Synopsis of a lesson in Russian on the topic "Complexly subordinate sentence" (grade 8). NGN with several clauses: examples Is it true that NGN are complex sentences, parts of which are unequal: one depends on the other
Levchuk Lydia Nikolaevna
teacher of the highest category
KSU "Secondary school No. 2",
Atbasar city, Akmola region
This lesson is the first in the system of lessons about complex sentences. The selected tasks will help to activate students' knowledge on the topic, to gain primary skills in working with the SPP.
Subject:Complex sentence.
Purpose: 1. Educational: students will repeat information about a complex sentence, start working with NGN, learn to find the main and subordinate clauses in NGN, see the means of communication between parts of the sentence
2. Developing: the development of the mental activity of students, the development of the ability to work in groups, to evaluate the answers of classmates.
3. Raise interest in the Russian language as a science.
During the classes. 1. Organizing moment
2. Activation of knowledge on the material covered.
BUT) Spelling exercise. A student works at the blackboard. Write a proposal, make an analysis.The rules of conduct must be known, and not reinvented every time.
Type of predicate? "every time" - a member of P?
AT) 2 students make up the SSP module check
WITH) TEST "THIN QUESTIONS". Resource #1. Peer review comment
1. The sentence is studied in the section ... syntax
2. If P is divided into 2 groups, then these are ... simple and complex, allied and allied
3. PP differs from SP ... in the number of grammatical foundations
4. Types of complex sentences ... allied and non-union
5. PP in the composition of the joint venture can be connected ... in meaning, intonation, unions, allied words
6. One-part P ... one main member
7. Grammatical basis…subject and predicate
8. Non-spread P ... without minor members
9. The apples were ripe in the garden and there was a smell of rotten leaves. How many, (0)
Criteria: 1 error - "5" 2-3= "4" 4-5 "3"
Was the assignment helpful?
E) Restore the "SP" module.
Allied - non-union
SSP SPP
What do we know?What do you need to know? Let's talk about SPP in detail. But we know something!
NGN (Common module) RESOURCE 2
Consists of main and subordinate
Adverbial, that to which the question is asked
The main thing from which the question is asked
Means of communication: subordinating union, allied word
Can the dependent P exist without the main one?
What place can a subordinate clause take in relation to the main?
? ASK YOUR QUESTION
REFLECTION. How useful was this part of the lesson for you?
4. Fixing the topic.
1. Find out! SSP PP BSP SPP
1. The sea shone all in bright light, and menacingly the waves beat against the shore.
2. Sleepy birch trees smiled, silk braids tousled.
3. In a smart conversation, you can gain your mind, and in a stupid one, you can lose your mind.
4. The village where Eugene missed, ………was a lovely corner.
1-SSP 2-BSP 3-SSP 4-SPP
To correctly determine the type of P, what needs to be considered?
2. Record 4P. PROCESS: this is an HBS, n/what…..
3. Compose an NGN with a subordinate clause at the beginning, at the end.
Beware of everything that your conscience disapproves of.
Where hope dies, there is emptiness.
4. Dialogue learning. Resource #3
In the sentences below, all are numbered commas. Write down the numbers indicating the commas between parts of the HBS.
As I now see in front of me a long figure in a padded robe and in a red cap, (1) from under which sparse gray hair can be seen. He sits near a table, (2) on which there is a circle with a hairdresser, (3) casting a shadow on his face; in one hand he holds a book, (4) the other rests on the arm of the chair; next to him are a watch with a huntsman painted on the dial, (5) a checkered handkerchief, (6) a black round snuff box, (7) a green case for glasses, (8) tongs on a tray. All this is so decorous, (9) lies neatly in its place, (10) that by this order alone it can be concluded, (11) that Karl Ivanovich has a clear conscience and a calm soul.
Check in pairs. Answer: P No. 1 2 10 11
From which source are the proposals taken? (L. Tolstoy, "Childhood")
5. Bottom line: Do we need NGN?
For what?
What is the best style to use them?
Reflection. Complete the sentence: In the lesson about SPP, I learned……………..
…………………..I was able to repeat…..
…………………..I fixed……………
6. D / Z Write out 10 SPP from the novel "Eugene Onegin".
Exercise 1. Define:
A complex sentence is called ____________________
______________________________________________________________________.
Task 2. Insert the missing letters; open parenthesis; place punctuation marks. Decide if you have a simple or complex sentence in front of you. Choose an answer: 1) a simple sentence; 2) complex sentence.
| № | 1 option | Answer |
| Distant mountains to.. filled up as if (as if) cut out.. from (different) colored k..rton (Paust.). | ||
| Look how quiet it is in August. | ||
| L..sa on the distant (obliquely) mountains as well..lto (red) fox..th fur (Bun.). | ||
| All b .. cuts in the rain as if (would be) happy .. but crying ..t (Prishv.). | ||
| In the yard the acacia bent and m. | ||
| (Some) where it fell .. whether it’s like (bu .. then) blue .. e floor .. sy separate .. le.. y d.. wait (Kor.) | ||
| In ..sleep and summer, as if (as if) pouring ..raining on the expanses of the tundra, snowy owls in ..dut away ..nen ..uy st..r..chewing life (?) n (S.-M.) . | ||
| In the mirrored windows, the fire was just raised.. esya so..nce (Paust.). | ||
| Today is such a day that (at) time to forget about all (not) benefits (M.A.). | ||
| The light of the moon is like people..but pr..tush..n (Akm.). | ||
| № | Option 2 | Answer |
| Try to give the mind as much food as possible .. (L.T.). | ||
| I d .. obviously planned to write about how books are written (?) (Paust.). | ||
| People pon..mayut talent as a zag..tovle..happiness from birth (Prishv.). | ||
| Andersen knew how to be happy all his life. | ||
| The room in which they woke up .. went to the working room rather than to the guest .. (T.). | ||
| Blessed is he who believes .. t .. bad for him .. (Gr.). | ||
| Pr..look..t day as if (as if) (by) captivity and skro..t (?) over the edge of the circumferential mountains (P.). | ||
| It was calm and quiet as after a storm (F.). | ||
| The old clock in the next room .. just softly .. and deafly pr.. beat one ra .. (March.). | ||
| I’m ready pr. |
Task 3. Insert, where necessary, the missing letters; open parenthesis; place punctuation marks. Determine the place of the subordinate clause in relation to the main clause. Choose an answer: 1) before the main sentence; 2) in the middle of the main sentence; 3) after the main clause.
