every time life presents a person with a task that one must be able to solve 13). Love and friendship, growing and spreading to many things, gain new strength, become higher, and man, their center, becomes wiser.
(According to D.S. Likhachev)
Determine the type of text, prove it.
What is the theme of the text? (good in the world.)
How many microthemes?
Name the sentences that express the main idea of the text 8 – 9
ON ONE'S OWN.
1.Find IBS with adverbial clauses of purpose.
RECORD ONLY THE OFFER NUMBER(S).
2. Give 2 sentences (arguments) in the second part, using the IPP with a subordinate adverbial purpose.
Text information for concise presentation
№ paragraph
Micro theme
Wishing people well is an expression of the essence of a person. The ability to see better the world, people – an indicator of culture, the result of a lot of internal work.
Kindness is human dignity, and indifference is mental deformity; to protect yourself from it, you need to develop sympathy and complicity in your soul.
To increase goodness in the world around us is the greatest purpose of life; the ability to love and make friends makes a person wiser and stronger.
Summarize:
Answer the questions using IPS with a subordinate clause of purpose:
1. For what purpose did you come to the lesson?
2. For what purpose do you need to study SPP?
3. Why do you need to be able to build WBS diagrams?
Homework: Slide 6
Mandatory for everyone: Complete exercise 166 according to the proposed task.
To choose from:
1. Write an essay-reasoning on the topic “To - a polysemantic conjunction.” Use examples of IPPs recorded in class as arguments.
Or
2. Find and extract from texts works of art 4-5 SPP with subordinate purpose.
Self-esteem:
Rate yourself using the rating scale. (Children evaluate themselves) Slide 7
Thank you for the lesson!
Now I will know that...
I was upset that...
I am glad that…
