Complex proposal with apparent consequences. Types of departing offers with examples. Types of apparent circumstances

1. Questions: Pressing goals answer questions what for? for what? for what purpose?

2. Means of communication: Pressing goals are attached to the main sentence unions: so that in order to, then so that in order to, particle unions just if only and etc.

Composite unions in order to, then so that in order to et al. can fully fulfill the function of the Union. However, depending on the meaning and logical stress, the composite union can be divided into two parts. The first part is part of the main offer and is an indicative word - the circumstance of the goal: so that and etc.; The second part of the composite union (so that) remains in the appropriate sentence and independently performs the function of a simple verification union. The comma in this case is placed once - in the middle of the composite union.

General rules for the dismemberment of the composite union to the index word and simple submissions, see paragraph 2.4. Punctuation marks in a complex sentence with one apparent.

3. Place in the sentence: Puttinglemen can stand after the main offer, before the main proposal, in the middle of the main offer.

    For [for what purpose?], to enter the promnity, talk to him, you need to slow down the course of my soul (Soloohin).

    [decree. Sl., ( to - Union),].

    He used his eloquence [for what purpose?], in order to turn sharul from her intention (Pushkin).

    , (in order - Union).

    Commander Brigades accepted the decision to stop Pursuit to dawn [for what purpose?], in order to pull the reserves by the morning (Sholokhov).

    , (so as to - Union).

2.2. Puttinglements that belong to one word in the main sentence

2.3. Puttinglements that apply to the whole main sentence

In Russian, proposals are divided into simple and complex. Their difference is that simple have one grammatical foundation, there may be two or more in them. In syntax structures consisting of several parts, one of three types of communication can be used: writing, non-union or supervisory. Complexed proposals with (grade 9) - the most extensive topic due to the number of values \u200b\u200bof the dependent part of the main one.

The concept of a complex proposal

The syntax design in which one part is depending on the other, is called complex. There is always the main one in it (from which the question is raised) and the apparent part. Suggestions included in such a structure are connected or for example:

  1. The boy understood (what?) That his deception was revealed (The main part - the boy understood, to which the apparent is attached with the help of the verification union "that").
  2. Than to be second in Rome, it is better to be first in the province (With what condition?) (The main offer is better to be first in the province - connected to the dependent union "than").
  3. From the north tree wind (what?), Which forced everyone to fasten the jackets (The main proposal - from the north the wind blew - connected to the apparent union word "which").

Depending on whether parts of the complex proposal are connected, they are divided into 4 types:

  • with the help of alliances to, what, how (I was heard as the wicket creaked);
  • with definition additives joined by the Union words what, whose, what, where, where other ( I bought a car that had long dreamed of);
  • with connecting add-on using allied words why, why, why and that (In the evenings, Mom has been kupped son, after which I have definitely read it a fairy tale);
    • We rose to the observation platform, from where the city was visible as much as possible).

The latter type of syntactic designs are divided into types of their value.

Types of apparent circumstances

In complex proposals, the dependent part that answers questions inherent in circumstances is called. Below are presented in circumstanties. The table transmits briefly all their types:

of time

as soon as the curtain rose, did the orchestra play (when?)

places

they came home where they were already waiting for hot dinner and warming grog (where?)

the reasons

children laughed (for what reason?), Because the dog got on the hind legs and curled the tail

conditions

in case, be at night, please call us (with what condition?)

goal

i went to the store (for what purpose?) To buy a bread dinner

concessions

he walked (contrary to what?), despite the fact that the insult on a friend was strong

comparison

outside the window something rocked (what?), as if distant thunderstorm

image image

we did everything so (how?), as was indicated in the note

measures and degrees

the girl was so shy (to what extent?), that he would never speak with a stranger first

corollary

over the summer, Egor has grown, so now she held second place in the ranks (as a result of what?)

Combined proposals with appropriate circumstances are connected by alliances and allied words, depending on the value they define.

Pressure images and degree of action

This type of complex proposals in the dependent part of it gives an explanation of how the action is made or indicates the quality of the quality of the subject of the subject, which is discussed in the main one.