| № | 1 option | Answer |
| When they rustle in the ravine .. l.. fluff and thunderstorms .. r.. bins (zh.. lto) of the red line .. I go into .. green verses (Color.). | ||
| Ran .. in winter, as soon as she lets out .. sleeps .. hall .. bears lie in a den (S.-M.). | ||
| (B) again I planted that corner of the earth where I pr.. led exiled .. for two years (not) noticeable (P.). | ||
| Who lele the land ..t of that land is well ..le ..t (Last). | ||
| In the morning, when the storm subsided, Alexey heard ..l separate ..le..s sounds of battle (Pol.). | ||
| The further we advanced .. went the more deaf st.. it was (into) the circle (T.). | ||
| In the sea .. when perishing ..t k..rabl all the passengers ..azhirs with ..children (?) in the lo ..ku (Prishv.). | ||
| And in life, people gather (?) together because at one .. night (?) ku (not) it is possible to sleep (Prishv.). | ||
| When ..here flowers gather ..swarm fragments on the slopes in ..bottoms (Dolm.). | ||
| Let youth know what price we have achieved this spring (Dolm.). | ||
| № | Option 2 | Answer |
| In the ringing .. every day I am so happy .. that I have no peace! (Vansh.). | ||
| The one who has seen ..l at least once this region and this expanse of that almost (?) Ti birches .. each no..ku is glad to kiss .. catch (Ec.). | ||
| The consciousness of the fact that miracles .. was next to us pr .. move ..t too late .. but (Bl.). | ||
| When grief is in the soul, it’s so .. it’s hard without people (Ch.). | ||
| Whoever (does not) respect himself .. respects him without a doubt, and others will (not) respect (N. Karamz.). | ||
| The one who lived for things ..throws everything with his last ..m breath (Chief.). | ||
| The one who lived for people after death .. lives among the living (Chief.). | ||
| Sume ..t ser ..tse zag ..ret (?) Xia when necessary ..t page ..on (A.B.). | ||
| A person needs light and hot .. I am life (Ketl.) in order to r..sti. | ||
| As long as we have blood and youth in us, I will be faithful (?) to sh..mu (Bl.). |
Task 4. Insert, where necessary, the missing letters; open parenthesis; place punctuation marks. Determine the type of subordinate clause: 1) attributive clause; 2) subordinate explanatory.
| № | 1 option | Answer |
| I stayed .. new to visit .. where I stayed .. visited .. all the visitors came .. living (L.). | ||
| I don’t have such a place in which (not) you live .. and you (M.A.). | ||
| The forest we entered was extremely old (T.). | ||
| It seemed to me .. that it was in tone .. I feel (?) Some kind of (in) dexterity (Kor.). | ||
| Sometimes people..dit..sya such a day that I’m glad..sti (not) oberesh..sya (Paust.). | ||
| The father carefully walked ..l into the nursery ..sm..trel the boys are sleeping (Cat.). | ||
| Any corner of the..mli where you build in..tea.. friends st..novit..sya r..dnym (Yak.). | ||
| When I woke up, for a long time (not) I could figure out where I was (Kor.). | ||
| From the villages .. where I lived that summer to the lake was twenty km .. kilometers (Paust.). | ||
| Sh..gaesh.. and look..sh.. how quickly and many s..crets are opened to you..t d..r..ha (S.Sm.). | ||
| № | Option 2 | Answer |
| There is no (n..) why m..lei of the earth that has grown you..stealed (Bauk.). | ||
| On the precipice .. that towered .. behind in the light .. sky black. | ||
| Pr..bl..the evening’s so and so on ..beautiful (?) but what pr..gives thick ..that colors and (un)usual (?)n..yu le ..bone to air pr..spaces ( Paust.). | ||
| Bucket Big Bear ..ts .. stands on the roofs .. of the house that (on) against (Yak.). | ||
| K..zalos that the city is tired of z..we (Gran.). | ||
| (Not) (in) d..leke from the house .. where the writer lived, a huge poplar grew (Paust.). | ||
| A sandy .. road leads to a bridge .. under which s.. reads (?) Xia and murmurs (not) view .. May speech (?) Ka (Kor.). | ||
| I believe that the forest is pr .. red expression .. the power of pr .. childbirth and the most vivid image .. and its perfection (Paust.). | ||
| From old hunts I know how beautiful the last days of autumn can be (Prishv.). | ||
| I pr .. remembered .. now with .. a tank that was my youth friend (Ec.). |
Task 5. Insert, where necessary, the missing letters; open parenthesis; place punctuation marks. Determine the type of subordinate clause: 1) attributive clause; 2) subordinate explanatory; 3) subordinate mode of action and degree.
| № | 1 option | Answer |
| It is necessary to read and respect only those books that teach to understand the meaning of life (?) or the mother of the desires of people and the true motives of their actions (M.G.). | ||
| The day was so joyful .. but filled with labor that it made me happy .. but to live (V. Inb.). | ||
| Do we remember from a dream that autumn will come? (M.A.). | ||
| The porch .. and the entrance to the hall were stormed so that people with bulging eyes without hats tumbled in there (A.N.T.). | ||
| Those who (did not) get to the performance (not) for a long time ..wail (A.N.T.). | ||
| We must live and act as (as if) the next (?) Generation (St.) is looking at you. | ||
| To a person who himself (n ..) what (does not) know (n ..) about (what) and ra .. tell people (B. Gorb.). | ||
| Telegin felt .. how the blood covered .. his face (A.N.T.). | ||
| It happens (still) so that pr..stanet.t to you one word and (not) give rest (Paust.). | ||
| They say that from time to time it is useful for a person to live in one ... night .. (Paust.). | ||
| № | Option 2 | Answer |
| Thank you spring that you are h..hundred and chess..full of hopes and aspirations! (N. Aseev.). | ||
| The bushes in places were so h..sts that they made up (not) passable forest (Hound). | ||
| Blizzards that break .. in the door .. from the road I (do not) get off .. (Fat.). | ||
| The water was so turbid that the shadow of the steam..of the passage l..stung on it as if on clay .. (Cat.). | ||
| And ver..t(?)sya and miraculous..t(?)sya and hear..t(?)sya that the forest welcomes you (be..) words (S.Sm.). | ||
| And the fog fills up the surroundings so much .. that at least take a lo .. ku and swim on it (S.Sm.). | ||
| And right to the river (?) to .. near the ford such colors are halled .. gly that before the genius of the pr. | ||
| Ran .. it’s in .. sleepy in the flood the river is so full .. it fills .. with water that it’s already (n ..) where pr .. n .. mother water into itself pr .. currents (Prishv.). | ||
| You know .. those that the reg. (Paust.). | ||
| The air is so clean that in .. the bottom of each .. I branch (V. Inb.). |
Task 6. Insert, where necessary, the missing letters; open parenthesis; place punctuation marks. Determine the type of subordinate clause, select the answer: 1) definitive; 2) explanatory; 3) mode of action and degree; 4) comparative.
