Lecture on the topic: “Complex sentence. Main types of complex sentences

Prepare for a message on the topic "Complex Sentence." Make a preliminary plan in the form of interrogative sentences. Provide examples for each point in the plan.

Answers:

(open theory p. 35) 1) What are sentences consisting of several clauses called? 2) What are sentences without conjunctions called? 3) What sentences are called allied? 4) What are the main means for connecting simple sentences? 5) Depending on what, complex sentences are divided into non-union and allied? 6) What else are union proposals divided into? 7) What sentences are combined into complex non-conjunctive ones using intonation? EXAMPLES I DON'T KNOW sorry:-(((

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1. To imagine Vera’s life, / 1 he had to be transported a quarter of a century ago, while, / 2 When he was a student, thin, active / 3. ( to- p.) 1 , [ noun + uk. sl.] 2 , (When- With. next) 3 - SPP with parallel subordination.
2. If he [Paustovsky] will write, / 1 What there was a vague whiff of violets from the distant glacier, / 2 That this is also does not mean, / 3 What the smell of violets could actually be heard at a distance of several kilometers / 4. ( If- With. Ch.) 1 , (What- p.) 2, [ then ch.] 3 , (What- p.) 4 - SPP with parallel and sequential subordination.
3. When everyone went out to dinner / 1 And she was left alone with Ulyasha, / 2 Zhenya remembered, / 3 How Everyone in the kitchen laughed at her stupid question / 4. The SPP sentence consists of 4 simple sentences; the third is the main thing, the rest are subordinate clauses; subordinate clauses are connected with the main one uniformly and in parallel.
   I and II clauses (sentences 1 and 2) are clauses of time; they refer to the entire main clause (sentence 3); means of communication - union When(in the second subordinate clause the conjunction is omitted, but can be restored); subordinate clauses come before the main clause. The clauses of time are connected to each other by a single connecting conjunction And, so there is no comma between them.
   III clause (sentence 4) is an additional clause; it refers to the predicate in the main clause I remembered expressed by a verb; means of communication - union How; the subordinate clause comes after the main clause.
   (When- p.) 1 And (-) 2 , [Ch.] 3 , (How- p.) 4 - SPP with homogeneous and parallel subordination.
4. They were sitting at one of the windows, / 1 which were so dusty, prim And huge, / 2 What seemed some institutions bottle glass, / 3 Where can't stay in a hat. [ noun] 1 , (which- With. sl. cr. adj. + uk. sl.) 2 , (What- With. noun + uk. sl.) 3 , (Where
5. And the next morning she began to ask questions about, / 1 What is Motovilikha / 2 So what they did it there at night, / 3 and found out, / 1 What Motovilikha - state plant / 4 So what they make cast iron there / 5. [ noun + uk. sl., 1 (What- With. next) 2 And (What- With. next) 3, Ch.] 1 , (What- p.) 4 And (What- p.) 5 - SPP with parallel and homogeneous subordination.
6. Before talk about your journey to the “land of unafraid birds”, / 1 me I want to explain , / 2 Why I took it into my head to leave the center of the intellectual life of our homeland in such wilds, / 3 Where people hunt, fish, believe in sorcerers - in a word, they live an almost primitive life / 4. ( before- p.) 1 , [ Ch.] 2 , (Why- With. sl. noun + uk. sl.) 3 , (Where
7. When Zhenya later remembered that day on Osinskaya street, / 1 Where they lived then, / 2 he always seemed to her like this, / 3 what she saw him on that second long day, at the end / 4. ( When- With. noun) 1 , (Where- With. next) 2, [ places-tale] 3 , (what- With. next) 4 - SPP with parallel and sequential subordination.
8. In the building talked, / 1 What the general himself would be even more angry, / 2 What his irresistible fierceness was tamed by the quiet, like an angel, general's wife, / 3 which none of the cadets saw / 4 because she was constantly sick, / 5 but which one everyone considered him a good genius who protected the cadets from the ultimate cruelty of the general / 6. [ Ch.] 1 , (What- p.) 2 , ( What- With. noun) 3 , (which- With. next) 4 , ( because- p.) 5, But (which- With. Sl.) 6 - SPP with consistent and homogeneous subordination.
9. Pierre, / 1 on which looked condescendingly, / 2 When He was an illegitimate son, / 3 whom caressed and glorified, / 4 When He was the best groom Russian Empire, / 5 after his marriage, / 1 When brides and mothers there was nothing to expect from him, / 6 strongly lost my mind society / 1 . [ noun 1 , (on which- With. next) 2 , ( When- p.) 3 , ( whom- With. next) 4 , ( When- p.) 5 , 1 , ( When- p.) 6, ] 1 - SPP with homogeneous, parallel and sequential subordination.
10. Kutuzov ordered to prepare for a new battle, / 1 to finish off the enemy, / 2 not because, / 1 to he wanted to deceive someone, / 3 but because, / 1 that he knew, / 4 What enemy defeated / 5. [, 1 ( to- p.), 2 uk. sl., 1 (to- p.), 3 uk. sl.] 1 , (what - p. Ch.) 4 , (What- p.) 5 . - SPP with parallel, homogeneous and sequential subordination.
11. On a quiet August afternoon, / 1 When everything in nature sparkled and shone, / 2 But according to some still imperceptible signs, the quiet sadness of fading was already felt in the hot air, / 3 on the bank of a tiny river meandering with a soft murmur between the bushes, on a small sandy beach there was a sunbathing several pilots / 1 . [ , 1 (When- p.) 2, but (-), 3 ] 1 - SPP with homogeneous subordination.