In such syntactic constructions, questions are set to the subordinate proposal: "How?", "How?", "How much?", "To what extent?" other. The dependent part correlates:


A complex proposal with a pressing circumstance image is always built in such a way that the main part is facing dependent. If you change them in places, it is formed another value. For example:

  1. The snow was so bright (to what extent?) That the eyes began to get clogged a few minutes away on the street.
  2. The eyes began to get to get away after a few minutes staying on the street (for what reason?), Because the snow was so bright.

Putting time

When the dependent part of the B indicates when an event was performed, then this is a complex proposal with an apparent circumstant time. At the same time, the dependent part refers not to a separate concept, but to the whole main, and gives answers to questions "When?", "How long?", "How long?", "Since when?"

They are connected with the help of temporary unions "when", "as soon as", "barely", "while", "until", "Since" and others. At the same time, in the main sentence, there may be words that have a time value, for example "then", "after", "until then", etc. For example, complex proposals with apparent circumstances from the literature:

  1. On that day (when exactly?) When I accepted this decision, someone hit me at the bar (A. Conan Doyle) at the bar.
  2. And now sit here a bit here (how long?), While I run a snack (J. Siemeon).

In such syntactic structures, complex unions can be used, which are separated by a comma into two parts. At the same time, one of them is in the main sentence as an index word, and the second is in the apparent in the form of a union ( Already passed 30 years since he left his hometown).

In the event that there is no indicable word, the dependent part may be both before and after the main one, but in two cases it is fixed:

  1. If complex suggestions with appropriate circumstances use unions "as", "as suddenly", then they are after the main thing ( Lunch has already walked towards an end, as another guest suddenly arrived).
  2. If double unions are used, such as "when ... then", "only ... as", "when .... then. " In this case, the apparent is in front of the main part, and the second fragment of the double union can be omitted ( When the first snow falls, then the pack will move south).

In other cases, the place of the apparent can change without affecting the sense of the proposal.

Putting places

A complicated proposal with appropriate circumstances (examples below) may indicate a place of action or its direction. It answers questions "Where?", "Where?", "Where?" And refers to a specific word in the main part, which can be pronounced by adverb (there, there, from there, everywhere, everywhere and others).

  1. Everywhere (where exactly?), Where neither throw a look, there was water.
  2. I come from there (where?), Where they never knew poverty.

Configure a complex proposal with the apparent circumstances of the Union words "Where?" Where? "," Where? " The dependent part in such syntax structures is standing after the word determined.

Pressing conditions

Complexed proposals with pressing circumstances give an answer to questions "With what condition?", "In which case?" Such syntactic structures indicate the conditions under which the actions called in the main part are performed. In them, the dependent proposal may be treated both to the main part and to a separately faithful, and to join with the help of unions "if", "as" (in the definition of "if"), "Kolya", "Kohl" and "when" Roles "If").

A complex proposal with apparent circumstances (examples below confirm this) conditions may be, both to the main and after it:

  1. How do you want to be like this (on what condition?).
  2. You can get a chance to win in the lottery (in which case?) If you buy tickets regularly.
  3. If you buy tickets regularly, you can win in the lottery (the content has not changed from the permutation).

Often, such syntax structures use unions consisting of two parts: "If ... then", "if .... So "," if ... Then "( If tomorrow it rains, we will not go for mushrooms).

Pressing goal

Objectives indicate how the action is made indicated in its main part. They give answers to questions "Why?", "For what purpose?", "Why?"

Parts of such a syntactic structure are joined by unions "so", "in order", "so that", "if only", "then" and others, for example:

  1. To get faster, he accelerated the steps (for what purpose?).
  2. In order to be useful people, you need to work a lot on yourself (for what?).
  3. I said it for that (why?) To film the Father.

Complex unions can be separated, then a comma is standing between them. One part remains in the main sentence, and the Union "To" is dependent.

Pressing reasons

Complexed proposals with pressing circumstances indicate the basis of what is said in the main part. The dependent offer is fully refer to the main thing and answers questions "For what reason?", "Why?" Why? " and joins unions "because", "good", "since", "because", "because" and others, for example:

  1. Due to the fact that we were rally, the rivals could not defeat us (for what reason?).
  2. She was sad (why?), Because the autumn brought rains and cold.
  3. We decided to make a halt (why?), Because they went six hours in a row.

Applying proposal in such syntactic structures is usually standing after the main one.