| № | 1 option | Answer |
| The soul in me froze .. lurked like the sound of .. rivers in a cage .. (Nag.). | ||
| The boy ..k opened his eyes and listened for a long time ..l as a conclusion ..t his silvery trills (not) view ..my f..vets (Yak.). | ||
| Life changes its course .. nile like a river .. changes .. changes its course (N.). | ||
| A great poet almost always sees ..t the world through the eyes of a child as (as if) seeing ..t really for the first time (Paust.). | ||
| Love for people is, after all, those wings on which a person raises (?) Above everything (M.G.). | ||
| How many times have I been convinced that (n ..) that it is good .. e (does not) repeat (?) Xia (Paust.). | ||
| The flash was so .. flax that for a moment .. the blind .. drank it (Fad.). | ||
| Zhur..vli l..tali quickly and quickly and kr..chali sad ..but as if (as if) they called with them (Ch.). | ||
| The golden flock spun in pink ..wool water on the pond like a butterfly ..to a le ..kaya flock with a replacement ..early l ..tit on the star ..zdu (Ec.). | ||
| My first impression..smoldering was so strong and pure that (did not) need reinforcement.. (nag.). | ||
| № | Option 2 | Answer |
| It seemed to me .. that (c) was right .. someone (something) looked ..t (Ver.). | ||
| The shadows of the region ..kov st ..are becoming more ..smoldering as if washed in ..doyu rivers (M.G.). | ||
| And ser..tse (according to) the old b..et (?) how it beat in the old days (Es.). | ||
| The old man spoke with enthusiasm, as if (as if) he was exposing. | ||
| (B) soon I saw .. how from (behind) the extreme doors .. the ditch of the farm .. a man came out onto the road (Shol.). | ||
| It became to me (in) a friend good at heart as (as if) my de..stvo returned (Prishv.). | ||
| It was always so quiet at the lessons that some g..los of teachers..teleys were busy in different rooms. | ||
| I suddenly felt .. I was so happy .. livable that even the heart .. clung to .. (Cher.). | ||
| In my thoughts (not) pr .. usually so .. the desired Metelitsa (not) noticed .. how I left for the village (Fat.). | ||
| Words by themselves l.. lived in that time .. to .. which was now unity .. o needed (Paust.). |
Task 7. Insert, where necessary, the missing letters; open parenthesis; place punctuation marks. Determine the type of subordinate clause, select the answer: 1) definitive; 2) explanatory; 3) places; 4) time; 5) goals.
| № | 1 option | Answer |
| Vn..materially I follow how gold p..strikes in l..shchiny and in p..lyah oak l..sa (Bun.). | ||
| It was bright .. I'm at night .. when so .. notce in the north spying on us .. waking (Prishv.) | ||
| When in a dream .. quietly lowering ..t..sya himself wants to..t..sya to be even quieter (Prishv.). | ||
| Where r..stet can..evelnik s..my custom (?) but keep ..t (?) black grouse (S.-M.). | ||
| I'll be back when ra..kin..t branches (according to) weight.. him our white garden (Ec.). | ||
| A forest of (not) high black .. mouth in .. dipped on that st.. rone (from) where we were going .. yesterday (Kaz.). | ||
| I pob..gu until (not) ras..velo (Fad.). | ||
| As soon as it comes down in l..su dream .. n..thumps on b..cuts, see..leafy showers..stye on (?) ki (S.-M.). | ||
| Among the thick bere .. and firs, the land lives where I live .. vu (S. See). | ||
| Old leaves (?) I lay down in humus so that (would) they say they would make a noise (Sun. Rozhd.). | ||
| № | Option 2 | Answer |
| Work hard my mind! Work while I live! (Vin.). | ||
| Grisha has already experienced ..l the peri ..d of unrestrained naive poetry when he was glad .. there was a composing of any words (Ketl.). | ||
| I also love when there are flowers in front of me, even the most modest ones (V. Inb.). | ||
| When a cruel war roars on tenderness .. increases ..sya ts..na (MA). | ||
| Rain .. vu (l) until autumn .. such that (b) in my soul came the (same) s..neva and clarity (?)ness and peace (M.A.). | ||
| Noise (c) gave wheat where they were k.. howled (Fat.). | ||
| As soon as the ..calf with water pr..winged be..the calm flame of the sky of dreams .. opened ..s (Prishv.). | ||
| One among his own possessions that (b) only to spend time .. to first conceive our Eugene to establish a new order (P.). | ||
| How can I wait .. liv conscious .. what do you know .. I now p.. senku any birds .. traces of all sounds .. rush .. I know a lot (a lot) (in) a circle. | ||
| After I quit smoking, I had (not) been ..t gloom (?) N .. and tr.. vozhn .. settings. | ||
| № | 3 option | Answer |
| To (would) ..do something (something) great, you need to use all the forces of the soul .. to put it in one point (?) Ku (L.T.). | ||
| According to the warehouse of my x..raktera, I am more inclined to see .. all the beam (?) of the neck in people and names .. about this portray .. to press what (would) be before the eyes of people at least some (some) arr. .zetz (Fad.). | ||
| Barely r .. nightfall darkness Lyudmila went to the water .. fall washed (?) With a cold .. jet (P.). | ||
| Where (n) | ||
| (None) any urban sh..fer (not) go..t where Petya and I went through..did the same school of driving (Prishv.). | ||
| The forest we entered was extremely old. | ||
| I thought it was right .. someone was watching ..t (Ver.). | ||
| Oh, what a place .. suddenly ra..p.. rushed in front of us when we min.. felled the forest! (Gonch.). | ||
| Right .. red .. red (from) what is and ugly in the world .. (Selv.). | ||
| Awaken (?) Xia maples from sleep that (b) like butterflies (?) ki leaf (?) I clapped (Zab.). | ||
| № | 4 option | Answer |
| There is no such horse .. that (would) (not) stumble (Proverb). | ||
| East .. mlen (?) And in the midday heat in n .. my t .. ske the earth was waiting for (b) night .. coolness and peace at least gave a moment of oblivion (Bun.). | ||
| Flocks of birds passed .. hoisted over the train and .. chezli (in) gave where the wind to .. chal tr .. vu (Paust.). | ||
| So..nce still warmed..it fell into..rkhushki pines when we were going to the place (Kaz.). | ||
| How a man lakes those places where he lives..vet! (Paust.). | ||
| Evening .. I s..rya start .. starts (?) Xia when so ..nce already s .. goes beyond the ends of the earth (Paust.). | ||
| In order to (would) get to the copse and to the cemetery, one would have to cross a (not) large field (Guide.). | ||
| Since autumn .. when the ponds began to be covered (?) with a film, we (im)patience followed their replacement ..glow (Kor.). | ||
| It's time to pr .. nyat (?) It's up to me that (b) the mischievous soul has already (according to) mature singing (Ec.). | ||
| (I don’t) want that (b) you pr .. created and to smile .. yourself pr .. needed (would) (A.K.T.). |
Task 8. Insert, where necessary, the missing letters; open parenthesis; place punctuation marks. Determine the type of subordinate clause, select the answer: 1) definitive; 2) explanatory; 3) places; 4) time; 5) goals; 6) comparative; 7) conditions; 8) reasons; 9) concession; 10) consequences.