    1

    time ↓

    (When- s.) 2, but (-) 3

12. And dad read it a note about that, / 1 What last night, the seismic station of the observatory noted small tremors in our city - a consequence of distant earthquakes,/ 2nd epicenter whom located on the Asia Minor coast of the Black Sea, in Turkey, / 3 Where destroyed several villages / 4 . [noun + uk. sl.] 1 , (What- With. noun) 2 , (whom- With. sl. noun) 3 , (Where- With. next) 4 - SPP with sequential subordination.
13. Zuev liked Stepan Bukov with feeling inner dignity , / 1 which characteristic of people who have never sacrificed anything for this reason, / 2 to it was easier for them / 3 When difficult for others / 4 . [ noun] 1 , (which- With. sl. uk. sl.) 2 , (to- p.) 3 , ( When
14. But that's why Litvinov is so calm and simple, that's why looks around so confidently, / 1 What his life lies clearly, clearly before him, / 2 What his fate was determined / 3 So what he is proud of this fate and rejoices at it / 4. [ cr. etc., Ch. + uk. sl.] 1 , (What- p.) 2 , ( What- p.) 3 and ( What- p.) 4 - SPP with homogeneous subordination.
15. Hunters repeatedly noticed, / 1 What / 2 as soon as wapiti will visit the salt licks, / 3 That roe deer leave them for a more or less long time / 2.
    The SPP sentence consists of 3 simple sentences; the first is the main thing, the rest are subordinate clauses; subordinate clauses are connected to the main clause sequentially.
    I clause (sentence 2) is an additional clause; it refers to the predicate noticed expressed by a verb in the main clause; means of communication - union What; the subordinate clause comes after the main clause.
    II clause (sentence 3) is a clause of time; it refers to the entire main clause (sentence 2); means of communication - double union as soon as... then; subordinate clause in the middle of the main clause. Two unions what, as soon as at the junction of different subordinate clauses they will not be separated by a comma, since what follows is the second part of the double conjunction - That.
16. What would neither was waiting ahead, / 1 what would neither was tomorrow, / 2 it glad, / 3 What back / 4 So what will meet this day with comrades / 5. ( whatever- With. next) 1 , ( whatever- With. next) 2, [ cr. adj.] 3 , (What- p.) 4 and ( What- p.) 5 - SPP with homogeneous and parallel subordination.
17. Accompanied by a telephone operator with a reel of cable and two messengers, they found themselves at the top, / 1 When the sun was already approaching the horizon / 2 And its first rays tried to break through sky covered with clouds and a veil of smoke / 3. 1 , ( When- p.) 2 and (-) 3 - SPP with homogeneous subordination.
18. He [Zvyagintsev] tried painfully recall, / 1 How what these places looked like before / 2 to get your bearings And define, / 3 Where plant located / 4. [ Ch.] 1 , (How- With. next) 2 , ( to- With. Ch.) 3 , (Where- With. Sl.) 4 - SPP with homogeneous subordination.
19. He I was happy to meet Ivan Maksimovich not only That's why, / 1 What since the battles on Luga I had not seen Korolev and knew nothing about his fate, / 2 but also That's why, / 1 What with the unexpected appearance of Korolev, Zvyagintsev’s feeling of some alienation that possessed him disappeared, passed without a trace, uncertainty about, / 3 What he will be able to quickly find his place in this non-military team / 4. [ uk. sl., 1 (What- p.) 2, uk. sl.] 1 , (What- With. noun + uk. sl.), 3 (What- p.) 4 - SPP with uniform and consistent subordination.