Appearance

In complex proposals with similar appendages, it is indicated for the conclusion that is made by maintaining the main part. It answers the question "What happened because of this?" The dependent fragment joins the main union "So" and always comes after it, for example:

  1. The heat intensified (what happened because of this?), So I had to look for shelters.
  2. The girl was crying (what happened because of this?), So I had to give up her request.

This type of constructs with apprehensive degrees should not be confused and the measures in which the "so" is used and the Union "What" ( Over the summer, he tanned so that his hair seemed white).

Putting concessions

Complexed proposals with these appendages give explanations to the events that occurred contrary to what was discussed in the main part.

They answer questions "Despite what?", "Contrary to what?" and join the main part:

  • unions "though", "at least ... but", "despite the fact that" let "" let "( There were big puddles on the street, although the rain was walking yesterday);
  • allied words with a particle "Nor" - "as nor", "how much" "so that neither" ( How many Mastered grandfather chair - a rocking chair, it went out in his crifroce).

Thus, the apparent concessions indicate why the action has not worked.

Sections: Russian language

Objectives:

1. To introduce complex suggestions with appropriate circumstances.

2. To form the ability to distinguish the types of appropriate circumstantial in value, issues, communications; Simple and composite unions in s / n proposals with apparent circumstances.

3. To bring up hardworking, independence.

Equipment: textbook "Russian language. Grade 9, computer, projector, screen, distributing material (test), distributing didactic material.

During the classes

I. Org. moment. (Teacher's orders that organize class work).

II. Repetition of the material studied.

1. Work at the computer. (Perform jobs from disk, 2 student work in turn)

2. Theoretical questions.

What is the difference in a complex offer from a simple sentence?

What types are complex suggestions?

What is the difference between complex proposals from complex?

What types of complex offers are known to you?

What are the complex proposals with the apparent definitions?

What are complex sentences with applied suggestion?

3. Dictation. Write proposals and build schemes.

1) The ink was so deeply penetrated into the parchment that the most cruel blade could not be ejected traces of text.

2) Sometimes it can sometimes moisten a manuscript in one way or another chemical composition to spoke to the surface of a bluish or reddish outline of the old text.

3) And before her invention, the materials that our ancestors used for writing were stone, clay and metal.

III. Preparation for GIA. Test tasks from Part V. (3 slides)

IV. Message themes and lesson purposes.

Today we will get acquainted with the kinds of consulting additives. Most of the circumstances have the same meanings as the circumstances in the simple sentence, and therefore respond to the same questions and are divided into the same species.

Let's remember what kind of circumstances do you know? (Action, degree, seats, time, conditions, reasons, goals, concessions)

And how do we distinguish the types of circumstances? (On issues)

Types of appropriate circumstances we will also distinguish on issues, as well as by unions and allied words, with the help of which they join the main sentence.

  1. Study of theoretical material using projection on the screen. (From the academic disk)
  2. Study of species of the apparent circumstances on the table of the textbook.

Consider the table.

Putitive circumstances

Or degree image How, how much, how much, that, as if, as if, as if dr. The girl told so well (how?) That no one had questions.
Places Where, where, from where Traffic police walked there (where?) Where did the noise of cars, from where the noise was heard.
Of time When (when ... then), while, as soon as, barely, since (since then, as), as long as (as long as), etc. I'll be back (when?), When it is spreading the branches in the spring of our white garden.

(S.A. Jenin)
Conditions If (if ... then), when, times, etc. I will come to you tomorrow (with what condition?), If you do not mind.
The reasons Because, because, due to the fact that, since, because, due to the fact that Need to light the lamp (why?), Because it becomes dark.
Goal To, in order to etc. We went through the field (why?) To shorten the path.
Comparison How, than, as if, as if, exactly, etc. In front of the thunderstorm in the forest, it became quietly (how?), As if everything died.
Concessions Although, despite the fact that, let him No matter how hurried to the station, they still were late for the last train (despite what?).
Corollary So that She did not read anything, so she did not pass the exam.

How many appropriate circumstances stand out?

What kind of appropriate does not find compliance with the circumstance in the simple sentence? (Pressure consequences)

3. Fiziminutka.

V. Fastening. Exercise textbook.

Spish, arranging punctuation signs. Indicate the apparent offers, as well as unions and allied words attaching the apparent to the main one.

1) Where there had previously been the mouth of the river trail of the Beat ... Failures on the mountain.