| № | 1 option | Answer |
| We must believe in the possibility of being happy .. I would (would) be happy .. lively (L.T.). | ||
| So much happiness is all (from) the fact that I am connected with people with pr ... kind with the world, for example..zh..n..oh connection..yu (Lug.). | ||
| How many times have I tried to speed up time that n..slo me (in) before (March.). | ||
| If I am a tree, then you are my roots and my crown at the same time .. o (Turg.). | ||
| All gardens, gardens, so d..mov (not) visible (Gonch.). | ||
| Lermontov's childhood was sad .. although he was surrounded ..n by .. work and love (Bl.). | ||
| On the trees ..yah l .. sting the fluff .. thick flakes of the exact (?) But the garden again ra .. started up white .. mi leaf (?) Yami (Kor.). | ||
| Let hl..ba h..roshi and arable land (c) new .. pasha (Proverb). | ||
| My friend and the conductor were still sleeping when I woke up and (quietly) left the house (Kaz.). | ||
| There are (along) everywhere good people where there is a sky h.. blah and w.. yes (Osh.). | ||
| № | Option 2 | Answer |
| I notice ..l that Petrov does not have ..sense of ..fear (Dolm). | ||
| If a storm roars into the light .. how can I keep warm in the warmth .. can I? (Surk.). | ||
| But the moment is terrible when it is striving .. I am not (Boon.). | ||
| In order (to) understand the secret of the Russian .. of whom its great people .. you need to know its past well and deeply (A.N.T.). | ||
| M..yak lit..g your red fire, although it was still holy..tlo (Paust.). | ||
| Petya (never) when (didn't) assume ..gal that the city is so big (V.Kat.). | ||
| How (n ..) split life, it is always one (Bel.). | ||
| How pr..life is red, by the way, and because a person can travel..walk (Beagle). | ||
| His memory was fable .. verbal, so he conveyed .. shaft m .. the smallest details of the incident .. processions (Hound.). | ||
| The close presence of the sea brought back to the world freshness ..st and h..stotu as if (would) immediately ..blowing all the dust from steam ..stroke and pas ..airs (V.Cat.). | ||
| № | 3 option | Answer |
| I | The stars fought and fired silver ..oh h..shui how b..et (?) in the villages. | |
| Nightingale weight .. her night .. on bird cherry trees .. sings because in our groves .. earlier .. above all, she blooms .. tet (Fat.). | ||
| The sky is often obl..h(?) but so we (can’t) see..t (n..) ascension (n..) | ||
| Eloch (?) ka x..r..sha if one r..stet (Prishv.). | ||
| .. giving the institute to .. went like mur .. reed although the lectures had not yet (not) begun .. started (Kor.). | ||
| I vyr..s where my father and grandfather br..dili ro..ko at h..zhih estates (Isak.). | ||
| Although winter came, the river near the villages .. (not) froze. | ||
| Take ... old people without whom (not) there was (b) you! (Tat.). | ||
| Nikita went ..l around the yard p..sm..a third of what (?)sya (A.N.T.) is doing there. | ||
| When a comrade..x agrees..I don’t (not) read to them the “Quartet” (A. Barto.). |
Task 9.
1) Where once everything was empty, bare, now the young grove has grown.
2) I don't know where the boundary is between comrade and friend.
3) Where spring streams rushed then, now streams of flowers are everywhere.
4) This meeting gave us the opportunity to once again talk about the ancient Russian cities, where wonderful people live.
Task 10. In which complex sentence is the attributive clause?
1) Grandfather went to the room allotted to him, from where he did not leave until the morning of the next day.
2) Not knowing where to go from longing and boredom in the house, I went out into the street.
3) Wherever you look, the golden, crimson colors of autumn are everywhere.
4) On the seventh day of his campaign, Alexei found out where the sounds of a distant battle came from on a blizzard night.
Task 11. In which complex sentence is the subordinate clause not is definitive?
1) The most inveterate person has moments when a driven conscience turns like a sharp stone and causes pain.
2) From his stories, Samghin got the impression that Uncle Misha was proposing to call the people to help the intelligentsia.
3) It was heard that people were walking quickly along the street and dragging something heavy.
4) A distant rumble suddenly penetrated the shady gorge where the travelers were traveling.
Task 12. In which complex sentence is the attributive clause?
1) There is so much charm in the Russian winter that all artists will have enough for thousands of years.
2) I consoled myself with the thought that far from the sea this study would not be so exciting.
3) Looking at these buildings, you understand that good taste is, first of all, a sense of proportion.
4) Green's stories were intoxicating, like fragrant air, which knocks us off our feet after a breath of stuffy stories.
Task 13. In what complex sentence No adverbial attributive?
1) The moment came when I realized the full value of these words.
2) The waves sound like they are asking to let them warm themselves by the fire.
3) A plain spreads before them, where spruces have occasionally risen ...
4) I didn’t have such an agreement to carry firewood.
Task 14. Which complex sentence has an explanatory clause?
1) A genius is so inwardly rich that any topic, any thought, incident or object causes him an inexhaustible stream of associations.
2) It was so quiet that from afar one could hear the crackling of the earth breaking from the frost, the rustle of a chilling branch.
3) I hope you will not refuse to dine with me.
4) The dust on the streets is so caustic that it hurts the eyes.
Task 15. In which complex sentence is the subordinate measure and degree?
1) And somehow you suddenly hear that the whole forest, importantly thoughtful for a minute, poured into hundreds of voices.
2) Masha squeezed his hand so friendly and tightly that his heart beat with joy.
3) It is most likely that comets known to us live and travel only within our solar system.
4) Honey, I know what keeps you here.
Task 16. In which complex sentence is the subordinate clause of reason?
1) The sun shone so brightly that everything around sparkled and sparkled.
2) I fell silent because my eyes suddenly stopped on three dusty portraits in black wooden frames.
3) It was so dark that Varya could hardly distinguish the road.
4) The shout seemed to Aksinya so loud that she fell face down on the ground.
Task 17. As part of which complex sentence No adverbial explanatory clause? (No punctuation marks).
1) It is known that elephants are a curiosity with us.
2) To be a musician you need patience.
3) It is quite clear that music conveys the most diverse feelings and moods of a person.
4) Everyone knows that wolves are greedy.
Task 18. In which complex sentence is the subordinate clause of purpose?
1) I pray that the storm does not catch, rattling in a combat outfit, in the gloomy Darial gorge with my exhausted horse.
2) In order to play with something out of boredom, he took a steel spear in his hands.
3) Blizzards that break through the doors will not knock me off the road.
4) If you don’t learn anything in a day, it means that you have been walking backwards all day.