20. If at first he thought, / 1 What he is wasting precious time / 2 What he must manage something, command something, / 3 That now he I was convinced that, / 4 What air defense is well organized / 5 And It is very useful for him to familiarize himself in more detail with the formulation of the case / 6. ( If- With. Ch.) 1 , (What- p.) 2 , ( What- p.) 3, [ then ch. + uk. sl.] 4 , (What- p.) 5 And(-) 6 - SPP with sequential, parallel and homogeneous subordination.
21. They [old people] talked, / 1 What, / 2 When the tunnel will end, / 3 we need to move the wagons to Bek-Tash, / 2 because“the man with the wooden nargil” (that’s what they called Khorobrikh, who never let go of his pipe) wants to build a railway from the northern fields to Bek-Tash / 4. [ Ch.] 1 , (What- p., 2 ( When- p.), 3), 2 ( because- p.) 4 - SPP with sequential and parallel subordination. The sentence is complicated by an insertion construction - a sentence that's what they called Khorobrikh, who never let go of his pipe, which is highlighted in brackets and is not included in the overall scheme of the sentence.
22. I Think, / 1 What / 2 If I wish I could get to the North Pole or, say, the magnetic pole, / 3 That there would definitely be a boy with a fishing rod sitting and sniffling, watching over the hole for cod, and at the magnetic pole picking out a piece of magnet from the ground with a broken knife / 2 . [ Ch.] 1 , (What- With. 2 ( If
23. Many had been dragging their feet for a long time, but walked with all their strength, knowing, / 1 What / 2 If they will not go out onto the highway until the evening and will not cross it at night, / 3 That all their previous efforts are meaningless / 2. [ deepr.] 1 , (What- With. 2 ( If- p.), 3 then) 2 - SPP with sequential subordination.
24. Artemiev confirmed, / 1 What leading surgeon of the medical battalion all That same, / 2 What was under Serpilin / 3. [ Ch.] 1 , (What- With. places-tale), 2 (What- With. next) 3 - SPP with sequential subordination.
25. Sintsov explained him, / 1 What, / 2 before to go to the army, / 3 wants to visit the Dnieper tomorrow together with a correspondent, in that regiment, / 2 Where Many German tanks were knocked out today / 4. [ Ch.] 1 , (What- p., 2 ( before- p.), 3 noun + uk. sl.), 2 (Where- With. next) 4 - SPP with serial and parallel subordination.
26. Having reported general All , / 1 What it was necessary / 2 he passed V my room, / 1 wherein Having returned a long time ago and waiting for him, Prince Galtsin sat reading novel, / 3 which was found on Kalugin’s table / 4 . [ deepr. + uk. sl., 1 (What- With. next), 2 noun] 1 , (wherein- With. sl. noun), 3 (which- With. next) 4 - SPP with parallel and sequential subordination.
27. We calculated, / 1 What / 2 If let's go along the path / 3 That let's go out to the Naina River to the Koreans, / 2 A /If let's go straight / 4 That let's come to the seashore / 5. [ Ch.] 1 , (What- With. 2 ( If- p.), 3 then), 2 A (If- p.) 4, (- then) 5 - SPP with sequential, homogeneous and parallel subordination.
28. He instantly judged, / 1 What, / 2 Bye only three Germans see him, / 3 he has no reason to be the first to get into a fight, / 2 A, having reached nearest groves , / 4 Where there may be no Germans, / 5 he even has a chance to escape in that case, / 4 If these three will raise a belated alarm / 6. [ Ch.] 1 , (What- p., 2 ( Bye- p.) 3 ,) 2 , A (- noun, 4 (Where- With. next) 5, uk. sl.) 4 , (If- p.) 6 - SPP with parallel, sequential and homogeneous subordination.
29. And of course they did not notice, / 1 What on one of the pages of this newspaper is printed that same poem, / 2 which Byron mentally recited, / 3 When in the carriage that took him to London, he was preparing for a speech, which, alas, did not change anything / 4. [ Ch.] 1 , (What- With. noun + uk. sl.) 2 , (which- With. next) 3 , ( When- p.) 4 - SPP with sequential subordination.