2) Wherever you can see everywhere hills.

3) When we reached the top of the mountain Sun has already managed to rise.

4) In the morning as soon as we moved away from Bivak immediately came across the path.

5) There should be a sun hiding behind the horizon because it suddenly became dark.

Vi. Perform test tasks.

(Handout)

1. Find a complex proposal.

    1. I was going to get up, how sidden my eyes stopped on a fixed human image.
    2. I looked: it was a young beautiful girl.
    3. She was sitting in twenty steps from me, thoughtfully having hung his head and dropping his hands on his knees.
    4. The left, the far coast is still silent in darkness, and darkness draws huge ridiculous figures there.

2. In which sentence is the apparent before the main one?

    1. I did not immediately realize what happened.
    2. Will I can now help you - I do not know.
    3. The hostess asked us whether we were leaving tomorrow.
    4. Apple trees are disappeared, because the mice have grilled all the bark.

3. In which sentence is the apparent cost inside the main one? (Punctuation signs are not arranged.)

    1. When she returned home, then I thought that it was hardly here she would be happy and what to go from the station much more interesting than live here.
    2. Without waiting until heated, he turned around his woven pushed the constipation entered the horse and his full sleeping people fell into the hut.
    3. Driving to the court of chikchikov noticed on the porch of the host himself who stood in the Green Sultuka putting his hand to the forehead in the form of an umbrella before his eyes.
    4. It was still early so early that the sun had not yet had time to rise above the honeysuckle thickets and in the garden was cool.

VII. The results of the lesson.

What did they meet today in the lesson?

What types of appropriate circumstances are allocated?

How to distinguish these types of apparent?

VIII. Homework: p. 12, exercise 74 (distributing didactic material).

Complexed proposals with apparent consequences and connecting

Objectives: improve spelling and punctuation skills; to deepen the receipt of students with adoption of information about the PTP, distinguish the specified views of the appropriate proposals, to determine the means of their connection with the main one; to give the concept of pressing consequences and appointed attachments; Improve the skills of the alignment of punctuation signs in NGN.

Developing: Work on the observance of the orthoepic norms of the language.

Educational: Contribute to the education of speech culture of students;

equipment: Tutorial, distribution material.

type of lesson: combined.

During the classes

I. Organizational stage

II. Reiteration.Actualization of reference knowledge

1. Let's start with a small linguistic warm-up.

Task 1. Arrange the emphasis in the words: Balov butt, Doc. e.nT, Zad. aboutlow, ringing andsch, new catalog aboutg, Kras. andvEY, MASTERSK and, reliever andt, Ugugub anddraw, make up aboutp, table ir, N. butchal laugh started but, party e.r. (cards)

2. Find the phrases with the "Office" link: (board)

    Satisfied with success;

b) driving a car

d) characteristic features

e) a brick wall.

3. In which sentences there are speech errors? (board)

    I want to warn those who do not know the rules of the road.

    About the ninety of applicants received the highest score on the exam.

    In both athletes, the results were the same. (both)

    In the city ran streams on asphalt. (The word asphalt does not have a form of a mn. numbers)

4. Practical work with linguistic material (cards)

- Read SPP and specify the apparent offers and their values.

1) We went down to the river where children bathed. Places (Union words: where, where, from where):

2) When you called, I slept. Teemless (Unions: When, while, only, only):

3) If he invites me to the movies, I will go. Conditional (Unions: If, if (statute):

4) Anna did not come to an additional occupation, because she knew nothing about him.

causal (Unions: Because, because because (statute):

5) Call Anne so that she also knew this news. target (Unions: To, in order to (Study.):

6) Dimka does not really like mathematics, although he has good mathematical abilities. Sefing (Union though):

III. Setting the goals and objectives of the lesson .

What circumstant, we have left to meet? (Corollary and PSP with appointed attachments).

Name the purpose of our lesson. (We will get acquainted with the subordinate proposals of the investigation and with NGN with pressing attachments).

Working with a table.

Acquaintance with new material. Candidate proposals of the investigation.

The apparent investigatives draw up the importance of the effect, the result, withdrawal, while in the main part of the NGN is the reason, the base. The dressing part joins the entire main part through the composite union so it is located after the main offer (in postposition).

Let's look at a few examples:

1. [ Knowing everything increased] , (so it became hard to breathe). , (so that).