Task 19. Place punctuation marks in complex sentences. Select the main and subordinate parts. Make proposals.
1) And for a long time I will be so kind to the people that I aroused good feelings with a lyre, that in my cruel age I glorified freedom and called for mercy for the fallen (P.). ______________________________________________________
2) I grabbed the papers and quickly took them away, afraid that the captain would not repent (L.). ____________________________________________________________
3) Chichikov explained to her that this paper was not of this kind, that it was intended for making fortresses, and not for requests (G.). _______________________________
4) It seemed to her that she had known this girl for a long time and loved her with the good compassionate love of her mother (M.G.). ________________________________________
5) Shaly talked for a long time about the problems on the collective farm about what remained invisible to Davydov, what was carefully hidden from him through the efforts of Yakov Lukich (Shol.). ___________________________________________________________
6) Chichikov looked and saw for sure that he had neither a chain nor a watch on him. It even seemed to him that one of his sideburns was smaller and not as thick as the other (G.). ___________________________________________________________
7) I invited my companion to drink a glass of tea together, because with me a cast-iron teapot is my only consolation on a journey through the Caucasus (L.). ________________________________________________________________________
8) The Ossetian cabman tirelessly drove the horses in order to have time to climb the Koishaur mountain before nightfall and sang songs at the top of his voice (L.). ________________________________________________________________________
9) I had to hire bulls to pull my cart up this damned mountain because it was already autumn and sleet (L.)._______________________________________________________________
10) They put chains under the wheels instead of brakes so that they would not roll out, took the horses by the bridle and began to descend (L.). __________________________________________________________________________
11) I stood on the corner of the site, firmly resting my left foot on a stone and leaning forward a little so that in case of a slight wound I would not tip back (L.).
12) He throws his head back when he speaks and constantly twists his mustache with his left hand, because with his right he leans on a crutch (L.). ___________________________
Task 20. Put the missing punctuation marks in complex sentences. Select the main and subordinate parts. Make proposals.
1) I was lying on the sofa with my eyes fixed on the ceiling and my hands behind the back of my head when Werner entered my room (L.). ___________________________________________
2) And when Ippolit Shaly was the last to walk with a bearish step and chuckling with restraint, embarrassed by everyone's attention from afar, stretched out a huge black hand crushed by work. _____________________________
3) Since I live and act, fate somehow always led me to the denouement of other people's dramas, as if without me no one could die or come to despair (L.). _______________________________________________________________
4) Grushnitsky stumbled; the branch for which he clung broke and he would have rolled down on his back if his seconds had not supported (L.).
5) In his office there was always some kind of book, bookmarked on the fourteenth page, which he had been constantly reading for two years now (G.).
6) Having entered the yard, the chaise stopped in front of a small house, which was difficult to see because of the darkness (G.). ____________________________
7) Both friends shook hands for a long time and looked into each other's eyes for a long time in which tears were visible (G.).
8) When Chichikov looked askance at Sobakevich, this time he seemed to him very similar to a medium-sized bear (G.).
9) He was thinking about where to put all this power of youth that is in a person only once in a lifetime (L.T.). ___________________________________
10) Leaving Moscow, he was in that happy, young mood of spirit when, realizing the previous mistakes, the young man suddenly tells himself that it was all wrong (T.T.). _________________________________________________________________
Task 21. A) Form complex sentences from these sentences by placing subordinate clauses after the defined words of the main clause. Make proposals.
1) The shore was low, muddy (where the car stopped). ______________
2) The music has died down in the house (which is opposite). ____________________________
3) (Where the plains meet the mountains) the boundaries are marked extremely sharply.________________________________________________________
4) (Where I arrived) the headquarters of the regiment was masked by ruins. _________________
5) The fish caught so many and therefore they sent for a cart (which they did not expect). ____________________________________________________________
6) The spring sun looked affably from the blue sky and warmed pretty (on which cirrus clouds moved).____________________________
B) Replace isolated parts of the sentence with relative attributive clauses.
1) The air, cold and damp in the morning, gradually warmed up.
2) Because of the cloud, motionless frozen on the horizon, the moon rose.
3) Snow, not melting even in summer, covered the mountain peaks.________________________________________________________________________________________________________________________________________
4) My grandfather, an experienced hunter, went to bear alone.__________________
________________________________________________________________________
5) Clouds, driven by a light breeze, float across the azure sky.________
________________________________________________________________________
AT) Correct these sentences by replacing one of the subordinate clauses with a separate definition. Write down the corrected sentences, make their schemes.
1) We were looking for a spring, which was located in a hollow that began behind the village. ___________________________________________________
________________________________________________________________________
2) The moon, which was visible from behind the roofs, illuminated the streets, which were deserted and deserted._______________________________________________
________________________________________________________________________
3) The pine tree, under which we settled down, stood alone in the middle of a field that was sown with buckwheat.
__________________________________________________________________________________________________________________________________________
________________________________________________________________________
G) Rebuild simple sentences into complex ones, replacing the underlined words with synonymous subordinate explanatory sentences. Make proposals.
1) The artist observed with admiration for the beautiful flight of a bird.
____________________________________________________________________________________________________________________________________________
2) It was nice to watch the smooth flow of water in the river.______________
________________________________________________________________________
3) Let us know about the day of arrival. ______________________________________
________________________________________________________________________
4) The passenger asked the station attendant about the arrival time of the train.
_________________________________________________________________________________________________________________________________________
5) Our skiers showed ability to snatch victory at the finish line.
____________________________________________________________________________________________________________________________________________
Task 22. Add subordinate objectives to the main sentences, add punctuation marks.
1) You need to study well __________________________________________
_______________________________________________________________________
2) His former students often came to the old teacher in order to ______
________________________________________________________________________
3) I decided to go to college for the purpose of _______________________
______________________________________________________________________
4) My friends went to the Far East with that ___________________
_____________________________________________________________________
Task 23. Insert index words instead of dots, determine the types of subordinate clauses, place commas, and draw up diagrams in the margins.
Task 24. Using the knowledge gained from studying complex sentences, write your thoughts on the topic: “What attracts me to my future profession.”
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Test work in the Russian language on the topic
"Complex sentence"
8th grade
Option 1.
A. Barin looked at the garden, and he no longer wanted to leave here.
B. They opened the front door, and the smell of spring wafted from the street.
B. The end of winter, and the birds call incessantly in the trees.
D. He invited a friend who lived not far from him to visit.
2. Find
A. Mikhail Sergeevich could not even imagine how much strength the disease would take.
B. Beautiful flowers and shrubs, beautiful fruit and coniferous trees flaunted in the garden.
V. Either it started to snow, or someone tore the feather pillow.
D. The distant mountains are looming, and the hollow hills already freed from snow are monotonously turning yellow.
3. Indicate the sentence where a mistake was made in punctuation .
A. It all happened in May when the trees were already dressed up with leaves.
B. Dvornik did not tell anyone about this incident, because no one would believe him.
B. Where there is no love for one's work, there is no criticism.
G. I don't know where the boundary is between comrade and friend.
4. Indicate the sentence where a mistake was made in punctuation .
A. Maria ran into the corridor, where Fedenka's toys were scattered.
B. In the place where the sun had set, crimson streaks were still glowing.
Q. Now an extraordinary silence stands where the war used to rumble.
G. I rested in a grove where a nightingale sang beautifully.
5. In which answer option are all the numbers correctly indicated, in the place of which commas should be in the sentence.