Exercise 51

1. Because of the heat, a dry wheel suddenly splits right up to the hub, the spokes stick out like a bunch of bitten pegs, the cart falls on its side with a knock, and piles of newspapers fall out (SBP; enumeration relations). 2. We wait for the nesting doll for an hour, another - it’s not there (SBP; relations of opposition, you can insert a conjunction between the parts A). 3. Shmakhin looked at his watch: it was only ten minutes to seven (SBP; additional relations, you can insert “and saw that” between parts). 4. You do not want to answer / 1 - I will say/ 2 (SBP; consists of two parts; conditional relations; a conjunction can be inserted before the first part If; that's why there's a dash). 5. You can’t understand Russia with your mind, you can’t measure it with a common arshin / 1 : she has become special/ 2 - you can only believe in Russia/ 3 (SBP; consists of three parts. Between sentences 1 and 2 - causal relationships; a conjunction can be inserted between the parts because; That's why there's a colon. Between sentences 2 and 3 there are relations of consequence; you can insert an adverb between parts That's why; that's why there's a dash). 6. The rye is ripening - you care: no matter how it gets hit by hail, it doesn’t dry out without rains in the heat, it doesn’t depend on the rains (SBS; 1 and 2 - temporary relationships, you can insert a conjunction before the first part When; 2 and 3 - explanatory relationships, you can insert before the third part namely). 7. I wanted to get up / 1 - everything was spinning fast in front of me / 2 ; wanted to scream / 3 - the tongue became silent and motionless/ 4 (SBP; consists of four parts. Between sentences 1 and 2; 3 and 4 - adversative relations; a conjunction can be inserted between the parts But; That's why there's a dash. Between the first group of sentences (1 and 2) and the second group of sentences (3 and 4) there are enumeration relations; since within each group there are other signs, a semicolon is placed at the boundary of these groups, between sentences 2 and 3). 8. You will become too smart / 1 - perhaps I don't want to live / 2 ; you will become richer all people / 3 - will be jealous/ 4: I’d rather pick and eat the third (magic, wrinkled apple) / 5 (SBP; 1 and 2, 3 and 4 - condition relations; you can insert a conjunction before the first and third parts If; between group 1 and 2 and group 3 and 4 - enumeration relations; sentence 5 contains the conclusion; can be inserted That's why). 9. He blushed: he was ashamed to kill an unarmed person (SBP; relations of cause, a union can be inserted between parts because). 10. I crawled along the thick grass along the ravine, I looked / 1: the forest ended / 2, several Cossacks they leave it to the clearing / 3 (SBP; 1 and 2 are additional relations, you can insert “and I see that”; 2 and 3 are enumeration relations). 11. The white blanket is thrown to the floor, the house is empty, Vera Nikandrovna one (SBP; enumeration relations). 12. Emerald frogs jump underfoot; between the roots, having raised its golden head, it lies and guards them (SPB; enumeration relations; since the sentences are distant from each other in meaning and the second sentence is common and has its own commas, a semicolon is placed between the parts). 13. He noticed some special disrepair in all the village buildings / 1: the logs on the huts were dark and old / 2; many roofs leaked like a sieve / 3; on others there was only the ridge at the top and poles on the sides in the form of ribs / 4 (SBP; 1 and 2 - explanatory relationships, words can be inserted between parts namely; 2, 3 and 4 - enumeration relations; since the sentences are distant from each other in meaning, and the third and fourth sentences are common and have their own commas, then a semicolon is placed between the parts). 14. Here are my conditions for you: you will now publicly renounce the slander and ask me for an apology (SBP; explanatory relationships, words can be inserted between parts namely). 15. The silence in the house was gradually broken / 1: somewhere a door creaked / 2; someone's footsteps were heard / 3; someone sneezed in the hayloft / 4 (SBP; 1 and 2 - explanatory relationships, words can be inserted between parts namely; 2, 3 and 4 - enumeration relations; since the sentences are distant from each other in meaning, a semicolon is placed between the parts). 16. Everyone assessed Nagulnov’s behavior differently / 1: some approved / 2, others condemned / 3, some kept a reserved silence / 4 (SBP; 1 and 2 - explanatory relationships, you can insert words namely; 2, 3 and 4 are enumeration relations). 