2. [We sat on the corner of basticabout on], (so on both sides could see everything). , (so that).

Output: In both suggestions, the additives answer the question "What follows from this?" are joined by the compound allianceso that.

(Bastion - Fortress Military Strength.)

Note!

1) So - the only union, which is used in the apparent effect, and it is used only in this type of apparent.

2) Union so it cannot be dismembered into two parts as many other composite unions. It is always fully part of the apparent. If this union is dispelled, then not only the structure of the sentence will change, but also the value of the apparent one.

(Board) Compare:

He dressed warmly, so that the frost is not afraid of - Pressing consequences with the Union so;

He got dressed so that the frost was not afraid of - Pressing image of action and degree, so - the indicative word in the main sentence, which is the subordinate union in the apparent.

Acquaintance with new material. SNP with pressing attachments.

Familiarization with theoretical material of the textbook page 80

1) questions: Appointed attachments answer questions: What is the conclusion from this? What is the evaluation of this? What can be noted about this?

2) Tools: Approaching attachments are attached to the main sentence with the help of union words: (in various forms without prepositions and with pretexts), which is why, why.

3) Place in the sentence: Approaching attachments stand after the main offer, and in the most important there are no pointers for following the proposals of this type (except intonation showing that the proposal is not completed).

The main proposal in the complex proposal with the appointed attachment is complete in form and content. The appointed attachment contains an additional message, an assessment of the situation in the main sentence, the output, separate comments about the message in the main part.

For example: (card)

    Such [Wild, desert, irresistible]taiga affects the psyche of people, which was noticeable and on my satellites (Arsenyev). In this case, the appropriate proposal provides observation confirming the general judgment expressed in the main sentence.

    Working on the Jashma, Russian artists and masters learned to understand and appreciate the stone, search in him the most artistic design, merchant the idea of \u200b\u200bthe artist with the properties of the material, which is one of the greatest achievements in the history of stone art (Fersman). In this pressing offer, an assessment is expressed.

    By destroying the fish in one of the area, the otter moves up or down the river, for which goes along the shore (Arsenyev). This pressing offer provides an extension message.

In general, complex proposals with pressing attachments are close to the meaning to complex and non-union complex proposals. Not by chance allied wordswhat, why, why Can be replaced by indicable pronouns and prime adverbs: what → it; Why → because of Why → then.

(board)

1) During the strong storm, it turned out with the root of the old pine, which is why this pit was formed.

2) It was not in the house why I left a note.

3) A steamer could be worn into the sea that with full storm threatened him to death.

V. Fixing a new material

UPR. 187 orally.

1 group - UPR. 186. To write off proposals with apparent consequences. (1, 4, 6, 7) boys

2 Group - UPR. 188. - write off proposals with pressing attachments. (4 5 6) Girls

At the board - a syntactic analysis of the sentence. (Masha)

[Air gone So rare] , (whatit was painful to breathe). (Antifreeze., Non skins., SNPs with an appropriate degree, refers to a leakable with an indicative word and joins the main thing with the help of the Union that; the main thing is the dvusost, the printer ,; the apparent - one-way, impersonal, nerepr.).

Questions to students:

    What kind of additives got acquainted?

    What are the apparent proposals are called condative effects?

    What question do they answer?

    What unions they attach to the main thing?

VII.Homework

1. Repeat theoretical material on the topic "SPP with apparent circumstances." table

2. Perform (writing)194 or 192. by choosing students.


Card (Kolya, Sasha N., Sasha K., Sergey)

І. Expressively read the sentences, making a pause at the place of the sign //. Spish, arranging punctuation signs. Stress the union that attachs the apparent effects. Open parenthesis.

1. Natasha we have yesterday (in ) The first performed on the scene // So it can be congratulated with a successful debut. 2. The hands and feet of the captive were (on the ) it's dead // so he could only move his head (B. Akunin ). 3. They passed (in ) Little // So the splashes of cold dirt got to my face (V. Bogomolov ). 4. Buffetcher (in ) MiG pulled my head in my shoulders // So it became clear that he was poor man (M. Bulgakov ). 5. Suddenly and silently the roof of this house took off (on the ) Top with a black smoke club A walls collapsed (in ) bottom // So there is nothing left of the two-storey box (M. Bulgakov ).