Everyone hoped (1) that (2) turning east (3) the comrades would go most of the way through harsh terrain (4) where not a single settlement would be found (5) and come out to the southern slopes of the mountain range.
A 1.3, B 1.3.5 C 1.2,3.4. G 1,2,4,5
6. In which answer option are all the numbers correctly indicated, in place of which commas should be in the sentence.
Today, everyone listens to the radio (1) watches TV (2) reads print media (3) to find out everything (4) that is happening in our society (5) our country.
A 1.2.3, B 2.3.4, C3.4.5, D 1.2.3.4.5
7. Specify a sentence with a clause of place.
A. In that garden, where small animals toiled from the sun, plants also tried to survive.
B. They did not know where they would stay for the weekend.
Q. We dreamed of going to a place where we could talk quietly in private.
8. Find among these sentences a complex subordinate with a subordinate clause.
A. He told where his brother spent his childhood.
B. He hurried to where his brother spent his childhood.
Q. He visited the city where his brother spent his childhood.
9. Specify a sentence with parallel subordination .
A. And because I have been preparing all the days, I will whisper that everything in the world is repeatable.
B. They didn’t think that I was in an impenetrable fog, in everyday life I suffer because I don’t understand where the terrible stream is taking us.
V. I dreamed that my heart more vividly recalls the village where I met you to the music of crickets.
10. Specify the sentence corresponding to the given pattern [ ,(), ]
A. The old man reached the lower pond, where the ravine ran into, and turned towards the village.
B. Here is the hillock where I recently rested.
V. Opening my eyes, I did not even dare to think where I was, and for a long, long time the birds circled above me.
11. Indicate the sentence corresponding to this scheme
, (), (), ()
A. On a sunny morning, when the birds were singing, when the dew had not yet dried on the bushes, the whole team ran to meet Galka.
B. In the life of a girl there are days when nothing pleases from the donated bundles that are so brightly evident.
Q. We went on a trip when a warm rain began to fall, the sun came out from behind the clouds.
12. Indicate the sentence in which the subordinate clause is attached to the main one with the help of an allied word.
A. Miron performed as required by law.
B. I am writing on a candy wrapper, because there is no business card.
Q. At least a century has passed since I found you.
13. Indicate the sentence in which the subordinate clause is attached to the main one with the help of an allied word.
A. We got to the city together, which was clear to everyone.
B. The rains washed out the road, so we had to walk further.
Q. The light was very dim, so I had to turn on the lamp.
Answers:
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 |
| G | a | a | b | in | G | in | b | a | a | a | b | a |
Option 2
1. Find a complex sentence
A. Neighbors do not talk about a person, but those who live with him
B. The sea catches lightning bolts and extinguishes them in its abyss.
V. There were a lot of them, everyone was thirsty.
D. Coffee was served on the veranda, where the last rays of the sun were still fading.
2. Find a complex sentence
A. He either went up, then started to go down, then ran out of the house.
B. By morning it got quite warm, but it became noticeably colder in the apartment.
Q. From the vibration of the floor, one could guess whether the car was moving or not.
D. The more he heard what she sang, the faster he wanted to run away.
3. Indicate the sentences where a mistake was made in punctuation marks.
A. Finally, everyone knew that Tamara could not play and that this shortcoming could not be corrected by anything.
B. You will soon realize how much grief it will bring you.
V. The sled rolled down the hill as if it had a huge motor behind it.
G. Don't think I'm joking.
4. Indicate the sentences where a mistake was made in punctuation .
A. We didn’t remember where my sister was at all, she left her fur coat and shoes.
B. No matter how hard the watchman tried, the cucumbers disappeared from the field more and more often.
V. Everyone understood how Sanka suffered in recent days.
G. Marie often accompanied the orphan to the school fence, where her friend always met her.
5. Indicate a sentence in which commas should be in place of all digits.
A. The meaning of the task was (1) for everyone to run to the pole (2) painted with a red ribbon (3) in time and put the flag in place.
B. You and I did not know yet (1) mom (2) and dad with Tanya will wait until the evening.
B. The snow fell in large flakes (1) so we really wanted (2) that it would not end.
G. The dog looked plaintively at the owner (1) who stood (2) without moving (3) and began to plaintively (4) whine at the top of his voice.
6. Indicate the numbers in each sentence, in place of which there should be commas.
A. And I claimed( 1 ) that all together( 2 ) have to buy groceries.
B. From there( 1 ) where before the light was warm( 2 ) didn't feel good at all( 3 ) and care.
B. Shaking more and more( 1 ) at one thought( 2 ) that they won't come back( 3 ) Vasily understood( 4 ) the risk of the operation.
G. Mishka could not fall asleep for a long time (1) because she came in dreams (2) and beckoned the thought in those moments in a completely different direction.
7. Specify complex sentence with adnexal m time .
A. Only for today the menu was ordered when they came for a whole week.
B. We woke up exactly at the moment when everyone was already going home.
Q. Do you know what time it is?
8 . Specify complex sentence with adnexal m time .
A. Man lives exactly as long as God has measured him.
B. You ask how long he will torment me.
V. Masha knew how long the punishment would last.
9 . Indicate a complex sentence with homogeneous subordination.
A. At that time, soldiers were passing by, so it was noisy in the village, and the dogs were barking all at once.
B. We knew how painful it was to leave, how tears dripped from our eyes.
Q. The biggest mistake in her life she considered the moment when she entered college and began to do this business.
10. Indicate the sentences corresponding to the schemes:
1. , (what), (what) and ().
2., (which), (as if).
A. When I remember that this happened in my lifetime and that today I have lived to the reign of Emperor Alexander, I cannot help but marvel at the rapid progress of enlightenment.
B. He suddenly stopped thinking about the war, which had been threatening the state for a year, as if there was no danger at all.
V. Pierre thought that Prince Andrei was unhappy, that he was mistaken and that Pierre should come to his aid.
D. I was firmly convinced that all three professors were extremely interested in the question of whether I would pass the exam.
11. Specify the sentence corresponding to the pattern [ ,(), ].
A) He began to remember if he had done any other stupid things.
b) To get rid of them, he closed his eyes.
C) Almost every time a new carriage drove up, a whisper ran through the crowd.