17. After a few moments, I get up and see: my Karagöz is flying, fluttering his mane (SBP; the relations are additional, a conjunction can be inserted between the parts What). 18. I say: I won’t give up (SBP; additional relations, a union can be inserted between the parts What). 19. I also remember: she loved to dress and sprinkle with perfume (SBP; additional relations, a union can be inserted between the parts What). 20. I’ll definitely tell you: you have talent (SBP; additional relationships, you can insert a conjunction between the parts What). 21. Fedor understood: we were talking about a connection (SBP; the relationship is additional, a conjunction can be inserted between the parts What). 22. Alexey decided: it’s enough to pull (SBP; the relations are additional, a conjunction can be inserted between the parts What). 23. Magpie raised his head: above, through the thin vapor of frost, the Golden Dipper shone (SBP; additional relationships, you can insert the words “and saw that” between the parts). 24. I raised my head: in front of the fire, on an overturned tub, a miller’s wife was sitting and talking to my hunter (SBP; additional relations, you can insert the words “and saw that” between the parts). 25. I woke up: the dawn was already breaking (SBP; additional relations, between the parts you can insert the words “and I saw that”). 26. The moon was not in the sky: it rose late at that time (SBP; relations of cause, a conjunction can be inserted between the parts because). 27. He was even frightened: it was so dark, cramped and unclean (SBP; relationships of cause, a conjunction can be inserted between parts because). 28. The windows in the barracks were lit up and then went out: someone was striking matches (SBP; relationships of cause, a conjunction can be inserted between the parts because). 29. A week has passed, another - suddenly a stroller drives into my yard (SBP; the second sentence contains an unexpected connection; a conjunction can be inserted between the parts And; there is a word all of a sudden). 30. Just give him a knife and let him go on the highway - he’ll kill you, he’ll kill you for a penny (SBP; the second sentence contains an unexpected addition, an unexpected result; you can insert the words “and then” between the parts). 31. Before the sun had time to warm up, the whole sky began to hum (SBP; the second sentence contains an indication of a rapid change of events; the words “and immediately” can be inserted between parts). 32. I began to call the owner / 1 - they are silent / 2; knocking / 3 - silent / 4 (SBP; 1 and 2, 3 and 4 - adversative relations, between parts 1 and 2, 3 and 4 you can insert a conjunction A; between the first group of sentences (1 and 2) and the second group of sentences (3 and 4) - enumeration relations; since there are other punctuation marks within each group, a semicolon is placed at the boundary of these groups, between sentences 2 and 3). 33. The brave win - the cowardly perish (SBP; relations are adversarial, an alliance can be inserted between the parts A). 34. There was no way to leave unnoticed / 1 - he came out openly 2, as if he was going into the yard / 3, and slipped into the garden / 2 (1 and 2 - SBP; the second sentence contains a consequence, result, conclusion; an adverb can be inserted between the parts That's why. Inside the second sentence there is a subordinate clause with the conjunction as if, which is separated by commas on both sides). 35. If we win, we’ll build a stone house (the relationship is conditional, you can insert a conjunction before the first sentence If). 36. A good fellow will pass / 1 - he will become poised / 2, a girl will pass / 3 - he will become sad / 4, and the guslars will pass / 5 - they will sing a song / 6 (1 and 2, 3 and 4, 5 and 6 - SBP, conditional relations, before the units 1, 3, 5 can be inserted as a conjunction If; groups 1 and 2, 3 and 4 are interconnected by enumeration relations; Groups 5 and 6 are connected with groups 3 and 4 by the adversative conjunction a - SSP). 37. If you disappear completely, we won’t cry for you (SBP, conditional relationship, you can insert a conjunction before the first sentence If). 38. If he looks, he will give him a ruble (SBP; comparative relations, you can insert a conjunction between the parts as if). 39. He always loved to chat - I knew this very well (SBP; the second sentence has the meaning of accession, contains a pronoun This). 40. They will part / 1, they have already parted / 2 - this thought stunned both (SBP; 1 and 2 are enumeration relations; sentence 3 has the meaning of accession and contains a pronoun this).

№______Lesson plan

Group___ 1POVT-214,1D-214,1PPS-214,1EN-214 ___

Date of________

Discipline "Russian language"

Lesson topic: « DIFFICULT SENTENCE. THE CONCEPT OF A COMPLEX SENTENCE. BASIC TYPES OF COMPLEX SENTENCES."

Goals: teach to distinguish a simple sentence from a complex syntactic structure; deepen the concept of a complex sentence; improve the ability to identify methods and means of communication in complex sentences.

During the classes

I. Organizational moment.

II. Work at the board.

Exercise. Write down the sentences, determine which of them are simple and which are complex, and emphasize the grammatical basics.

Friendly whispering pine trees,

Birches they make noise by the road.

AND We on fertile land

We live without need or worry.

Ya Kupala

III. Lesson topic message. Teacher's word.

A complex sentence is a syntactic construction that contains at least two grammatical bases (simple sentences) and represents a semantic and grammatical unity, formalized intonationally.

Simple sentences within a complex sentence can be connected using conjunctions (coordinating and subordinating), allied words (pronouns and pronominal adverbs) or in a non-union way, that is, only with the help of intonation. In this regard, complex sentences are divided into two groups: allied (complex and complex) and non-union.

Complex sentences, like all sentences, serve for communication between people, express a message, a question or an incentive to action and have the obligatory features of a sentence - the presence of a grammatical basis and ending intonation. This makes complex sentences closer to simple ones, for example:

1. Sky everything again covered clouds, fell down rain.

(M. Gorky.)

2. Blushed Rowan, turned blue water. (S. Yesenin.)

3. He [Pushkin] is for Russian art what Lomonosov is for Russian enlightenment in general.

4. The dusk became thicker, and the stars shone higher. (I. Bunin.)

5. We drove out into barely green fields, over which a lark sang hotly in the sunlight, fluttering its wings. (A. Tolstoy.)

Class assignment. Write down the sentences and answer the following questions orally:

– What sentences are called complex?

– What groups are complex sentences divided into?

– What groups are complex conjunction sentences divided into?

– What means of communication are typical for types of complex sentences?

– What means of communication is common to all varieties?

IV. Independent work with the textbook.

– What in the material in the paragraphs was completely new to you?

– What seemed difficult?

V. Lesson summary.

Homework.§ 7–10, ex. 46, 47.