12. Specify the sentence corresponding to the scheme:
, (when where).
A) It was night when I went out into the street from the house, where I was reading my story in the circle of relatives.
B) There was that pre-night hour when outlines, lines, colors are erased.
C) When grief is painful, when happiness is joyful, I go on a date with you, Russian forest.
D) You should never wander alone in those places where you were together.
Answers.
| 1-B 2-B |
Among complex sentences, sentences of a minimal structure are also distinguished, which are a union of two simple ones - the main and subordinate clauses, and sentences of a complicated structure, which are various combinations of complex sentences of a minimal structure.
Errors in the construction of complex sentences of minimal structure are varied. Some of them are not connected (or connected to a small extent) with certain types of subordinate clauses, that is, they are common to different types of complex sentences, others are characteristic of a particular type of subordinate clause.
1. Combining composition and submission
It is known that in compound and complex sentences, despite their significant formal difference, the same or extremely close grammatical meanings can be expressed. This allows us to speak in some cases about their synonymy. Thus, the meaning of temporal succession can be expressed both by a compound and a complex sentence. Wed: I was acting, and they immediately opened it for me, and When I knocked, they immediately opened it for me. Synonymous compound and complex sentences can be used to express the meanings of comparison, consequence, conditionality, and a number of others. In the speech of schoolchildren, there are errors that could be described as cases of “structural failure”: a sentence that began as a complex sentence ends as a complex one (while maintaining the same general grammatical meaning) and, conversely, a sentence that begins as a complex one ends as a complex one. Structures that are grammatical synonyms are always combined. The failure occurs at the boundary between predicative units. Examples of the first type (with the transition from submission to composition): “When Murka got tired of messing with kittens, she went somewhere to sleep” (op., 4) (cf.: “When Murka got tired of messing with kittens, she went somewhere some sleep” and “Murka got tired of messing around, and she went somewhere to sleep”); “As soon as Troekurov ordered Shabashkin to be called, and a minute later the assessor stood in front of the master” (op., 5); “When you come to the boulevard and look how the leaves are spinning quietly, and your soul becomes joyful and warm” (op., 5). Examples of the second type (with the transition from composition to submission): “Mom and I are very friendly that even our dad is offended why mom spends more time with me than with him” (op., 6) (cf .: “We are with Mom is very friendly, and dad is offended ... ”and“ Mom and I are so friends that dad is offended ..."). There are extremely many sentences of this kind, in which the meaning of the consequence, combined with the meaning of the degree, are expressed in the speech of children: “Murznk growled and barked that Vaska rushed to run” (ex., 5). They are found even among high school students: “Voloda gets it the most, that even Vera Matveevna says that she doesn’t know how he survived” (op., 9).
2. Abnormal use of the infinitive
subordinate clause
In a number of complex sentences (with subordinate clauses of purpose, conditions, time, and some others) * infinitive sentences can be used as subordinate clauses. Ego is possible only in cases where the main and subordinate clauses refer to the same character: “Before taking up the ax, he rolled up the sleeves of his shirt”; "He went on an expedition to get to know life better." In the speech of students there are errors associated with the violation of this pattern: “Before starting to write an essay, the teacher told us about the plan” (op., 7); “Parents sent him on an expedition to get to know life better” (op., 8); “He petitioned General R. to give him a company of soldiers to liberate the Belogorsk fortress” (op., 7).
3. Imaginary logical errors in the construction of complex
proposals
The lack of expression of an essential link of thought associated with the perception of some phenomenon or its assessment often leads to speech errors that look like logical ones, for example: “The mistress of this room is not very neat, because the girl’s school uniform does not lie very well” (op. , 5). Is it possible to conclude from this sentence that the author of the essay considers the carelessly folded dress to be the cause of the carelessness of the hostess of the room? Of course no. When logically expanded, the sentence would look like this: "We can conclude that the mistress of this room is not very neat, because the girl's school uniform does not lie very well." Similar examples: “The morning was cold, because the ground was covered with hoarfrost” (ex., 5); "It's cold in the library because a shawl is on the chair" (op., 4). Cases of skipping the “link of perception” are also known to the normative language, but there are such sentences, reflecting typical situations.
are not recognized as any kind of anomaly and represent a special kind of complex sentences with a subordinate clause of reason - sentences with the meaning of rationale1.
The omission of the “link of perception” is also possible in sentences of another type: “He was so upset that even the chicken pecked at his worms” (op., 4) -vol. e. "so upset that he did not notice that ..."; “When I looked into the well, it was very deep” (op., 7), etc. 71.
4. Errors in the construction of complex sentences with a subordinate clause
a) Separation of the subordinate clause from the word being defined. It is known that the main rule for constructing complex sentences with attributive subordinate clauses is the following: the subordinate clause must be located immediately after the noun of the main part, which is the word being defined. Meanwhile, this rule in the speech of students is violated very often. The separation of the subordinate clause from the defined word is associated with difficulties of a compositional nature: one must either place the defined word in the last place in the main sentence (which requires a fairly highly developed ability of “anticipation”), or dissect the main sentence by introducing the subordinate clause inside it (which associated with a sufficiently developed compositional skill). Therefore, sentences of this type are often encountered: “A warm rain moistened the earth, which the crops so needed” (op., 4); “The guys looked out the window and saw the Nazis, which was glued crosswise” (op., 5). Similar examples are common in the speech of high school students: “Prince Andrei treats secular society with contempt, in which he is forced to be” (op., 9). If the main clause contains another noun that has the same gender and number form as the word being defined, ambiguity may arise: “The dog walked with Aunt Valya, who was wearing a muzzle” (from the heading “Hello from Mitrofan" of the newspaper "Lenin sparks")72.
b) Allied words (relative pronouns) that attach a subordinate clause may be erroneously agreed in gender and number with the wrong noun of the main clause, which is defined. This happens especially often in cases where the main sentence is a two-part sentence of identity: “The squirrel is a beast that lives on a tree” (questionnaire, 3); “A razor is an object that is used to shave” (questionnaire, 5). Such errors can also be encountered in the speech of high school students: “The play“ At the Bottom ”is a work that contains an accusation of capitalism” (op., 10). A certain regularity is observed - the allied word is consistent with the noun, denoting not a generic (as required), but a specific concept.
c) In accordance with the norms of the modern language, the relative pronoun which should be placed in the first place in the subordinate clause1. Meanwhile, this rule may be violated in the speech of students: “Mtsyri is a Georgian youth who was taken prisoner by a Russian general as a child” (op., 7); “He sees a park of thin stunted trees, about which it was written that thanks to the care of the mayor, the city was decorated with a magnificent garden” (op., 8); “Boris, whose uncle wants to send him to Siberia, comes to say goodbye” (op., 9).
d) The omission of a correlative from the word - a demonstrative pronoun - in the main clause is found in a special variety of attributive clauses - pronouns - attributive sentences. The role of the defined word, concretized by the subordinate clause, is not a noun, but a pronoun: “He broke what was on the table”, “Invite the one who saved the child”. In the speech of students, there are common cases of missing a pronoun, which is a defined word: “He broke what was on the table” (op., 4); “The officer ordered that they invite him, who saved the child” (ex., 4). The omission of demonstrative pronouns is common in colloquial speech and, apparently, does not constitute a violation of the norm within it, however, in relation to written speech, such an omission should be considered as a significant shortcoming.
5. Errors in the construction of complex sentences with an explanatory clause
a) As you know, verbs, nouns, adjectives, adverbs that have the meaning of speech, thought, feeling, evaluation, being, detection are used as supporting words in the main sentence. However, not all words with these meanings can perform this function. In addition, some supporting words show selectivity in relation to the subordinate clause: some are combined only with a subordinate clause containing a question, others only with a subordinate clause that does not contain a question.
In the speech of students, one can find various cases of violation of the patterns dictated by the language norm: “Khlestakov was said to have a learned head” (op., 7) - cf. they said, chpo ...\ "The Sultan wrote a letter to the Cossacks to surrender" (op., 6); “He tortured his sister and mother so that they listened to the solemn promise for the tenth time” (outl., 4); “I even became scared that I would now be from my mother” (op., 4) - with the word scary, only a subordinate clause is possible that does not contain a question, for example: “I was scared that she would leave now.”
b) The demonstrative pronoun that is not used in the main clause if the subordinate clause takes the position of the accusative case with transitive verbs (for example, such as see, understand, etc.). The use of to with such verbs is a mistake: “He understood that it is good to have such a devoted friend” (ex., 4). Not combined with that and some other key words (necessary, necessary, required, etc.). Therefore, the sentences are erroneous: “ It is necessary that you come to me" (oral, 5); “What is required is that we all live together and not quarrel” (note, 4).
At the same time, the demonstrative word is an obligatory element of the construction in cases where the subordinate clause appears in a position of homogeneity in relation to the member of the sentence. Wed the sentence corresponding to the norm “I remembered the campaign and how we sang around the fire” and the diverging from it “I remembered the trip and how we sang around the fire” (op., b) 1.
The use of the pronoun then expands the syntactic possibilities of many words, allowing them to be used as supporting ones. Wed the sentence “Volodya became interested in what Sasha wrote” (ex., 4) and the completely correct sentence “Volodya became interested in what Sasha wrote” that does not correspond to the norm. The omission of the demonstrative pronoun can also be seen in the sentences: “Mother thought about how bad it is for him to live here” (op., 3); “On the way, we told what happened to us over the summer” (op., 4); “We admired that the sea was so beautiful” (note, 5).
c) In speech practice, it often becomes necessary to translate direct speech into indirect speech. At the same time, direct speech undergoes transformations related mainly to verbal forms and personal pronouns. In the speech of students, errors are widespread, consisting in the fact that direct speech takes the position of a subordinate explanatory sentence, without undergoing any restructuring: “The guys swore an oath that we would not give up the banner to the Nazis” (op., 5); “When Grinev recovered, he told Masha that I was sending a letter and waiting for my parents' blessing” (op., 7); “Taras said that tomorrow we are going to Zaporozhye, why put off” (op., 6).
d) In sentences with indirect speech, students sometimes use two means of attaching subordinate clauses at the same time - an explanatory union that and a relative pronoun or particle whether: “The writer realized that he had a devoted friend” (ex., 4); “He thought that life is over at thirty-one” (op., 9); “The counselor asked where is our waste paper” (note, 5).
6. Errors in the construction of complex sentences
with adverbial time
The most common mistake in this area is the wrong choice of alliance. Very often, the union as replaces unions that are more appropriate from the point of view of the modern language norm when, suddenly, etc.: “As we arrived home, my mother immediately began to cook fish soup” (op., 4) - cf .: When we arrived .. .or As soon as we arrived...; “The short man was about to hide behind his brother, when he remembered that he no longer had a brother” (op., 4). Some compound unions are used incorrectly, for example: “And this continued until the barrel was taken away from the angry beast” (ex., 5).
7. Errors in the construction of complex sentences
with an adjective purpose
In the main part of complex sentences with a subordinate clause of purpose, an active arbitrary action or the need for some action or state is usually expressed. The most common speech error of schoolchildren is that the main sentence is used, which expresses a passive state, attitude, etc.: “Grinev loved Masha from a pure soul, and Shvabrip - to torture” (op., 7); "The light bulbs on the skating rink burn steadily to illuminate the skating rink" (op., 4); "Vanya bows before Volodin's desire for archeology, so that a person believes in his own strength and capabilities" (op., 9).
8. Cases of attributing the subordinate adverbial clause not to the entire main clause as a whole,
and to one of its members
This phenomenon is also known in normative language, but it occurs much less frequently in it. In the speech of schoolchildren, such sentences are quite widespread: “His portrait hangs on the wall when he was young” (op., 5) - the subordinate clause refers to the word portrait "," This is confirmed by the words of Tikhon,
91when he sees Katerina's corpse" (op., 9) - "words when..."; "One of the sins is the spanking of a non-commissioned officer, although corporal punishment was prohibited" (op., 7) - "spanking, although ...".
9. Errors in the construction of complex sentences
complicated structure
a) Consistent subordination of attributive clauses with the pronoun which. Although theoretically a series of monofunctional sentences included one into another can be infinitely long (“The house that Jack built ...”), however, our aesthetic sense forbids the repetition of the same type of clauses. This speech defect is extremely widespread both in children's speech and outside it: “My chin is rounded, after which there is a thin long neck, which is rubbed every time by a white shirt” (op., 6); “Sparrows, who cautiously fly up, are especially surprised by the clock that stands on a table dug into the ground” (ex., 4).
b) Subordination of explanatory subordinate clauses related to the main in different ways.
In accordance with the norms of the language, two explanatory clauses cannot be attached to the same word of the main sentence, one of which is attached by a conjunction, and the other by a relative pronoun. In speech, however, this rule is violated: “Mtsyri learned about himself that he is not afraid of deprivation and hunger, how brave he is, how invincible will he is” (op., 7); “The writer realized that Bulka had run twenty miles and what a devoted friend he had” (Izl., 4).
VOCABULARY AND PHRASEOLOGY
It seems possible to single out three main types of lexical irregularities: 1) non-normative meanings of words (semantic errors); 2) non-normative combination of words; 3) tautological errors and repetitions73. Phraseological errors constitute a special group.
A detailed description of lexical irregularities, based on the analysis of rich factual material, is presented in the article: N.E. Sulimenko. On the criteria for the uniformity of speech defects. - In: Assessment of knowledge, skills and abilities of students in the Russian language. Moscow: Education, 1978.